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Artykuły w czasopismach na temat „Professional education”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

Carvalho, Suelen, Amanda Alves Fecury, Carla Viana Dendasck, Euzébio de Oliveira, and Claudio Alberto Gellis de Mattos Dias. "Professional education in state schools in Brazil, North and Amapá, between 2012 and 2022: a brief review." Núcleo do Conhecimento 03, no. 12 (2023): 99–120. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/professional-education.

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Brazilian state governments are responsible for providing secondary public education, both formal and EPT. The federal government, however, is the main regulator of public policies in education, through the Ministry of Education and Culture (MEC)[6]. The objective was to carry out a bibliographic review on professional education in state schools in Brazil, in the North and in Amapá, between 2012 and 2022. It was carried out in research databases such as Google Scholar, Periodicals CAPES, Mendeley – Reference Management Software, and Scientific Electronic Library Online – SciELO, between 2012 a

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Shavkatovna, Umarova Gulchekhra. "PROFESSIONAL CULTURAL EDUCATION." International Journal of Pedagogics 4, no. 8 (2024): 37–41. http://dx.doi.org/10.37547/ijp/volume04issue08-06.

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The article discusses the organization of work on the orientation of students to the correct choice of profession in the higher education system, the right choice of profession for the development of the professional culture of students based on economic disciplines, the capacity for a particular profession that has been formed and strengthened over a lifetime, independence of the profession depending on preferences of inclination, talent, talent, abilities, interest and intelligence, that today the direction for a free choice is one of the urgent psychological and pedagogical problems.

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Odilovich, Shagdarov Navro'zbek. "FUTURE PROFESSIONAL EDUCATION TEACHER ABOUT PROFESSIONAL TRAINING." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (2022): 78–83. http://dx.doi.org/10.55640/eijmrms-02-06-14.

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In the article it is written that the future teacher should be able to keep himself professionally and morally, apply the acquired skills and skills in new, non-standard situations, get a quick direction in new information, show pedagogical abilities, have practical skills related to design and planning.

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Kennerley, J. A. "Managing Professionals and Professional Autonomy." Higher Education Quarterly 46, no. 2 (1992): 166–73. http://dx.doi.org/10.1111/j.1468-2273.1992.tb01593.x.

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Sakalys, Jurate A., and Jean Watson. "Professional education: Post-baccalaureate education for professional nursing." Journal of Professional Nursing 2, no. 2 (1986): 91–97. http://dx.doi.org/10.1016/s8755-7223(86)80075-8.

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Rhode, Deborah L. "Professional Ethics and Professional Education." Professional Ethics, A Multidisciplinary Journal 1, no. 1 (1992): 31–72. http://dx.doi.org/10.5840/profethics199211/21.

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Brown, Robert D. "Professional pathways and professional education." New Directions for Student Services 1987, no. 37 (1987): 5–18. http://dx.doi.org/10.1002/ss.37119873703.

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Correa, Marcia Lopes, Claudio Alberto Gellis de Mattos Dias, Amanda Alves Fecury, Euzébio de Oliveira, Carla Viana Dendasck, and Erlyson Farias Fernandes. "Strategies for Teaching Chemistry at Medium Professional and Technological Level Present in Scientific Articles." Núcleo do Conhecimento 07, no. 03 (2021): 113–23. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/medium-professional.

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Chemistry teaching is not such an easy task for teachers trained in contemporary times. The process of updating your resume should be a constant in the profession. The teacher needs to plan his classes with a language that can make it easier for the student to understand the contents explained. One of the ways of working with chemistry could be with the student actively participating in the process. Agrochemicals are feasible topics to be mediated in this way and can potentially increase students' interest in the discipline. This article aims to identify the strategies for teaching chemistry a

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Ilxomjonovich, Ikromov Isomiddin, Yusupov Toir Tolanovich, and Haitbayeva Barnohon Baxodirovna. "Physical Education In The Structure Of Professional Education." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 226–29. http://dx.doi.org/10.37547/tajssei/volume03issue03-31.

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Physical culture acts as an integral quality of a personality, as a condition and prerequisite for effective educational and professional activity, as a generalized indicator of the professional culture of a future specialist and as a goal of self-development and self-improvement. It characterizes the free, conscious self-determination of a person who, at different stages of life development, selects and assimilates those values that are most significant for him from a variety of values.

