Academic literature on the topic 'Topic specific professional knowledge'
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Journal articles on the topic "Topic specific professional knowledge"
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Stender, Anita, Maja Brückmann, and Knut Neumann. "Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning." International Journal of Science Education 39, no. 12 (2017): 1690–714. http://dx.doi.org/10.1080/09500693.2017.1351645.
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Aydin, Sevgi, Patricia M. Friedrichsen, Yezdan Boz, and Deborah L. Hanuscin. "Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions." Chem. Educ. Res. Pract. 15, no. 4 (2014): 658–74. http://dx.doi.org/10.1039/c4rp00105b.
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The purpose of this study was to examine experienced chemistry teachers' pedagogical content knowledge (PCK) for two different topics in chemistry to better understand how PCK is specific to topic, including whether all components of PCK are topic-specific and to what degree. To explore the topic-specific nature of PCK, we examined two experienced teachers' PCK using a case study methodology. Multiple data collection strategies were used, including a card-sorting activity, Content Representation (CoRe), semi-structured interviews, observations, and field notes. The data collected were analyzed both deductively and inductively. Results revealed that the teachers used more content-based and teacher-centered instruction to teach electrochemistry, whereas their instruction was less teacher-centered, and included Science–Technology–Society–Environment discussions and implicit NOS instruction to teach nuclear reactions. The teachers also varied in the extent of their knowledge of learners and curriculum in comparing their PCK for each topic. In regard to assessment, the teachers' assessment practices were at the general PK level; they lacked topic-specific PCK for either topic. We provided recommendations for professional development programs, pre-service teacher education programs, and curriculum developers to support teachers in developing topic-specific PCK.
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Schultz, M., G. A. Lawrie, C. H. Bailey, and B. L. Dargaville. "Characterisation of teacher professional knowledge and skill through content representations from tertiary chemistry educators." Chemistry Education Research and Practice 19, no. 2 (2018): 508–19. http://dx.doi.org/10.1039/c7rp00251c.
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An established tool for collating secondary teachers’ pedagogical content knowledge (Loughran's CoRe) has been adapted for use by tertiary educators. Chemistry lecturers with a range of levels of experience were invited to participate in workshops through which the tool was piloted, refined and applied. We now present this refined tool for the tertiary teaching community to consider adopting. The teaching approaches of over 80 workshop participants were collected using the tool in a broad survey of tertiary chemistry teaching strategies. Participation in the workshops led to a significant gain in personal PCK for some individuals. Analysis of responses received in the workshops revealed that the consensus model of secondary teacher professional knowledge and skill is also applicable to the tertiary level, and that the CoRe is a useful way to gain insight into the knowledge bases and topic-specific professional knowledge of tertiary chemistry teachers. The data were aggregated and coded inductively to distil the types of strategies commonly found to be useful for teaching particular tertiary chemistry topics. This resulted in collation of over 300 teaching strategies for 19 different chemistry topics, representing significant topic-specific professional knowledge of tertiary practitioners. To share and sustain this collection of teaching strategies, a website was built that is searchable by either chemistry topic or by type of teaching strategy, making it immediately useful to practitioners. Usage analytics data for the website confirm that many users have accessed the resource, showing that this is a practical way to transfer information between chemistry educators.
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Underwood, James, and Thanh Truong. "Conceptualising Teachers’ Knowledge when Crossing National Boundaries." Polish Journal of Educational Studies 72, no. 1 (2019): 145–61. http://dx.doi.org/10.2478/poljes-2019-0010.
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AbstractThe objective of this paper was to examine the meaning and function of “teachers knowledge”, both as a foundational tool used by teachers as professionals and the ways in which such knowledge is acquired, shared, and bettered. To help guide this discussion, the paper reviews the literature on related topics whilst also providing other insights and recommendations for further research. The topics have been broken down into two main parts: conceptualising teachers’ professional knowledge; and the sharing of knowledge internationally. The second of these examines the history of the topic whilst also critiquing the methods and effectiveness of sharing strategies. We find that the ways professional knowledge have been defined in public discourse are often inappropriate for the specific context of teaching. Furthermore, we find that sharing experience and knowledge between teachers is a foundational concept yet not always a straightforward matter and knowledge/experience can be a very difficult thing to transfer between one another. These obstacles can be exacerbated when it comes to the sharing of knowledge internationally, as economic disparities between participating nations can be vast and differences in culture challenging to overcome. Some nations additionally struggle in their authenticity to learn from each other. Ultimately, it is clear that “teacher knowledge” is a concept that is an area in need of further research, particularly as education reforms and curriculum adjustments are of great concern to both developing nations and their wealthier counterparts.
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Maryati, Maryati, Zuhdan Kun Prasetyo, Insih Wilujeng, and Bambang Sumintono. "MEASURING TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE USING MANY-FACET RASCH MODEL." Jurnal Cakrawala Pendidikan 38, no. 3 (2019): 452–64. http://dx.doi.org/10.21831/cp.v38i3.26598.
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In the context of teacher professional development and teacher certification, an objective measurement of teachers’ Pedagogical Content Knowledge (PCK) is requried. This research is a case study to measure teachers’ PCK within prospective middle school science teachers participating in an Indonesian teacher professional development program. The study used quantitative approach which involved multirater assessment analysed by Many-Facet Rasch Model (MFRM) to assess teachers’ PCK in teaching a specific topic, i.e. “The Particulate Nature of Matter” (PNM). Researchers developed a rubric for items to measure teachers’ enactment PCK for teaching that specific topic. The MFRM analysis of the data revealed item reliability, item validity, separation and unidimensionality fall within good category. The findings show prospective teachers need to improve their PCK specifically in terms of “knowledge of instructional strategies and representations for teaching science” dimension. However, for knowledge of science curriculum and knowledge of students’ understanding in science dimension, the findings show that the participants were competent.
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Ogbonnaya, Ijeoma Chidinma, Andile Mji, Oliva Neo Mafa-Theledi, and Beatrice Ngulube. "ECONOMICS TEACHERS’ USE OF TOPIC SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING MARKET DYNAMICS." Problems of Education in the 21st Century 78, no. 3 (2020): 371–93. http://dx.doi.org/10.33225/pec/20.78.371.
