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Artículos de revistas sobre el tema "Professional development"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2025

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1

Woo, Hongryun, Junfei Lu, Chaiqua Harris, and Bridget Cauley. "Professional Identity Development in Counseling Professionals." Counseling Outcome Research and Evaluation 8, no. 1 (2017): 15–30. http://dx.doi.org/10.1080/03054985.2017.1297184.

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2

Grabsch, Dustin K., Lori L. Moore, Kristyn Muller, and Austin Mazzolini. "Student Affairs Professionals’ Self-Reported Professional Development Needs by Professional Level." College Student Affairs Journal 37, no. 2 (2019): 143–55. http://dx.doi.org/10.1353/csj.2019.0011.

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Schambach, Thomas, and J. Ellis Blanton. "The professional development challenge for IT professionals." Communications of the ACM 45, no. 4 (2002): 83–87. http://dx.doi.org/10.1145/505248.505250.

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Rothwell, Andrew, and John Arnold. "How HR professionals rate 'continuing professional development'." Human Resource Management Journal 15, no. 3 (2005): 18–32. http://dx.doi.org/10.1111/j.1748-8583.2005.tb00151.x.

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5

Saunders, Mary. "Practice Professional Development PlanningPractice Professional Development Planning." Nursing Standard 18, no. 26 (2004): 29. http://dx.doi.org/10.7748/ns2004.03.18.26.29.b377.

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6

Pritchard, Michael S., and Elaine E. Englehardt. "Moral Development and Professional Integrity." International Journal of Applied Philosophy 31, no. 2 (2017): 227–40. http://dx.doi.org/10.5840/ijap201831393.

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We rely on doctors, accountants, engineers, and other professionals to be committed to the basic values of their professions and to exercise their ex­pertise in competent, reliable ways, even when no one is watching them do their work. That is, we expect them to have professional integrity. Children obviously do not yet have professional integrity, even if someday they will become professionals. Nevertheless, the moral development of children who will become professionals plays an important role in the eventual emergence of their professional integrity. We will discuss both what this integrity
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7

Webster-Wright, Ann. "Reframing Professional Development Through Understanding Authentic Professional Learning." Review of Educational Research 79, no. 2 (2009): 702–39. http://dx.doi.org/10.3102/0034654308330970.

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Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on
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8

Horn, Leigh Van. "Re-imagining Professional Development." Voices from the Middle 13, no. 4 (2006): 58–63. http://dx.doi.org/10.58680/vm20065188.

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Van Horn deems three “recognitions” as essential to truly internalizing professional development: what and how we learn; the importance of individuals, contexts, and community in learning; and the ongoing nature of learning. Here, she provides an overview and examples of ideas about professional development and how we might develop ourselves as professionals. A look at professional development opportunities from NCTE is included.
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9

Ahmad, Hussain, Fatmawati Latada, Muhammad Nubli Wahab, Sayyed Rashid Shah, and Khushnoor Khan. "Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals." International Journal of English Linguistics 8, no. 6 (2018): 37. http://dx.doi.org/10.5539/ijel.v8n6p37.

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In an educational milieu student learning outcomes are directly related to teacher professional identity (TPI) i.e. improvement in the TPI will bear a direct positive effect on the learners’ academic achievements. Current study focuses on the development of TPI of English as a Foreign Language Teacher at English Language Institute (ELI) of a Saudi Arabian university through an in-service Cambridge English Teachers (CET) Professional Development (PD) program (CET-PD). Five determinants of TPI - Knowledge of Teaching Context (KCT), Collegial Collaboration (CC), Teaching Practices (TPs), Teacher
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10

Dr., Puja Mishra. "Professional Stress amongst Teaching Professionals." International Journal of Trend in Scientific Research and Development 4, no. 2 (2020): 219–22. https://doi.org/10.5281/zenodo.3843075.

