Search results for " professional development."
showing 10 items of 39 documents
Managing Knowledge in Academic Libraries Are we? Should we?
2016
This article gives an overview of the field of knowledge management and suggests how this can be applied to academic libraries. A literature review has been conducted and has been subject to a critical analysis of comparison to IFLAs standard for “Continuing Professional Development: Principles and Best Practices” (IFLA, 2015). Here IFLA has identified 10 points of best practice. These 10 points will be measured against the literature in the field of knowledge management to ascertain if academic libraries would benefit from a stronger relation to knowledge management.
Narratives of professional development in a teachers’ creative writing group
2021
This paper explores teachers’ experiences of professional development in a creative writing group. The data was collected in a teachers’ creative writing group and consist of semi-structured interviews and creative writing assignments. Reflexive thematic analysis and narrative analysis were applied to compose a nonfiction piece that describes the teachers’ experiences of a ‘year of creative writing’. Within the nonfiction piece, four themes were presented as findings of the study: social aspects, personal and emotional aspects, writer identity aspects, and pedagogical aspects. The results suggest that utilising creative writing methods in qualitative research can raise otherwise hidden voic…
Teachers’ training and inclusive processes in the kindergarten, primary and secondary school: a field research
2020
Inclusion is a continuous process aimed to promote learning and participation of all students, opposing every kind of exclusion and helping educative contexts to take charge diversity of life contexts, interests, experiences, knowledges and competences of students. For development of inclusive processes, teachers’ training represents a necessary change of paradigm in the secondary school that has to be even more organic and systemic. In fact, already in the report by OCSE in 2005, called “Teachers matter: attracting, development and retaining effective teachers”, it affirms that “improvement of quality of teachers’ training is a priority for the single national politics”. To renew the schol…
THEORIZING THE CONCEPT OF TRANSFORMATIVE LEARNING EXPERIENCE IN THE CONTEXT OF TEACHER PROFESSIONAL DEVELOPMENT
2019
The concept of learning experience holds its eminent place within the paradigm of constructivism in contemporary educational science. The study process is being designed and construed to foster educative experiences in accordance with the desired learning outcomes. Transformative learning theory and the concept of perspective transformation marks a specific type of learning experience – one that reconstructs the frame of reference of the learner. Such a paradigmatic shift is also considered necessary for large-scale educational reforms to succeed. Transformative learning theory itself doesn’t provide clear-cut solutions for implementation of a certain reform ideology, to the contrary – it q…
Professional competencies in health promotion and public health: what is common and what is specific? Review of the European debate and perspectives …
2015
According to the Nairobi Call to Action, the growth of practitioners' skills can be favoured by setting accreditation standards and by reorienting professional competencies of current and future health workers. This will make it possible to develop a critical mass of competent practitioners, foster training, and increase visibility of the professional field. Through a review of the literature, the authors offer an overview of competency-based strategies for professional development in health promotion. The main research questions discussed were as follows: Is there a shared definition of public health?; Is there a shared definition of health promotion?; Who are the main stakeholders for pub…
Continuous professional development: Elevating sleep and breathing disorder education in europe
2020
Sleep and breathing disorders are highly prevalent, representing a growing subspecialty of respiratory medicine. The term sleep disordered breathing (SDB) encompasses a range of conditions characterised by abnormal breathing during sleep, from chronic or habitual snoring, to frank obstructive sleep apnoea (OSA) or, in some cases, central sleep apnoea (CSA) and hypoventilation syndromes. OSA is the commonest form of SDB, leading to many potential consequences and adverse clinical outcomes, including excessive daytime sleepiness, impaired daytime function, metabolic dysfunction, and an increased risk of cardiovascular disease and mortality [1]. The estimated reported prevalence of moderate-to…
Continuing professional development: introducing the ERS International Certificate in Respiratory Sleep Medicine
2017
What is the greatest challenge in the delivery of quality care to respiratory disease patients? Is it lack of resources, avoidable harm to patients, or more complex disease presentation? Healthcare delivery has been in the media spotlight in recent months across many countries and the question of how to deliver safe, effective and efficient care to patients remains at the forefront of political agendas at a national level. Education is the passport to the future and the European Respiratory Society (ERS) is in the unique position of being able to work with the most respected respiratory experts internationally in order to design and deliver educational activities to raise standards of train…
LINKING TEACHER PROFESSIONAL DEVELOPMENT NEEDS WITH APPROPRIATE SOLUTIONS: INSIGHTS FROM AN INIATIVE IN LATVIA
2021
International surveys have stated that each year teachers spend, on average, more than 10 days engaged in different professional development activities. The purpose for this investment in teacher professional development (TPD) is clear: teachers’ competence must develop according to changes in curriculum and 21st century requirements. In previous research we have developed a theoretical teacher competence framework, implemented it to identify teacher (N=263) groups competence gaps and professional development needs. The goal of this research is to link identified professional development needs related to the instruction of 21st century skills (criteria - instructional design, learning goals…
ATEE Spring University "Teacher of the 21st century: quality education for quality teaching", May 2-3, 2008
2008
Switching to Fully Online Teaching and Learning of Mathematics: The Case of Norwegian Mathematics Lecturers and University Students During the Covid-…
2022
AbstractTowards the end of 2019, a novel coronavirus, known as COVID-19, was detected and quickly spread worldwide. The resulting pandemic led many countries to lockdown and teaching and learning switched to fully online provision. This study explores how Norwegian higher education lecturers and students of mathematics experienced online provision following this switch in March 2020 when the national lockdown was imposed. Data are generated and analysed using an exploratory sequential mixed methods approach that first entailed interviews with ten mathematics lecturers and six undergraduate students as the foundation for developing a survey instrument. The instrument was designed to explore …