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The poor learners’ understanding of specific topic ‘Market Dynamics’ (MD) is a concern in South Africa secondary schools and so it is globally. Many researchers and education stakeholders in South Africa point to the need to use TS-PCK to improve learners’ understanding of MD. This research aimed to examine economics teachers’ teaching of Market Dynamics (MD) in order to understand how the teaching and learning of MD could be improved using topic Specific PCK. Using Mavhunga’s TS-PCK as the theoretical framework. Two TS-PCK components were examined in the research namely, content knowledge (What is that makes a topic difficult to teach?) and representations were used to gain an in–depth understanding of teachers’ use of TS-PCK in teaching MD. It was a descriptive case study design. Purposeful samples of three economics teachers of 10th, 11th and 12th grade were selected. A semi-structured interview consisting of 18 items was used to generate data for the research while a qualitative data analysis technique, namely thematic analysis was used to analyze the data generated. The results showed that the three economics teachers sampled for the research were able to use their TS-Content Knowledge adequately in different Content Knowledge domains to understand what makes a topic difficult to teach or learn. The result also showed that the participating teachers identified difficult areas that are challenging to teach in the topic of MD but were unable to explain and give cogent reasons why those areas were challenging for learners to understand. Further results on teachers’ use of TS-PCK based on ‘representations’ revealed that the teachers effectively used analogies and examples in teaching market dynamics but struggled to find activities to illustrate some of the concepts of market dynamics. The research recommends that economics teachers should be provided with more structured opportunities to help develop their topic specific pedagogical content knowledge of the school level content as part of their professional development. Keywords: content knowledge, economics teachers, pedagogical content Knowledge, topic specific pedagogical content knowledge, market dynamics.
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Rodríguez Marconi, Daniel, Camilo Morales Cárdenas, Liliana Gaete Antilen, Marta Garrido Ormeño, and Camila Pardo Reyes. "Level of physiological, anatomical and pathological knowledge of the singing voice on the part of professional and amateur singers." Revista CEFAC 20, no. 5 (2018): 621–31. http://dx.doi.org/10.1590/1982-021620182054118.
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ABSTRACT Purpose: the knowledge concerning care of the voice on the part of professional and amateur singers in Chile is relevant for voice professionals and also for speech pathologists who work in disorder prevention and voice care. It is important to know if there are differences between both groups regarding the knowledge of voice care. Methods: the "Vocal Awareness Questionnaire for Singers'' was applied to a sample of 66 singers: 33 professional and 33 amateur singers. Three areas of knowledge were evaluated: anatomy and physiology of the larynx, vocal hygiene and voice pathologies. Results: there were no significant differences in the knowledge of voice care between professional and amateur singers both at a general level and in specific areas of knowledge. The topic of vocal hygiene obtained the highest percentage of correct answers in both groups, while the lowest percentage was in the area of voice pathologies. Conclusions: there were no differences in the level of knowledge on voice care between the professional and amateur singers included in this study. In both groups, the level of knowledge was from low to moderate. This could increase the incidence of vocal pathologies in both groups.
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Naar, Jill Juris, Raven H. Weaver, and Libbie Sonnier-Netto. "TEACHING SEX AND AGING TO PRE-PROFESSIONALS: EXPERIENTIAL LEARNING OF A TABOO TOPIC." Innovation in Aging 3, Supplement_1 (2019): S538. http://dx.doi.org/10.1093/geroni/igz038.1977.
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Abstract Myths and stereotypes of sex in late life prevail (e.g., sex becomes unimportant or irrelevant; sex gets worse as individuals age; older adults are asexual). Unless the workforce is adequately prepared and knowledgeable to address the sexual health needs of older adults, it is difficult to disrupt ageism that contribute to discrimination against older adults. Methods: We evaluated a two-day experiential workshop designed for students to develop factual community resources and educational materials related to sex and aging. Results: Using content analysis, we examined open-ended responses from 41 students. We identified three themes that depicted the value of experiential learning, specifically for this taboo topic. Students (1) increased awareness of late life sexual health and behaviors, (2) demonstrated comfort and creative strategies to discuss sex, and (3) appreciated the opportunity for transferable pre-professional skill development. Discussion: Providing pre-professional training helped close the knowledge gap about basic gerontological issues and issues specific to sexual health and sexual behaviors in late life. Students perceived the flipped classroom and collaborative structure of this experiential workshop as beneficial and practical for their learning and professional preparation. They developed skills for translating knowledge into practical resources that likely will transcend professions. Emphasizing the potentially uncomfortable topic of sex and aging provided students an opportunity to increase their comfort when addressing issues they will experience in their various professions. It is critical for gerontology educators to identify strategies to deliver sex and aging education among professionals to enhance interactions with older adults.
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Loch-Neckel, Gecioni, and Maria Aparecida Crepaldi. "Pharmacist contributions for basic care from the perspective of professionals of familial health care teams." Brazilian Journal of Pharmaceutical Sciences 45, no. 2 (2009): 263–72. http://dx.doi.org/10.1590/s1984-82502009000200011.
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This study aimed to investigate the social representations of professionals included in the team of Family Health Strategy (physicians, nurses and dentists) respecting the action possibilities and contributions of the pharmacist for the basic care, and based on social psychology and, particularly, on the theory of social representations. The epistemological basis of the research is qualitative, and the data were collected by means of individual semi-structured interviews, which were submitted to analysis of categorical thematic content. Apparently, the majority of professionals already inserted in the team know and recognize the importance of professional pharmacists in the basic care, as well as their potential contribution to this topic. The representations were constructed according to the following parameters: a) the study object and the intervention area, b) the individual practice of every professional and c) his/her action in specific cases. The quality of the professional or personal experience concerning the action of these professionals has contributed for the knowledge about the possibilities of pharmacists' intervention in basic care.
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Parker, Kate, Rozana V. Bharmal, and Joe H. Noar. "Queries to the British Orthodontic Society." Journal of Orthodontics 46, no. 3 (2019): 242–50. http://dx.doi.org/10.1177/1465312519853835.
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Objective: As the representative body for orthodontic specialists, the British Orthodontic Society (BOS) provides advice and guidance to professionals and patients on a variety of topics. The BOS receive frequent queries from professionals and patients and, where appropriate, provide advice and guidance. By reflecting on the types of queries received, it is hoped that general guidance can be developed and ‘frequently asked questions’ information established to improve knowledge in these particular areas. Design: Retrospective assessment of queries raised to the BOS. Setting: BOS headquarters, London. Methods: All queries raised to the BOS by professionals and patients from January 2017 to October 2018 were collated and divided into those raised by dental professionals or by patients. Within each group, all queries were further subcategorised into different topic areas. For each of the main topics, guidance will be developed to improve clinician and patient knowledge in these areas. Results: In the time period assessed, 422 queries were received to the BOS, 51.8% (n = 229) were from patients and 48.2% (n = 213) from professionals. Commissioning was the most common topic queried by professionals (34.3%), which included NHS contracts and tendering. Queries regarding associate matters (9.4%), specific clinical queries (9.4%) and BOS issues (8.9%) were also common topics raised by professionals. The most common topic queried by patients was the eligibility for NHS treatment (29.3%), followed by specific clinical queries (22.3%) and seeking recommendations for clinicians (10.5%). Conclusions: Overall, a large number of queries were received by the BOS. While some queries required specific information from the BOS, the majority of queries could be addressed through already published information and guidance. This project identifies the more common queries and provides clear guidance on where to find the appropriate advice.
