Search results for "professional development"

Co-teaching as a context for teachers' professional learning and joint knowledge construction

2012

Abstract The study examined two primary teachers' professional learning and joint knowledge construction in the context of co-teaching. The teachers narrated their learning as a collaborative process with serendipitous origins. Shared knowledge construction was crucial in the learning process, as was implementing the resulting new ideas in practice. It is concluded that experiences of co-teaching may support teachers in meeting their professional responsibilities effectively. Professional development programmes need to be sensitive to teachers' individual and collaborative learning experiences to be able better to support them in the natural context of those experiences in particular local …

Learning to Teach Mathematics: Expanding the Role of Practicum as an Integrated Part of a Teacher Education Programme

2009

The premise of the 15th ICMI Study is that teachers are key to students' opportunities to learn mathematics. What teachers of mathematics know, care about, and do is a product of their experiences and socialization, together with the impact of their professional education. The Professional Education and Development of Teachers of Mathematics assembles important new international work- development, research, theory and practice - concerning the professional education of teachers of mathematics. As it examines critical areas to reveal what is known and what significant questions and problems warrant collective attention, the volume also contributes to the strengthening of the international co…

The impact of foreign language mediated teaching on teachers’ sense of professional integrity in the CLIL classroom

2011

Content and language integrated learning (CLIL) has received significant interest in recent years as a practical means of creating a plurilingual European community. A key feature of CLIL is the non-native speaking teacher responsible for developing learners’ content and language knowledge in a foreign language mediated environment. Teachers often enter the CLIL classroom with established expertise in either content or language learning; however, the impact of entering the foreign language mediated environment is little explored in existing literature. This investigative research is based on six teacher interviews intended to access the teachers’ own understanding of how foreign language me…

Developing teachers' professional expertise through collaboration in an innovative ICT‐based learning environment

2004

Recent research emphasizes the context‐specific nature of professional knowledge and expertise, implying that developing novel practices in authentic environments is a prerequisite for teachers' professional development. The aim of this study was to find out how teachers develop their practical knowledge and expertise through shared planning and to evaluate an innovative learning project carried out in an ICT‐based environment. Two secondary school teachers of history participated in this study. The data were gathered using a multi‐methodological approach (video recordings, interviews and questionnaires). The results are described in terms of the teachers' shared experiences and their incre…

2019

Previous research indicates that programmes employing Hellison’s Teaching Personal and Social Responsibility (TPSR) model in physical activity have had a positive impact on youth development by inc...

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…

Improvement in self-reported confidence in nurses’ professional skills in the emergency department

2012

Abstract Background The aim of this study was to assess nurses’ self-reported confidence in their professional skills before and after an extensive Emergency Department (ED) reform in Kanta-Häme Central Hospital. Methods Emergency nurses participated in transitional training commencing two years before the establishment of the new organization in 2007. Training was followed by weekly practical educational sessions in the new ED. During this process nurses improved their transition skills, defined house rules for the new clinic and improved their knowledge of new technology and instruments. The main processes involving critically ill ED patients were described and modelled with an electronic…