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Occupational stress can be considered as the damaging physical and emotional response occurring with unmatched potentials, resources and requirements of the professional. Occupational stress may lead to poor health and sometimes even to damages The topic "Occupational Stress amongst teaching professionals" was chosen with the view of considering the effect of occupational stress amongst teaching professionals of Ranchi District. The other purpose was to find out how they deal with stress particularly in higher educational organisations. 50 faculty members were selected from higher ed
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11

Wilkinson, Fiona. "Professional development." Nursing Standard 3, no. 19 (1989): 40. http://dx.doi.org/10.7748/ns.3.19.40.s65.

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Miller, Stephanie, and Abigail Elder. "Professional Development." OLA Quarterly 14, no. 3 (2008): 1. http://dx.doi.org/10.7710/1093-7374.1204.

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13

McGregor, John D. "Professional development." Journal of Object Technology 5, no. 6 (2006): 17. http://dx.doi.org/10.5381/jot.2006.5.6.c2.

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14

Hinchliff, Sue. "Professional development." Nursing Standard 13, no. 35 (1999): 58. http://dx.doi.org/10.7748/ns.13.35.58.s64.

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15

White, A. "Professional development." British Dental Journal 180, no. 1 (1996): 9. http://dx.doi.org/10.1038/sj.bdj.4808961.

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16

Vucinich, Christine L. "Professional development." ACM SIGUCCS plugged in 1, no. 2 (2012): 11. http://dx.doi.org/10.1145/2424451.2424459.

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17

Newton, Lynn D. "Professional development." Management in Education 15, no. 2 (2001): 10–11. http://dx.doi.org/10.1177/08920206010150020401.

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18

Cartwright, Eva. "Professional development." Primary Teacher Update 2012, no. 8 (2012): 38. http://dx.doi.org/10.12968/prtu.2012.1.8.38.

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19

Schlichter, Carol L., and F. Richard Olenchak. "Professional development." Roeper Review 14, no. 3 (1992): 159–62. http://dx.doi.org/10.1080/02783199209553414.

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20

Blythe, Natalie. "Professional Development." Leading Edge 33, no. 3 (2014): 344–45. http://dx.doi.org/10.1190/tle33030344.1.

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Blythe, Natalie. "Professional Development." Leading Edge 33, no. 4 (2014): 464. http://dx.doi.org/10.1190/tle33040464.1.

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22

Draganov, Deyan, and Jenny Cole. "Professional Development." Leading Edge 33, no. 7 (2014): 798–800. http://dx.doi.org/10.1190/tle33070798.1.

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23

Lasater, Kristin. "Professional Development." Leading Edge 33, no. 9 (2014): 1052–54. http://dx.doi.org/10.1190/tle33091052.1.

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24

Smith, Sara E., and Mallory Trumbore. "Professional Development." Leading Edge 34, no. 1 (2015): 126–28. http://dx.doi.org/10.1190/tle34010126.1.

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Presson, Melissa. "Professional Development." Leading Edge 34, no. 4 (2015): 472–73. http://dx.doi.org/10.1190/tle34040472.1.

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Trumbore, Mallory. "Professional Development." Leading Edge 34, no. 8 (2015): 976–77. http://dx.doi.org/10.1190/tle34080976.1.

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27

Fernando, John R. "Professional Development." Leading Edge 35, no. 2 (2016): 206–7. http://dx.doi.org/10.1190/tle35020206.1.

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28

Chávez-Pérez, Sergio. "Professional Development." Leading Edge 35, no. 4 (2016): 378–79. http://dx.doi.org/10.1190/tle35040378.1.

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29

Brown, Marilyn K., and Natalie Blythe. "Professional Development." Leading Edge 35, no. 8 (2016): 715. http://dx.doi.org/10.1190/tle35080715.1.

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Fernando, K. John R. "Professional Development." Leading Edge 36, no. 5 (2017): 446. http://dx.doi.org/10.1190/tle36050446.1.

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31

Prottsman, Mary Fran. "Professional Development." Journal of Hospital Librarianship 6, no. 1 (2006): 115–20. http://dx.doi.org/10.1300/j186v06n01_12.

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32

Dowidar, Nabil, Ahmed Hazem, Said Rateb, Mohamed Farid, and Ahmed Hussein. "PROFESSIONAL DEVELOPMENT." Egyptian Journal of Surgery 27, no. 2 (2008): 53–55. http://dx.doi.org/10.21608/ejsur.2008.371211.