Dissertations / Theses on the topic "Topic specific professional knowledge"
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Cook, Whitt Katahdin Abigail. "A Structural Model of Elementary Teachers' Knowledge, Beliefs, and Practices for Next Generation Science Teaching." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1469091648.
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Toerien, René. "Mapping the learning trajectories of physical sciences teachers' topic specific knowledge for teaching chemical bonding." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25508.
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Education in South Africa is a national concern and the training and professional development of teachers, especially in science and mathematics, has consequently been prioritised by the National Government. More than 60 percent of the teachers in South Africa are older than 40 years of age, which means that within the next 10-15 years many experienced teachers will exit the system, leaving a younger and less experienced cohort of teachers behind. This study aims to make explicit the learning trajectories of physical sciences teachers, specifically with respect to their knowledge for teaching chemical bonding, in order to support other teachers and thereby accelerating the route to expertise. Learning can be viewed as change, and change has a trajectory. Mapping the learning trajectories, and the significant events that influenced teachers' learning over time, can give insight into how the change had taken place. This study used a mixed methods approach within the pragmatic research paradigm to map learning trajectories for a group of 60 South African physical sciences teachers. Pedagogical content knowledge (PCK), the unique knowledge held by teachers, was used for the theoretical framing of the study. An adapted version of the Model of Teacher Professional Knowledge and Skill, including PCK, was used as an analytical framework. A measuring instrument for topic specific knowledge for teaching chemical bonding was designed and validated using the Rasch measurement model. Quantitative and qualitative analysis of the teachers' responses to the instrument and a grounded analysis of story-line interview data from ten purposively selected teachers were used to identify the factors that played a role in the development of the teachers' knowledge. A further qualitative analysis of PCK episodes from the interview data revealed how the above factors influenced the teachers' knowledge. Findings revealed that teaching the same content multiple times and at multiple grade levels, embracing changes in the curriculum as opportunities for learning, and further studies at tertiary level, especially completing post-graduate studies in education, all played a role in the teachers' perceived shifts in their topic specific knowledge for teaching (TSKFT). Three learning trajectories were identified for the teachers in this study: teachers shifted towards deeper conceptual understanding of the content and used more sophisticated explanatory frameworks; teachers shifted towards more integrated topic specific knowledge for teaching; and teachers shifted from being text book bound and teacher-focussed towards becoming more student-focussed in their approach to teaching. The findings from this study provide guidelines for professional development programmes in terms of differentiated support to teachers according to their career stages and the inclusion of content specific training programmes which makes teaching for conceptual progression explicit. A further recommendation includes encouraging teachers to embark on post-graduate studies in education as this played a pivotal role in shifting teachers' topic specific knowledge for teaching chemical bonding.
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Vokwana, Nonkanyiso Queen. "Development and validation of instruments to assess content knowledge and topic specific pedagogical content knowledge of teachers of organic chemistry." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6634.
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In 1986, Shulman described Pedagogical Content Knowledge (PCK), as the transformation of Content Knowledge into various forms which help students to understand the concepts. In a later study, Shulman (1987) identified the construct of PCK as one of the knowledge bases of teachers. Many researchers have proposed models to characterise this transformation of Content Knowledge (CK), one of the most recent of which describes the construct of Topic Specific PCK (TSPCK) (Mavhunga, 2012). This study attempts to evaluate the extent to which teachers of organic chemistry are able to transform their CK to TSPCK. The introduction of the National Curriculum Statement in South Africa in 2006 led to changes in the curriculum for all subjects; in particular there was an increase in emphasis on organic chemistry at Grade 12 level. The current research forms part of a larger project to investigate how teachers' knowledge of their subject matter affects the way they teach across several different contexts. It is premised on the assumption that PCK develops with experience and results from the transformation of CK. Two instruments based on the Mavhunga (2012) model were designed to assess Grade 12 teachers' TSPCK in organic chemistry. Her model proposes that topic specific PCK results from the transformation of CK; thus Content Knowledge is considered to be a prerequisite to develop TSPCK. Thus two instruments are required, one each to evaluate CK and TSPCK. A pilot study was conducted with a small group of teachers and the findings were used to refine the instruments. Expert teachers at local schools were consulted and assisted in the development process of the instruments, the final versions of which were administered to a larger cohort of 44 science teachers from diverse schools. The CK instrument was assessed as a conventional test on organic chemistry while the TSPCK instrument was scored using a specially designed rubric. The research methodology used a mixed methods approach to transform data collected into numerical clusters as well as to carry out a qualitative analysis. The data was analysed to yield raw scores which were later subjected to Rasch analysis. This measurement model was used to validate the instruments and also to convert raw scores into interval data. According to the Rasch analysis, both instruments met the criteria of validity and internal consistency. The findings from the CK instrument revealed that the majority of teachers performed well. Teachers with university training achieved higher scores than those trained at technikons and colleges. Performance on the TSPCK instrument was not as strong as for CK; teachers with little experience revealed less complete levels of TSPCK than those with more experience. A reasonable correlation between levels of CK and TSPCK was confirmed by a value of r = 0.68 (p< .0005) for the correlation coefficient derived from a scatter plot of CK versus TSPCK. This implies that an estimated 46% of the variance in TSPCK is accounted for by the variance in CK and provides evidence for the assumption that CK is a prerequisite for TSPCK. The main findings from this project revealed that low levels of CK are likely to result in lower levels of TSPCK while high levels of CK are likely to result in high levels of TSPCK. On the other hand the study also revealed that high levels of CK do not necessarily translate into high levels of TSPCK. An unanticipated outcome of the study was that in some cases, lower than average levels of CK can translate into high levels of TSPCK. The Rasch analysis also enabled the refinement of the CK instrument and the rubric developed to score the TSPCK instrument. The refinements will allow the researchers to use the valuable data collected during the course of this particular study as part of a data set for any future study. The instruments developed for this study have the potential to be used for a large-scale implementation to obtain a more nuanced picture of the level of PCK in organic chemistry in the teaching cohort in South Africa.
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Mazibe, Ernest Nkosingiphile. "Teaching graphs of motion : translating pedagogical content knowledge into practice." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62885.