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Anishchuk, A. "PROFESSIONAL PREPARATION OF FUTURE PROFESSIONALS IN PRESCHOOL EDUCATION." Research Notes, no. 4 (December 21, 2020): 59–67. http://dx.doi.org/10.31654/2663-4902-2020-pp-4-59-67.

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Adiga, Kasturi R., and Anice George. "Inter-professional Education-a Challenge for Health Professionals." International Journal of Nursing Education 7, no. 3 (2015): 123. http://dx.doi.org/10.5958/0974-9357.2015.00148.8.

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Chen, Michael, Charles Chen, and Alice J. Lin. "Game for Health Professional Education." International Journal of Information and Education Technology 6, no. 12 (2016): 972–75. http://dx.doi.org/10.7763/ijiet.2016.v6.827.

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Ramos, Rogério Luiz da Silva, Amanda Alves Fecury, Euzébio de Oliveira, Carla Viana Dendasck, and Claudio Alberto Gellis de Mattos Dias. "EPTCast – A Proposal for Scientific Dissemination in Brazilian Professional and Technological Education." Núcleo do Conhecimento 07, no. 06 (2021): 89–103. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/professional-and-technological.

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This work consists of an experience report regarding the development of EPTCast, educational product developed throughout the professional master's course in Professional And Technological Education in National Network (ProfEPT). Based on the lack of scientific dissemination specifically focused on the field of Brazilian Professional and Technological Education (EPT), this work aims to promote initiatives in this sense, thus contributing to the popularization of the scientificity of this area. To this end, here, the process of construction and distribution via podcast of an audio content aimed

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14

Van Wyk, Heila, and Marianne De Beer. "Interprofessional education: Healthcare students' experiences." South African Journal of Occupational Therapy 47, no. 2 (2017): 35–40. https://doi.org/10.17159/2310-3833/2017/v47n2a6.

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Introduction:Inter-professional education has been identified as a strategy to overcome some challenges facing healthcare throughout the world. The aim of inter-professional programmes within institutions of higher education is to improve teamwork between healthcare professionals. Different professionals with a variety of skills are required to work effectively in a team for comprehensive and cost-effective healthcare. A number of research studies have investigated the outcomes of inter-professional education, but limited information is available to explain the mechanisms that led to these out

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Van Wyk, Heila, and Marianne De Beer. "Interprofessional education: Healthcare students' experiences." South African Journal of Occupational Therapy 47, no. 2 (2017): 35–40. https://doi.org/10.17159/2310-3833/2017/vol47no2a6.

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Introduction:Inter-professional education has been identified as a strategy to overcome some challenges facing healthcare throughout the world. The aim of inter-professional programmes within institutions of higher education is to improve teamwork between healthcare professionals. Different professionals with a variety of skills are required to work effectively in a team for comprehensive and cost-effective healthcare. A number of research studies have investigated the outcomes of inter-professional education, but limited information is available to explain the mechanisms that led to these out

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16

Suzuki, Kunihiko. "Higher Education and Professional Education." TRENDS IN THE SCIENCES 9, no. 1 (2004): 70–71. http://dx.doi.org/10.5363/tits.9.70.

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Dixon-Terry, Eleanor. "Attending Professional Health Education Meetings." Californian Journal of Health Promotion 2, no. 1 (2004): 16–21. http://dx.doi.org/10.32398/cjhp.v2i1.575.

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The profession of health education and health promotion involves a journey of discovery, where along the way, the student and new professional is uncovers many layers and nuances. One of the mysteries surrounding the profession is the participation in a professional meeting. Student and new professionals often perceive this to be challenging, overwhelming and fraught with roadblocks and barriers. While understanding perceptions of mystery from those entering the field about professional meetings, the best way to fully engage in the profession and to get the full effect and benefit of a profess

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18

Dyer, Mary A. "Being a professional or practising professionally." European Early Childhood Education Research Journal 26, no. 3 (2018): 347–61. http://dx.doi.org/10.1080/1350293x.2018.1462999.

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Vingrys, Algis J. "Continuing professional education." Clinical and Experimental Optometry 78, no. 4 (1995): 138–43. http://dx.doi.org/10.1111/j.1444-0938.1995.tb00808.x.