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33

Fuqua, Laurel. "Professional Development." Diabetes Educator 14, no. 1 (1988): 46. http://dx.doi.org/10.1177/014572178801400117.

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34

Harrington, Rebecca L. "Professional Development." Diabetes Educator 15, no. 4 (1989): 306–8. http://dx.doi.org/10.1177/014572178901500405.

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35

Farrell-Miller, Pamela, and Paula Gentry. "Professional Development." Diabetes Educator 15, no. 5 (1989): 418–22. http://dx.doi.org/10.1177/014572178901500505.

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36

Fuqua, Laurel L. "Professional Development." Diabetes Educator 16, no. 2 (1990): 140. http://dx.doi.org/10.1177/014572179001600212.

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37

McLeod, Brucie. "Professional Development." Diabetes Educator 16, no. 5 (1990): 375–76. http://dx.doi.org/10.1177/014572179001600508.

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38

Fox, Margaret A., and M. Sandra Winter. "Professional Development." Diabetes Educator 17, no. 1 (1991): 68–70. http://dx.doi.org/10.1177/014572179101700113.

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39

Griffiths, Rhonda D., and Robert G. Moses. "Professional Development." Diabetes Educator 17, no. 2 (1991): 125–28. http://dx.doi.org/10.1177/014572179101700221.

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40

Satterfield, Dawn, and Julie Kling. "Professional Development." Diabetes Educator 17, no. 4 (1991): 321–25. http://dx.doi.org/10.1177/014572179101700412.

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41

Comi, Richard J. "Professional Development." Diabetes Educator 17, no. 6 (1991): 442–45. http://dx.doi.org/10.1177/014572179101700604.

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42

Smith, Ronald E., Arnall Patz, and Gary Arsham. "Professional Development." Diabetes Educator 18, no. 2 (1992): 155–56. http://dx.doi.org/10.1177/014572179201800210.

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43

Piloian, Betsy B. "Professional Development." Diabetes Educator 18, no. 4 (1992): 293–96. http://dx.doi.org/10.1177/014572179201800406.

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44

Clark, Loretta M., Leslie P. Plotnick, Genie L. Wessel, and Treva L. Zyna. "Professional Development." Diabetes Educator 18, no. 6 (1992): 515–19. http://dx.doi.org/10.1177/014572179201800610.

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45

Murphy, Frederick G., Dawn Satterfield, Robert M. Anderson, and Alacia Edgar Lyons. "Professional Development." Diabetes Educator 19, no. 2 (1993): 113–18. http://dx.doi.org/10.1177/014572179301900204.

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46

Balsam, Alan L., Dan Merrigan, Kate Alich, Patricia Mackey, Lily Green, and Joel Reisman. "Professional Development." Diabetes Educator 19, no. 3 (1993): 223–28. http://dx.doi.org/10.1177/014572179301900310.

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47

Pichert, James W., and Marie L. Ivlynn Penha. "Professional Development." Diabetes Educator 19, no. 4 (1993): 273–77. http://dx.doi.org/10.1177/014572179301900405.

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48

Cleary, Margaret E. "Professional Development." Diabetes Educator 19, no. 4 (1993): 280–85. http://dx.doi.org/10.1177/014572179301900406.

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The purpose of this department is to pro vide our readers with a forum to share ideas, insights, and individual expertise in a broad range of categories relating to pro fessional develpment and growth. Authors are invited to submit manuscripts that ad dress specific strategies and/or practical approaches relating to the responsibilities of the diabetes health care professional. Pa pers that creatively apply business. market ing, human resource development, leadership, and management skills to dia betes education are of particular interest. Manuscripts should be limited to 8 to 10 double-spaced
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49

Seley, Jane J. "Professional Development." Diabetes Educator 19, no. 5 (1993): 386–91. http://dx.doi.org/10.1177/014572179301900504.

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Vining, Fern, and Julie Romasanta. "Professional Development." Diabetes Educator 20, no. 1 (1994): 55–63. http://dx.doi.org/10.1177/014572179402000111.

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