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This study investigated the comparison between captured and revealed Pedagogical Content Knowledge (PCK) about graphs of motion. The aim of the study was to explore PCK when captured in a written format and discussions (captured PCK) and compare it to the PCK that the same teachers revealed in practice (revealed PCK) when teaching the topic. Four Grade 10 Physical sciences teachers were purposively and conveniently selected as participants of the study. Their PCK was captured through Content Representations (CoRes) and interviews. The revealed PCK on the other hand was gathered through lesson observations. The Topic Specific Pedagogical Content Knowledge (TSPCK) model was used as the framework that guided the analysis of the two manifestations of PCK. The focus was on teachers’ competences in the TSPCK components namely; learners’ prior knowledge including misconceptions, curricular saliency, what is difficult to teach, representations including analogies, and conceptual teaching strategies. The results of this study indicated that teachers’ competences in the TSPCK components varied. This was evident in both the captured and the revealed PCK. Thus it suggested that a teacher’s level of competence in one component is not necessarily an indication of his or her competence in the other components that define PCK, and subsequently in his/her overall captured or revealed PCK. Furthermore, the study suggested that the level of competence in a component in the captured PCK is not necessarily an indication of the level of competence within that component that the teacher would reveal during lesson presentation. The level may be the same, slightly different (higher or lower) or even be drastically different in the lesson than suggested by the captured PCK. A concluding remark was then made that teachers’ captured PCK is not necessarily a true reflection of the PCK they reveal during lesson presentation and that different instruments must be used to reflect on and assess teachers’ PCK in a topic.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Science, Mathematics and Technology Education<br>MEd<br>Unrestricted
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Vollebregt, Bronia Roxane. "The effect of training in equipment use on science teachers’ PCK about the wave concept." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78504.
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This study investigated the effect of training in equipment use on science teachers’ Pedagogical Content Knowledge (PCK) about the wave concept. The levels of teachers' reported PCK was explored before and after in-service training through interviews and Content Representations (CoRe). Furthermore, the study extended to investigating how the teachers enacted PCK when teaching the wave concept in their classrooms after the training. This qualitative research followed a case study method with three Grade 10 Physical Sciences teachers who were selected purposefully and pragmatically. Their pedagogical reasoning was elicited through a Video Stimulated Recall (VSR) interview and their general views about the training were obtained through a post-training interview. The framework was adapted from the Refined Consensus Model (RCM) and considered PCK at a topic and concept level, with each realm of PCK being underpinned by the Topic-Specific Pedagogical Content Knowledge (TSPCK) components, namely, the learners’ prior knowledge, the curricular saliency, representations, what is difficult and/or easy to teach and understand, and the conceptual teaching strategies. However, all five TSPCK components were considered. The study was centred on three key ideas in the topic of waves, namely: wavelength; frequency; and superposition. The participants' reported PCK improved and the footprint of the training was visible in the enacted PCK of all of the participants. This study suggests that training on the use of equipment improves teachers’ enacted PCK and this may ultimately lead to improved learner performance.<br>Dissertation (MEd)--University of Pretoria, 2020.<br>Science, Mathematics and Technology Education<br>MEd<br>Unrestricted
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Smith, Raymond Thomas. "TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE (PCK) IN CHEMISTRY: CHARACTERIZING ACID-BASE CHEMISTRY AND CHEMICAL BONDING PCK THROUGH A NOVEL DATA COLLECTION METHOD." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430488973.
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Aydin, Sevgi. "Examination Of Chemistry Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614327/index.pdf.
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The purpose of this study was to examine topic-specific nature of pedagogical content knowledge (PCK). Two experienced chemistry teachers&rsquo<br>PCK was examined in electrochemistry and radioactivity. To capture participants&rsquo<br>PCK, all PCK components were studied. To get deep and rich answers to research questions asked, qualitative methodology was used. Participants were selected through purposeful sampling. Data were gathered through card-sorting activity, Content Representation (CoRe), semi-structured interviews, classroom observations, and field notes. Results revealed that participants had two types of PCK, namely, PCK A for teaching electrochemistry and PCK B for teaching radioactivity. PCK A included content-based and teacher-centered instruction, many links to other topics in chemistry and in physics. The assessment was coherent which included different types of assessment strategies used at the beginning, during, and at the end of teaching. In PCK B, it was less teacher-centered. The link to other topics was limited. Additionally, teachers used fragmented assessment and were less knowledgeable about learners&rsquo<br>difficulties and misconceptions in radioactivity than they were in electrochemistry. Differences between PCK A and B may be related to nature of the topics. Learners need to have much pre-requisite knowledge both from chemistry and physics to learn electrochemistry. Also, there are more concepts in electrochemistry than there are in radioactivity. It seems that when teachers have to focus on more concepts to teach, they may have a tendency to teach more-teacher centered to save time. Teacher education programs should focus on topic-specific nature of PCK and provide topic-specific training to teachers.
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Perafán, Echeverri Gerardo Andrés, and B. Fredy M. Tinjaca. "General Aspects and First Progress Report on a Frame of a Research on Specific Professional Knowledge of Chemistry Teachers Associated with the Notion of Chemical Nomenclature." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/116990.
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Within the framework of research about professional teacher’s knowledge, our business is to identify and to characterize with case study method, a kind of specific professional teacher´s knowledge of Chemistry professorate, associated to the chemical nomenclature notion. This kind of research guides the sight to the teaching contents, but it postulates the teacher as an essential actor of that knowledge, rather than ignore of the other actors (didactic community, researchers, specialists, students, etc.) our research realizes the specific construction that the teacher makes, beyond the «spontaneous epistemologies» category, between others, which seems to deny an academic and discipline character of the built knowledge by the teachers. First, we show a brief reference to the research program on professional teacher´s knowledge which frames in the development of research line about Specific Professional Teacher´s Knowledge associated with Particular Categories, which belongs to the research group «Por las Aulas Colombianas- INVAUCOL». After that, we show a short justification about the choice of the particular category: chemical nomenclature, as a studied object, besides the historical importance that it has to the professional teaching consolidation, recognizing the teacher´s specific contributions to discipline body construction of school knowledge. Finally, weset in consideration some general methodological criteria defined in this research, and we show too, some preliminary reflections derived from field work in thepresent state of the project.<br>En el marco de la investigación sobre el conocimiento profesional del profesor, nos ocupamos de identificar y caracterizar, con estudios de caso, un tipo de conocimiento profesional específico del profesorado de química asociado a la noción de nomenclatura química. Este tipo de investigaciones orienta nuevamente la mirada hacia los contenidos de enseñanza, pero postula al profesor como un actor fundamental en la construcción de dicho conocimiento. Antes que desconocer a los otros actores (comunidad de didactas, investigadores, especialistas, estudiantes,etc.) nuestra investigación da cuenta de la construcción específica que realiza elprofesor, más allá de la categoría «epistemologías espontáneas», entre otras, que parecen negar el carácter académico y disciplinar de los saberes construidos por el profesor.Presentamos una breve aproximación al programa de investigación sobre el conocimiento profesional del profesor, en el cual se encuadra el desarrollo de la línea de investigación acerca del conocimiento profesional específico del profesor, asociado a categorías particulares, que forma parte de la agenda académica del Grupo Investigación por las Aulas Colombianas (INVAUCOL). Posteriormente, presentamos una corta justificación de la elección de las categorías particulares: nomenclatura química, por ejemplo, como objeto de este estudio; así mismo, de la importancia histórica que tiene para la consolidación de la profesión docente reconocer los aportes concretos del profesorado a la construcción del cuerpo disciplinar del saber escolar. Finalmente, ponemos a consideración algunos criterios metodológicos generales definidos en la investigación y presentamos unas reflexiones preliminares que se derivan del trabajo de campo en el estado actual del proyecto.