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Albritton, Rosie L. "Continuing Professional Education:." Reference Librarian 13, no. 30 (1990): 237–55. http://dx.doi.org/10.1300/j120v13n30_20.

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Frisk, Tage. "Continuing professional education." Industry and Higher Education 2, no. 1 (1988): 2–3. http://dx.doi.org/10.1177/095042228800200101.

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Nandan, Monica, and Manuel London. "Interdisciplinary professional education." Education + Training 55, no. 8/9 (2013): 815–35. http://dx.doi.org/10.1108/et-06-2013-0078.

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Hedman, Lois Deming, Mark W. Rogers, and Timothy A. Hanke. "Neurologic Professional Education." Neurology Report 20, no. 1 (1996): 9–13. http://dx.doi.org/10.1097/01253086-199620010-00011.

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Carpenter, John. "Inter-professional education." Primary Health Care 7, no. 7 (1997): 21. http://dx.doi.org/10.7748/phc.7.7.21.s20.

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Underwood, Patricia, RoAnne Dahlen-Hartfield, and Beth Mogle. "Continuing Professional Education." Journal for Nurses in Staff Development (JNSD) 20, no. 2 (2004): 90–98. http://dx.doi.org/10.1097/00124645-200403000-00007.

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Tanner, Anne. "Professional Staff Education." JONA: The Journal of Nursing Administration 32, no. 2 (2002): 91–97. http://dx.doi.org/10.1097/00005110-200202000-00007.

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Carlisle, Caroline. "Developing professional education." Nurse Education Today 13, no. 4 (1993): 315. http://dx.doi.org/10.1016/0260-6917(93)90061-6.

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Ruggera, Lucia. "Licensed professions: a new look at the association between social origins and educational attainments in Italy." Higher Education 82, no. 2 (2021): 369–86. http://dx.doi.org/10.1007/s10734-021-00701-y.

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AbstractIt has long been known that Italy is characterized by the highest levels of professional regulation in Europe, but little attention has been given to the link between professional regulation and educational stratification. This article investigates the association between social origins and education by focusing on fields of study within tertiary education and by disaggregating the upper class of social origin into different micro-classes of professionals. Thus, since these professions are regulated in the first place by educational fields of study, it assesses how processes of social

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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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Gotterbarn, Don. "Professional practice by unlicensed professionals." ACM Inroads 6, no. 4 (2015): 16–19. http://dx.doi.org/10.1145/2822900.

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Vasileva, E. A. "The place of higher professional education and continuing professional education in the system of public relations." Contemporary problems of social work 1, no. 1 (2015): 194–96. http://dx.doi.org/10.17922/2412-5466-2015-1-1-194-196.

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De Witt, Patricia Ann. "Ethics and Clinical Education." South African Journal of Occupational Therapy 46, no. 3 (2016): 4–9. https://doi.org/10.17159/2310-3833/2016/vol46no3a2.

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This paper explores the ethical concerns which were identified in a mixed methods study to determine the facilitators and barriers to quality clinical education on the clinical training platform of the University of the Witwatersrand (Wits).Ethical and professional behaviour concerns were extracted and analysed from focus groups and questionnaires that were used to collect data for the study. The ethical and professional behaviour concerns and responsibilities are discussed in terms of the clinical educators in their role as both clinicians and educators. Ethical and professional concerns and

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Alejandro, Jeffery. "Understanding Professionals' Reasons for Participating in Continuing Professional Education." Adult Learning 12, no. 1 (2001): 15. http://dx.doi.org/10.1177/104515950101200108.

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Faulconbridge, James R., and Sarah Hall. "Educating Professionals and Professional Education in a Geographical Context." Geography Compass 3, no. 1 (2008): 171–89. http://dx.doi.org/10.1111/j.1749-8198.2008.00176.x.

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Rafiqovna, Isakova Zuhra. "TECHNOLOGICAL EDUCATION AND PROFESSIONAL CHOICE PLANNING." European International Journal of Multidisciplinary Research and Management Studies 02, no. 03 (2022): 82–92. http://dx.doi.org/10.55640/eijmrms-02-03-13.

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Technology teacher uses the method of interview to teach students the properties of solids, types of friction (physics), properties of polygons (geometry), properties of mixtures, emulsions and mineral oils (chemistry), etc. and based on the knowledge gained in these disciplines, the structure and cutting process of metals to be processed, the sharpening angles of cutting tools and the composition and properties of the fluid used to cool the part during processing, the friction surfaces of parts on the machine and friction by applying machine oil explains the methods.

