Search results for "Professional development"
showing 10 items of 258 documents
Effectiveness of a digital platform for sharing knowledge on headache management: a two-year experience
2018
It is crucial that all headache specialists receive adequate training. Considering the unsatisfactory results obtained with standard updating courses and the growing need for continuing professional education, a digital platform was developed as a training tool. The platform has been active since 1 October 2014. It is readily accessible to doctors by free registration. Users have access to all the material available on the platform, which includes scientific articles, e-books, presentations and images. Users can share their own material and clinical cases directly. At the time of this study, the platform had 37 users. In the second year following its launch 316 files were downloaded and fiv…
Professional Qualification of German Physicians in Medical Informatics
1994
Abstract:In addition to the medical education in the Federal Republic of Germany which includes a compulsory Medical Informatics course there exists a formal program for professional qualification of physicians in Medical Informatics. After two years of clinical practice and 1.5 years of professional training at an authorized institution, a physician may receive in addition to the medical degree a “supplement Medical Informatics”. The qualification requirements are described in detail. Physicians with the additional Medical Informatics qualification perform responsible tasks in their medical domain and serve as partners for fully specialized Medical Informatics ex-’ perts in the solution of…
The Evaluation of Social and Professional Life Competences of University Students Through Service-Learning
2021
The view previously held in the university regarding teaching-learning processes has changed significantly over the past few years. Undoubtedly, in the case of Europe, this change of pedagogical model has gone hand in hand with the creation of the European Higher Education Area (EHEA). Some of the pivotal areas of EHEA are the independent work of the individual student, the social dimension of learning, and the acquiring of skills, which are not reduced to the mere technical and/or subject matter knowledge. Generic competences and the so-called “soft skills” have also become important, given their significant contribution to the students’ academic, personal, social, and professional develop…
Foreign language teaching within special needs education: learning from Europe-wide experience
2005
In this article, Anne Stevens and David Marsh focus on the main aspects of the argument and discussion raised in the recently published European Commission (2005) report on the teaching and learning of languages in the context of special educational needs. They explore the avenues of possible action that should follow if the issues raised in the report are to be effectively addressed.
El Desarrollo profesional del profesor de ciencias mediante tutorías de grupos cooperativos : estudio de ocho casos
2002
La formación continuada de profesores de ciencias, concebida como desarrollo profesional, ha adquirido recientemente relevancia en la investigación en didáctica de las ciencias. En este artículo se presenta un modelo de formación de profesores en activo basado en un programa teórico-práctico desarrollado mediante tutorías de orientación constructivista. Este modelo se ha puesto a prueba en un estudio longitudinal de varios años en el que se ha hecho un seguimiento del cambio didáctico ocurrido en ocho profesores de ciencias de secundaria. En el trabajo se presenta un diseño pretest-postest con indicadores de los cambios epistemológicos y actitudinales que han tenido lugar en estos profesore…
Becoming an Inclusive Teacher at the Interface of School and Teacher Education
2015
The aim of this study is to assess how the pedagogical solutions of the inclusive teaching practice in class teachers' adult education programme support the development to become an inclusive teacher. What kind of interpretations do the students make of inclusion and inclusive school? How does the participation in school community with reflective support by teacher education community enhance inclusive professional orientation? The research material consists of qualitative network material written by 22 adult students: teaching practice plans, reflective practice stories and teaching practice feedback. The analytical approach was thematic text analysis. Inclusion was interpreted as pupils’ …
Becoming a Language Teacher
2015
In this qualitative study the author examined personal narratives written by 14 Finnish speaking student teachers of Swedish, in order to find out what they tell about their thoughts and feelings concerning their future work as language teachers. The following three themes were in focus: firstly, what university students tell about their reasons for wanting to become teachers in the first place; secondly, what kinds of worries concerning their future work they mention in their narratives; and thirdly, how student teachers could be supported during transition from teacher education to teaching. According to the study, students choose teaching for reasons that are related to: (a) teacher iden…
Factors affecting Nigerian teacher educators’ technology integration : Considering characteristics, knowledge constructs, ICT practices and beliefs
2020
To provide a diverse comprehension of teachers' TPACK (Technological, Pedagogical, and Content Knowledge) and how TPACK is reflected in practice, this study examined teacher educators' (TEs') conceptions of technology integration. Specifically, the main objective of the study was to investigate the factors influencing Nigerian teacher educators' technology integration using a self-completion survey administered to Nigerian teacher educators from three schools in the southern region of Nigeria. We utilized the partial least squares structural equation modeling (PLS-SEM) approach for the data analysis. Two frameworks—TPACK and Second Information Technology in Education Study (SITES)— guided t…
New ECCO model documents for Material Deposit and Transfer Agreements in compliance with the Nagoya Protocol
2020
The European Culture Collections Organisation presents two new model documents for Material Deposit Agreement (MDA) and Material Transfer Agreement (MTA) designed to enable microbial culture collection leaders to draft appropriate agreement documents for, respectively, deposit and supply of materials from a public collection. These tools provide guidance to collections seeking to draft an MDA and MTA, and are available in open access to be used, modified, and shared. The MDA model consists of a set of core fields typically included in a deposit form to collect relevant information to facilitate assessment of the status of the material under access and benefit sharing (ABS) legislation. It a…
Transformative Teaching and Learning Through Engaged Practice : Lecturers’ and Students’ Experiences in a University and Underserved Community Partne…
2018
peer-reviewed The Community Wellness, Empowerment, Leadership and Lifeskills (CWell) program is a two-year community-driven program developed in partnership between an underserved-community in Limerick City, and staff at the University of Limerick (UL), Ireland. This paper explores the transformative teaching and learning experiences that arose throughout the duration of the progam for the lecturers and students. Data were collected through interviews and focus groups with lecturers and students involved in the program. Students supported the notion of “learning differently” and focused around prior learning and attitude to learning, learning about learning and impact of learning. Lecturers…