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Baugier, de Materre Alix. "L’éducation à l’autonomie est-elle possible lors de l’éducation thérapeutique du patient dans les maladies chroniques ?" Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100059.
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L’éducation thérapeutique du patient est un élément important de la prise en charge du patient atteint de maladie chronique. L’éducation thérapeutique est un processus structuré que ce soit dans sa conception ou dans ses modalités de réalisation. Ce que le patient doit retenir se présente sous forme de compétences à acquérir. Les compétences représentent les capacités que le patient met en jeu dans la prise en charge de sa maladie chronique. Ces compétences sont de deux ordres : les compétences « d’auto-soin », et les compétences « d’adaptation ». Au cours de ce travail, nous nous intéresserons plus spécifiquement à ce qui correspond aux compétences dites d'adaptation, et plus particulièrement à la possibilité d’une autonomie du patient dans la prise en charge de sa pathologie. D’un point de vue méthodologique, nous réaliserons une mise au point historique et théorique sur l’éducation thérapeutique. Une réflexion en amont d’ordre éthique sur le concept d’autonomie sera accompagnée d’une réflexion issue de la pratique. Nous nous appuierons également sur une analyse détaillée d’une enquête. L’objectif de ces travaux sera de réfléchir à des améliorations dans le domaine de la formation et de la prise en charge des patients<br>Therapeutic patient education is an important part of the management of the patient with chronic disease. Therapeutic education is a structured process whether in its conception or in its modes of realization. What the patient must remember is in the form of skills to acquire. The skills represent the abilities that the patient puts into play in the management of his chronic disease. These skills are of two kinds: "self-care" skills, and "adaptive" skills. During this work, we will focus more specifically on what corresponds to so-called adaptation skills, and more particularly to the possibility of patient autonomy in the management of his pathology. From a methodological point of view, we will achieve a historical and theoretical focus on therapeutic education. An upstream ethical reflection on the concept of autonomy will be accompanied by a reflection from the practice. We will also rely on a detailed analysis of a survey. The objective of this work will be to reflect on improvements in the field of training and patient care
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De, Jager Chris. "Investigating a mechanism for transfer of topic-specific pedagogical content knowledge in a new chemistry topic." Thesis, 2016. http://hdl.handle.net/10539/19322.
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A research report submitted to the Faculty of Science, in partial fulfilment of the requirements for the degree of Master of Science, University of the Witwatersrand, Johannesburg, 2015.<br>Pedagogical Content Knowledge (PCK) is a knowledge base for teaching that has been shown to be topic-specific. PCK in a particular science topic enables a teacher to pedagogically transform Content Knowledge (CK) to teach that topic. This ability to transform CK for teaching purposes is a version of PCK recognised as Topic-Specific Pedagogical Content Knowledge (TSPCK). TSPCK, like PCK, is not transferable, thus we cannot assume that good pedagogical transformations observed in one topic can be consequently observed in another. In addition it has been shown that the PCK knowledge base for teaching is tacit in nature. This means that most teachers with such a knowledge base are not aware of it explicitly, or how they develop it. The purpose of the study was to explore the mechanism which pre-service teachers used to apply learnt reasoning to transform CK in a new topic.
Books on the topic "Topic specific professional knowledge"
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Wray, David. Primary English: Extending knowledge in practice. Learning Matters, 2008.
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Vaguen. The power of ignorance: 14 steps to using your ignorance : to become happier, safer, more confident and more likeable ... Brindle & Glass, 2006.
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Vaguen. The power of ignorance: 14 steps to using your ignorance : to become happier, safer, more confident and more likeable ... Brindle & Glass, 2006.
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Sheppard, Charles, Simon Davy, Graham Pilling, and Nicholas Graham. The Biology of Coral Reefs. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198787341.001.0001.
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Coral reefs represent the most spectacular and diverse marine ecosystem on the planet as well as a critical source of protein and income for many millions of people. Ecologically they are as complex as they are diverse and colourful. However, the combined effects of human activities have led to a rapid decline worldwide in the health of reefs. This timely book provides an integrated overview of the function, physiology, ecology and behaviour of coral reef organisms. Each chapter is enriched with a selection of ‘boxes’ on specific aspects written by internationally recognized experts. As with other books in the Biology of Habitats Series, the emphasis in this book is on the organisms that dominate this marine environment, although pollution, conservation, climate change and experimental aspects are also included. Indeed, particular emphasis is placed on conservation and management due to the habitat’s critically endangered status. A global range of examples is employed which gives the book international relevance. This accessible text is intended for students, naturalists and professionals and assumes no previous knowledge of coral reef biology. It is particularly suitable for both senior undergraduate and graduate students (in departments of biology, geography, and environmental science) taking courses in coral reef ecology, marine biology, oceanography and conservation biology, as well as the many professional ecologists and conservation biologists requiring a concise overview of the topic. It will also be of relevance and use to reef managers, recreational divers and amateur naturalists.
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Forsyth, Rob, and Richard Newton. Specific conditions. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198784449.003.0004.
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This chapter adopts a systematic approach to common diagnoses in paediatric neurology, aetiologies, management to include investigation and treatment, and outcome. For each condition current knowledge on cause and underlying biology is summarized. A rational approach to investigation and treatment is summarized for each topic. These include: acquired brain injury; autoimmune and autoinflammatory disease of the CNS; cerebral palsy and neurodisability which covers feeding, communication, special senses, and respiratory disease; demyelinating disease; epilepsy including its impact on daily life; non-epileptic paroxysmal phenomena; functional illness, illness behaviour; headache; hydrocephalus; spina bifida and related disorders; idiopathic intracranial hypertension; infection of the CNS; congenital infection; mitochondrial disease; movement disorders; neuromuscular disease which covers neuropathy, anterior horn cell disease, and myasthenic syndromes; neurocutaneous syndromes; neurodegenerative conditions; late presentations of metabolic disease; neurotransmitter disorders; sleep disorders; stroke and intracerebral haemorrhage; tumours of the CNS; and vitamin-responsive disorders.