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Rakhmonova, Vasila K. "PROFESSIONAL AND HIGHER EDUCATION MEMBERSHIP INDICATORS." International Journal of Pedagogics 4, no. 2 (2024): 150–55. http://dx.doi.org/10.37547/ijp/volume04issue02-25.

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The article covers the main tasks in ensuring continuity in the professional and higher education system and indicators of ensuring the continuity of professional knowledge, skills and qualifications in the professional and higher education system.

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Cole, Mark. "Learning through reflective practice: a professional approach to effective continuing professional development among healthcare professionals." Research in Post-Compulsory Education 5, no. 1 (2000): 23–38. http://dx.doi.org/10.1080/13596740000200067.

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MYTSYK, H. M., та M. I. PRYSHLIAK. "ВИКОРИСТАННЯ НАЗВ ПРОФЕСІЙНИХ КВАЛІФІКАЦІЙ В ОСВІТНЬО-ПРОФЕСІЙНИХ ПРОГРАМАХ 016.01 – ЛОГОПЕДІЯ ПЕРШОГО (БАКАЛАВРСЬКОГО) РІВНЯ ВИЩОЇ ОСВІТИ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2, № 2 (2021): 36–49. http://dx.doi.org/10.31494/2412-9208-2021-1-2-36-49.

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The practice of using the professional qualifications names which are awarded to higher education applicants is examined in the article based on the analysis of educational and professional programs of specialty 016 Special education with specialization 016.01 – speech therapy of the first (bachelor’s) higher education level of some higher educational institutions. It is noted that the availability of recommended list of professional qualifications of the specializations which are established of the Ministry of Education and Science of Ukraine in the Standard of higher education of Ukraine of

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Pereira, Jamilli Santos Martins, Cleber Macedo de Oliveira, Amanda Alves Fecury, Carla Viana Dendasck, and Claudio Alberto Gellis de Mattos Dias. "Indigenous formal education within the scope of Professional and Technological Education (EPT)." Núcleo do Conhecimento 05, no. 01 (2022): 47–59. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/indigenous-formal-education.

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Education can mean the link between non-Indigenous people and indigenous people. Law 12,711/2012 deals with the obligation to reserve places in federal universities and institutes, combining public school attendance with income and ethnicity. The construction of professional education courses integrated with indigenous school education must consider the impasses, as well as the potentialities, in the relationship between indigenous knowledge and practices and technical-scientific knowledge, as well as the possibility that indigenous peoples will actually enroll in them your own perspective. Th

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Nakypova, Gulnur, Dina Zharylgapova, Gulbarshyn Yernazarova, Lazzat Zhamansarieva, and Raisa Zhukashova. "Professional competence establishment for postgraduate education professionals through self-study." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 7, 2024): 2071–80. http://dx.doi.org/10.54919/physics/56.2024.207wk1.

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Relevance. After graduation, the development of a young professional does not stop. It is, above all, a question of a culture of social relations and the necessity of establishing and strengthening social and professional status. Establishing personal and professional status starts with cultivating the relationships that drive socio-cultural development and base a person's socio-cultural abilities. This study examines the establishment of professional competence of postgraduate education specialists based on self-study, the main components and types of self-study. Purpose. The purpose of the s

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41

Hamid, Aamir, and Muhammad Shahid Soroya. "Continuing education for LIS professionals: why." Library Review 66, no. 1/2 (2017): 83–89. http://dx.doi.org/10.1108/lr-01-2015-0001.

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Purpose The purpose of this study is to determine the outcomes of continuing education programs that are being carried out, either having positive or negative effects on the personal and professional lives of the participants. Design/methodology/approach The research method used for this study was a survey, which had been based on findings derived from a comprehensive literature review. The data collection tool was an online questionnaire with a five-point Likert scale. Questionnaires were circulated to the 120 library professionals equally divided among three online discussion groups which ha

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Nakayama, Yoshinori. "Professional Engineer Ethics Education by Professional Engineers." Materia Japan 64, no. 2 (2025): 120–23. https://doi.org/10.2320/materia.64.120.