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Pachana, Nancy A., Victor Molinari, Larry W. Thompson, and Dolores Gallagher-Thompson, eds. Psychological Assessment and Treatment of Older Adults. Hogrefe Publishing, 2021. http://dx.doi.org/10.1027/00571-000.
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Mental health practitioners are encountering an ever-growing number of older adults and so an up-to-date and comprehensive text addressing the special considerations that arise in the psychological assessment and treatment of this population is vital. This accessible handbook does just that by introducing the key topics that psychologists and other health professionals face when working with older adults. Each area is introduced and then the special considerations for older adults are explored, including specific ethical and healthcare system issues. The use of case examples brings the topics further to life. An important feature of the book is the interweaving of diversity issues (culture, race, sexuality, etc.) within the text to lend an inclusive, contemporary insight into these important practice components. The Pikes Peak Geropsychology Knowledge and Skill Assessment Tool is included in an appendix so readers can test their knowledge, which will be helpful for those aiming for board certification in geropsychology (ABGERO). This an ideal text for mental health professionals transitioning to work with older clients, for those wanting to improve their knowledge for their regular practice, and for trainees or young clinicians just starting out.
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Fuchsel, Catherine. Yes I Can, (Sí, Yo Puedo). Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672829.001.0001.
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The Sí, Yo Puedo (SYP) program manual/book is a culturally specific 11-week curriculum designed to provide education on domestic violence, promote self-esteem, prevent domestic violence, help participants understand healthy relationships within a cultural framework, and empower immigrant Latina women to access resources and support systems in their respective communities. The step-by-step and structured SYP program manual/book is intended for bilingual Spanish-English speaking licensed graduate mental health professionals who work with immigrant Latina women or Latina women in general across the United States and around the world in direct practice settings and who want to offer psycho-educational groups. Each week, immigrant Latina women meet for two hours in a group format setting.The SYP curriculum is divided into three parts: Part I: Awareness of Self, Part II: Knowledge of Relationships within Culture, and Part III: Impact of Factors on Relationships. The mental health professional (i.e., group facilitator) teaches and facilitates large-group discussion among group members on the following topics: (a) Introductions and Who Am I?; (b) Coping Strategies; (c) Self-Esteem; (d) Influences of Past Trauma; (e) Dating; (f) Cultural Concepts: Machismo, Familism, and Marianismo; (g) Healthy Relationships; (h) Domestic Violence; (i) Factors Influencing Relationships or Sexual Abuse; (j) Talking to Children; and (k) Resources and Graduation. Through group discussion and instruction, in-class drawing and writing self-reflection exercises, and peer support, immigrant Latina women are empowered to examine their identity, self-esteem, and current relationships and to potentially make changes in their lives.
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Wray, David, Vivienne Griffiths, Jane A. Medwell, and George E. Moore. Primary English: Knowledge and Understanding. Learning Matters, 2012.
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Primary English: Extending Knowledge in Practice, Achieving Qts (Achieving QTS Extending Knowledge in Practice). Learning Matters, 2008.
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Cesario, Marilina, and Hugh Magennis, eds. Aspects of knowledge. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9780719097843.001.0001.
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This edited collection explores how knowledge was preserved and reinvented in the Middle Ages. Unlike previous publications, which are predominantly focused either on a specific historical period or on precise cultural and historical events, this volume, which includes essays spanning from the eighth to the fifteenth centuries, is intended to eschew traditional categorisations of periodisation and disciplines and to enable the establishment of connections and cross-sections between different departments of knowledge, including the history of science (computus, prognostication), the history of art, literature, theology (homilies, prayers, hagiography, contemplative texts), music, historiography and geography. As suggested by its title, the collection does not pretend to aim at inclusiveness or comprehensiveness but is intended to highlight suggestive strands of what is a very wide topic. The chapters in this volume are grouped into four sections: I, Anthologies of Knowledge; II Transmission of Christian Traditions; III, Past and Present; and IV, Knowledge and Materiality, which are intended to provide the reader with a further thematic framework for approaching aspects of knowledge. Aspects of knowledge is mainly aimed to an academic readership, including advanced undergraduate and postgraduate students, and specialists of medieval literature, history of science, history of knowledge, history, geography, theology, music, philosophy, intellectual history, history of the language and material culture.
Book chapters on the topic "Topic specific professional knowledge"
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Kejriwal, Mayank. "Advanced Topic: Knowledge Graph Completion." In Domain-Specific Knowledge Graph Construction. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12375-8_4.
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Hasselbring, Wilhelm, and Susanne Pedersen. "Metamodelling of Domain-Specific Standards for Semantic Interoperability." In Professional Knowledge Management. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11590019_63.
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Mao, Hangyu, Yang Xiao, Yuan Wang, Jiakang Wang, and Zhen Xiao. "Topic-Specific Retweet Count Ranking for Weibo." In Advances in Knowledge Discovery and Data Mining. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93040-4_49.
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Nerland, Monika. "Learning to Master Profession-Specific Knowledge Practices: A Prerequisite for the Deliberate Practitioner?" In Educating the Deliberate Professional. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32958-1_9.
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Barzel, Bärbel, and Rolf Biehler. "Theory-Based Design of Professional Development for Upper Secondary Teachers – Focusing on the Content-Specific Use of Digital Tools." In Professional Development and Knowledge of Mathematics Teachers. Routledge, 2020. http://dx.doi.org/10.4324/9781003008460-10.
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Wess, Raphael, Heiner Klock, Hans-Stefan Siller, and Gilbert Greefrath. "Professional Competence for Teaching Mathematical Modelling." In International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78071-5_2.
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AbstractProfessional competence is a widely discussed topic (see, e.g. Cochran-Smith & Fries, 2001; Darling-Hammond & Bransford, 2005) and was measured globally in various large-scale studies (see, e.g. Blömeke et al., 2014; Kunter et al., 2013). The dimensions for the subject of mathematics range from knowledge to mathematical content to pedagogical and didactic knowledge of teachers with the aim of bringing them together.
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Krauss, Stefan, Werner Blum, Martin Brunner, et al. "Mathematics Teachers’ Domain-Specific Professional Knowledge: Conceptualization and Test Construction in COACTIV." In Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers. Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-5149-5_8.
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Sposetti, Patrizia. "Educators in Training and Writing: Perception, Experiences, Problems." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.33.
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This paper focuses on the relationships between academic, professional and personal writing among Italian university students. The specific focus is on educators trained as part of the degree course in Education and Training Science. A solid, evident link exists between educational professions and writing practices, as shown by the over two decades of research on this topic: writing facilitates the objectivization needed for sharing and, at the same time, makes it possible to distance oneself from the effort involved in the teaching professions
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Van Praag, Lore, Loubna Ou-Salah, Elodie Hut, and Caroline Zickgraf. "Applying Insights of Theories of Migration to the Study of Environmental Migration Aspirations." In IMISCOE Research Series. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61390-7_2.
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AbstractThe growing interest in environmental migration has led to a wide range of organisations raising awareness on this topic. Politicians and policymakers, for instance, are using arguments that reference environmental migration in their political discourses or increasingly reflect on how to manage this seemingly emerging trend. The rise of this topic on ‘the agenda’ of policymakers, politicians, non-governmental organisations, and artists, to name a few, immediately calls for some scientific support, framing, or input, which is suddenly in high demand. Also, from a scientific perspective, how people are dealing with ongoing and increasing environmental changes lays bare existing social, ethnic, and gender inequalities. To be specific, when studying environmental changes and disasters, more knowledge can be derived about a society’s social and economic structure, relationship dynamics, and the nature of its adaptation capacity. Additionally, more knowledge can be gained about how external communities or countries are related to the studied society (Oliver-Smith 1999).
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Kurovskaja, Julia. "Developing Engineering Students' Language Skills." In Advances in Higher Education and Professional Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3395-5.ch026.
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At present, language training is part and parcel of engineering education in Russia. A modern engineer must have both a communicative competence in the professional sphere and an intercultural view of the world. Accordingly, the topic of the assessment of foreign language textbooks for technical universities is highly relevant. This chapter is dedicated to this issue. The analysis of foreign language textbooks for technical universities is conducted through a cognitive-linguistic approach, using its toolkit, namely the diagnostic matrix. The diagnostic matrix is based on criteria that allow analyzing training materials, carrying out their diagnostics from the point of view of the specifics and regularities of the formation of students' language picture of the world. This pedagogical research innovation will allow pedagogical science to effectively solve issues related to the elaboration of pedagogical semiology as a new area of pedagogical knowledge.
Conference papers on the topic "Topic specific professional knowledge"
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Smits, Aletta, Annette Schenk, and Lizet Van Ewijk. "Stealing their beer time: turning studying for medical progress tests into a social game." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10189.
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Because of the specific requirements of the medical profession, it is imperative that doctors-to-be have a wide range of knowledge at their fingertips. In order to facilitate this, most medical programmes employ some kind of overall ready-knowledge test: a test that is not connected to one specific course, but contains questions on all the facts and figures from all the courses in the entire curriculum. The test is generally administered four times a year to all students participating in the program. First year students are required to answer the same questions as fourth year students. However, for first year students the thresh hold for passing the exam is at a lower level.The aim of this progress test is threefold: (1) testing if the knowledge of students is up to par; (2) making sure that students understand that being a medical professional means continuing to have all the knowledge readily available at all times; and (3) changing the way students prepare for a test: not a big cramming session for one test the night before the test happens and then forget about it, but continuously working on keeping knowledge at an acceptable level. This last goal has, however, not been achieved. While students appreciate the test because of the sense of progress it provides them, in a Dutch study into its effects, students widely report that also for this test, they still prepare in cramming sessions. The result is still that the retention level of the ready knowledge is not at the level it should be.Since studies have extensively shown that students enjoy studying in a gamified process more, that they more easily get into 'a flow', and that the retention rates of knowledge acquired during a flow are higher, we propose to attempt to change the way the student prepare for the test by gamifying the process. Gamifying the process neatly matches a feeling of progress that facilitates the control students feel over their studying process and over mastering the material. Rather than losing points for not having questions correct, a student gains levels/XP/avatar strength whenever he/she masters a specific topic, or nails a series of questions on different topics within a specific time frame (‘challenge’), etc. The game mechanics and the design of the gaming world will be two important aspects of this project. A third important aspect will be the distribution of knowledge in the game and the way topics are brought up again, practiced again, or combined with other topics. The algorithm that lie at the basis of that need to be smart, adaptive and non-repetitive. A final important aspect of this process concerns the question of how to make playing this game part of the social life of students (battles on Friday afternoon for instance, or leader boards in the hallway).As mentioned above: Research indicates that gamification has a positive effect on retention and on commitment. If we then also manage to embed the game in a social setting, it can be truly called a “stealing their beer time”-type of intervention: moments that they would normally chill out and have a beer with their peers have now turned into moments where they still chill out, maybe still have a beer, but also study.We would like to share our ideas and invite partners of other programs (not necessarily medical) to join in our quest to build an overall knowledge assessment game in a modular way.
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Kiss, Eszter, Michelle Barker, and Parlo Singh. "International undergraduate business students' perceptions of employability." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9354.
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Graduate employability is a highly contested topic by education providers, employers and governments. The responsibility of universities to enhance students’ employability through work-integrated learning (WIL) opportunities is also debated. This study explored international students’ understanding of employability skills and their self-perceptions of their employability at an Australian university. It also investiaged students’ perception of the universities’ role in enhancing employability. A qualitative approach informed by Social Cognitive Career Theory (Lent, Brown &amp; Hackett, 1994), used multiple focus groups comprising 18 international undergraduate students from Brazil, China, Colombia, India, Papua New Guinea, South Korea in their final semester at an urban Australian university. The key findings are: (1) Participants were unable to differentiate between employability skills, personality traits and job-specific skills; (2) The importance of social skills and networking were recognised by Chinese respondents, in particular; (3) The perceived level of work-readiness was higher among respondents who had previous work experience; (4) The inclusion of more practical WIL components in the degree program calls for curriculum review; (5) Creating opportunities for students to apply their knowledge and skills in professional contexts is highly desirable. The findings highlight curriculum considerations needed in the development of high-quality WIL experiences that will enable students to apply the knowledge and skills learnt in the classroom, thus enhancing their self-efficacy about their employability.
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Šūmane, Ilze, and Līga Āboltiņa. "Students’ Readiness to Implement Inclusive Education in Preschools." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.10.
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Inclusive education (also known as inclusion) is an important principle in modern education. However, it is also a great challenge for the whole education system, beginning with the education policy and ending with activities promoting each child’s development. Researchers have pointed out that professional teachers are the key to the success of implementing inclusion; therefore, all teacher education programmes have paid close attention not only to topical issues of the specific specialization methodology, but also to topics that form teachers’ professional competence in the field of inclusion. In an analysis of research studies on inclusive teachers’ professional profiles, it is important to assess the core values and competencies that teachers need to acquire in order to prepare all teachers for work in inclusive education. The aim of the research is to evaluate the future pre-school teachers’ attitudes and readiness to implement the principles of inclusion in their teaching. We used the survey and statistical data processing methods in a descriptive empirical study. The study concludes that future pre-school teachers’ attitudes are generally positive about the implementation of inclusion into pre-schools; however, a greater understanding of the essence of an inclusive approach is needed in the study process, as most students consider their knowledge and skills to be insufficient.