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Fenske, T. E., and S. M. Fenske. "Need for “Professional” Education for Professional Engineers." Journal of Professional Issues in Engineering 116, no. 4 (1990): 345–50. http://dx.doi.org/10.1061/(asce)1052-3928(1990)116:4(345).

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Damkuviene, Milda, Jurate Valuckiene, Sigitas Balciunas, and Evandzelina Petukiene. "Education Professionals’ Cooperative Learning for the Development of Professional Capital." Sustainability 15, no. 14 (2023): 10972. http://dx.doi.org/10.3390/su151410972.

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This article presents the research results on developing professional capital in Lithuanian schools during the national project “Time for leaders”. The longitudinal national initiative aimed to develop professional capital as the synergy of human, social and decisional components of schools through educational professionals’ various cooperation-based learning experiences. Using the descriptive case study approach, the article investigates the question of how the cooperative learning approach, applied in a long-term professional development project for education professionals, develop individua

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Karandashev, Victor N. "Professional psychologists’ education in Russia." Psychology Teaching Review 7, no. 2 (1998): 32–38. http://dx.doi.org/10.53841/bpsptr.1998.7.2.32.

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This paper describes the current education of professional psychologists in Russia. In the university system there are three initial types of education leading to a specialist degree, a bachelor’s degree, or a master of psychology degree. The most common type is the five year education leading to the specialist degree. Specialist education is mostly generic but specialisms (majors) are available in 16 different fields of psychology. Students also study general humanities and socio-economic disciplines, mathematics and general science, general professional disciplines, and other specialisms.Edu

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Tani, Go. "Professional preparation in physical education: changing labor market and competence." Motriz: Revista de Educação Física 19, no. 3 (2013): 552–57. http://dx.doi.org/10.1590/s1980-65742013000300004.

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Professional preparation is indeed a complex and dynamic process because it involves a number of interacting elements, which change in time. The objective of the present essay is to analyze the professional preparation in physical education, with the focus on the relation between the very dynamic labor market and the required competence of the professionals to deal with the associated demands. There is no doubt that the professional preparation must not aim to train professionals to merely repeat means for solving practical problems, but professionals with the capacity to repeat the process of

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Francis, Grace L., Ashley Stride, Sascha Reed, and Chun-Yu Chiu. "Family-Professional Partnerships in Postsecondary Education Programs: Perceptions of Professionals." Inclusion 5, no. 4 (2017): 263–78. http://dx.doi.org/10.1352/2326-6988-5.4.263.

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Abstract Students with intellectual disability are among the least likely to gain competitive employment, live away from their families, or attend college following high school. While family-professional partnerships can facilitate positive transitions from school into adult life among students with disabilities, professionals report being unsure of how to develop positive relationships with families. The purpose of this study was to investigate the perspectives and experiences of postsecondary education (PSE) program staff as they work with families of students enrolled in the program. Twenty

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48

Kapustina, T. A., and N. A. Turanina. "Professional further education of librarians in the regional space." Bibliosphere, no. 4 (December 30, 2017): 84–88. http://dx.doi.org/10.20913/1815-3186-2017-4-84-88.

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The successful implementation of tasks facing libraries requires constant improvement of library professionals’ skills. Therefore, the most important directions of library activities is concerning about the library staff professional growth. The article indicates a high interest of researchers to training and retraining library staff according to reference analysis; contains theses on current status and tendencies of developing the additional professional education regional system of librarians in frames of monitoring specialists professional preferences of Belgorod libraries; shows the most e

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Kuznetsova, T. Ya. "Advanced professional library information education: Conceptual and methodological foundations and mechanisms." Scientific and Technical Libraries, no. 5 (December 7, 2018): 24–35. http://dx.doi.org/10.33186/1027-3689-2018-5-24-35.

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The role of advanced professional library and information education as an essential part of continuous education system and its importance in educating new generation of library professionals are substantiated. The author reveals the role of the advanced professional education as an efficient site to apply and generate new ideas, to promote innovative experience and professional communicationsб and to modernize librarianship. She concludes that the main task of modern advanced library and information education is to assist librarians’ professional socialization. The methodological basics of th

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Egan, Bridget. "Professional Knowledge, Professional Lives." Journal of In-service Education 30, no. 1 (2004): 173–92. http://dx.doi.org/10.1080/13674580400200458.

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