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Kokina, Kristina, Linda Mezule, and Anatolijs Borodinecs. "Board game for the engineering students to promote interest in city infrastructure courses." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13027.
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Learning is a complex process that includes self-motivation, self-control and self-discipline. The efficiency of learning depends on the motivation of students and overall atmosphere in the classroom. At the same time, promotion of interest to communicate out of the classroom is of the same importance. Furthermore, if students find an interest in a specific professional field during the out-of-classroom activities, the study process in engineering sciences becomes easier and more enjoyable.To promote the interest in engineering studies at Riga Technical University study programme Heat, Gas and Water Technology, workshops at the infrastructure units of the related industry representatives, summer workshops in the sports, seminar and recreation centre, as well as basketball and table tennis competition between teachers and students are organized on a regular basis. Through the thematic games, teachers find the motivation to upgrade the quality of the study process and students gain more information on the topic and ability to achieve higher results. The proposed board game for the out-of-classroom activities is a successful method to facilitate the communication between lecturers and students in practice. At the same time, the game contains control questions that allow to stimulate and promote the knowledge level of the students.
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Forgács-Fábián, Sára. "etention of Millennials in the Voluntary Sector: How Can Organizations Not Only Engage but Also Retain This Emerging Generation?" 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_08.
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Why do emerging generations stay active in a voluntary organization? The number of volunteers is increasing in Hungary, one reason is the obligatory community service in secondary schools. There is an emerging generation who has experience in volunteering, however there is a little knowledge about why they sustain voluntary work. Although previous studies elaborate on the retention of volunteers from a general perspective, further research is needed in this specific area. This study aims to examine younger generations’ (Millennials, GenY) retention in nonprofit voluntary organizations by conducting a single case study at Amigos for Children Foundation, in Hungary. Adopting a grounded theory approach, the study aims to build theory on the topic by combining two streams of literature with primary data: sustained volunteerism and expectations of younger generations towards their workplace. Based on prior literature review and qualitative research, findings suggest that organizations should focus on two main areas to keep younger generations motivated. (1) Organizational factors in which volunteering happens are flexible framework for daily operations, flat organization, involvement in decision making and opportunity for shaping the organization. (2) What the volunteer gets in exchange for the prosocial activity: positive feedback, recognition, strong community, opportunity for social and professional development, autonomy, responsibility, mutual trust. An important finding of the study is that younger generations are conscious about the values and the organization itself they work or volunteer at. Further, one of the most important factors for them is the community they do prosocial activity with. Overall, the current study develops propositions on organizational factors to retain younger generations in voluntary organizations.
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Drápela, Emil. "Mapping of urban geoheritage in city of Liberec using participatory research." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-2.
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Urban geoheritage is a phenomenon that is present in almost every city, but so far, only some cities use it as a tourist product. In May and June 2019, in order to create an urban geoheritage trail in Liberec, it was mapped in the wider city centre. Considering the vastness of the area, mapping was carried out by volunteers who were interested in the topic of popularization of geology but did not have the expertise of geological knowledge. This lack of expertise may seem to be a significant limiting factor, but in fact, it is a positive thing, as the knowledge of the mapping volunteer is at a similar (low) level to the future user of the educational trail. Thus, in the evaluation of geosites, the expert-layman barrier is eliminated and the benefit is the feedback of the future user. However, participatory research has its own specifics, which must be adapted to the methodology used. First, it is to ensure the homogeneity of the data that is collected by a large number of volunteers and which can be influenced by subjective influences. Furthermore, it is their professional value and practical application. Finally, yet importantly, the technical parameters of data that will be further processed in GIS. This paper describes the research methodology used and summarizes the experience with the use of participatory research for the purpose of mapping urban geoheritage in Liberec.
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Song, Qiuxia, Jin Liu, Ming Ni, Liang Chen, and Jialiang Shen. "Sorting Topic Specific Web Pages Based on Ontology Knowledge." In 2014 Tenth International Conference on Intelligent Information Hiding and Multimedia Signal Processing (IIH-MSP). IEEE, 2014. http://dx.doi.org/10.1109/iih-msp.2014.222.
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Shinde, Mayuri, and Sheetal Girase. "Identification of topic-specific Opinion Leader using SPEAR algorithm in Online Knowledge communities." In 2016 International Conference on Computing, Analytics and Security Trends (CAST). IEEE, 2016. http://dx.doi.org/10.1109/cast.2016.7914956.
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Zhang, Yuanxun, Prasad Calyam, Trupti Joshi, Satish Nair, and Dong Xu. "Domain-specific Topic Model for Knowledge Discovery through Conversational Agents in Data Intensive Scientific Communities." In 2018 IEEE International Conference on Big Data (Big Data). IEEE, 2018. http://dx.doi.org/10.1109/bigdata.2018.8622309.
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Zhao, He, Dinh Phung, Viet Huynh, Yuan Jin, Lan Du, and Wray Buntine. "Topic Modelling Meets Deep Neural Networks: A Survey." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/638.
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Topic modelling has been a successful technique for text analysis for almost twenty years. When topic modelling met deep neural networks, there emerged a new and increasingly popular research area, neural topic models, with nearly a hundred models developed and a wide range of applications in neural language understanding such as text generation, summarisation and language models. There is a need to summarise research developments and discuss open problems and future directions. In this paper, we provide a focused yet comprehensive overview of neural topic models for interested researchers in the AI community, so as to facilitate them to navigate and innovate in this fast-growing research area. To the best of our knowledge, ours is the first review on this specific topic.
Reports on the topic "Topic specific professional knowledge"
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Streicher, Jürgen, Angela Wroblewski, Klaus Schuch, and Sybille Reidl. RTI Policy Note on Evaluating Social Innovations. Fteval - Austrian Platform for Research and Technology Policy Evaluation, 2021. http://dx.doi.org/10.22163/fteval.2021.519.
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Expectations of research, technology and innovation (RTI) policy are shifting towards effectively addressing major societal challenges. Due to its potential to increase innovative dynamics, to develop new knowledge and create new solutions, social innovation is increasingly promoted. This raises questions about (potential) effects and impacts of social innovation. The assessment of impacts is a rather new topic in this field, respective research is still in its early stages. This paper proposes to focus on the change of social practices within RTI ecosystems when assessing social innovation. The ecosystem approach is not only a helpful concept to analyse the emergence and diffusion of social innovation in a specific context, it can also be used to support and guide policy design. Implication for evaluation design are discussed and analytical categories presented. A set of measurement dimensions is proposed that can be used in evaluation designs and for future research.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.
Full textAbstract:
The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.