Professional Development Program (professional + development_program)

Distribution by Scientific Domains


Selected Abstracts


Continuing Professional Development Program

AUSTRALASIAN JOURNAL OF DERMATOLOGY, Issue 1 2005
Article first published online: 25 JAN 200
No abstract is available for this article. [source]


Continuing Professional Development Program

AUSTRALASIAN JOURNAL OF DERMATOLOGY, Issue 3 2004
Article first published online: 13 JUL 200
First page of article [source]


Continuing Professional Development Program

AUSTRALASIAN JOURNAL OF DERMATOLOGY, Issue 2 2004
Article first published online: 7 APR 200
No abstract is available for this article. [source]


Continuing Professional Development Program

AUSTRALASIAN JOURNAL OF DERMATOLOGY, Issue 1 2004
Article first published online: 12 FEB 200
No abstract is available for this article. [source]


Continuing Professional Development Program

AUSTRALASIAN JOURNAL OF DERMATOLOGY, Issue 1 2003
Article first published online: 10 FEB 200
No abstract is available for this article. [source]


Fostering Motivation in Professional Development Programs

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 98 2003
Raymond J. Wlodkowski
The Motivational Framework for Culturally Responsive Teaching is presented as a guide to foster participation, learning, and transfer throughout a professional development program for all participants. [source]


Fostering a community of practice through a professional development program to improve elementary teachers' views of nature of science and teaching practice

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2009
Valarie L. Akerson
Abstract This study explored the development of a community of learners through a professional development program to improve teachers' views of nature of science (NOS) and teaching practice. The Views of Nature of Science questionnaire and interviews were used to assess teachers' conceptions of NOS three times over the course of the study. Notes and videotapes taken during workshops and classroom observations were used to track influence of the community of learners on classroom practice. The community of practice (CoP) was fostered through an intensive summer workshop, monthly school site workshops, and classroom support to aid teachers in incorporating new techniques and reflecting upon their learning and practice. We found that teachers became aware of their changes in views about NOS once they struggled with the concepts in their own teaching and discussed their struggles within the professional development community. The CoP on its own was not sufficient to change teacher's practice or knowledge, but it created a well-supported environment that facilitated teacher change when paired with NOS modeling and explicit reflection. Cases of three teachers are used to illustrate changes in views and teaching practice common to the teachers in this study. 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1090,1113, 2009 [source]


The influence of core teaching conceptions on teachers' use of inquiry teaching practices

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2007
Christine Lotter
This article investigates three teachers' conceptions and use of inquiry-based instructional strategies throughout a professional development program. The professional development program consisted of a 2-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights gained from an in-depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers' conceptions of inquiry teaching were established through intensive case,study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that a set of four core conceptions guided the teachers' use of inquiry-based practices in their classrooms. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education influenced the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that to be successful inquiry professional development must not only teach inquiry knowledge, but it must also assess and address teachers' core teaching conceptions. 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1318,1347, 2007 [source]


Fostering Motivation in Professional Development Programs

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 98 2003
Raymond J. Wlodkowski
The Motivational Framework for Culturally Responsive Teaching is presented as a guide to foster participation, learning, and transfer throughout a professional development program for all participants. [source]


Critical thinking as the key to the Learning College: A professional development model

NEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 130 2005
Linda Elder
Critical thinking is foundational to the effective teaching of any subject, and it must be at the heart of any professional development program. This chapter presents a long-term professional development model based on a substantive concept of critical thinking, and ties critical thinking to the concept of the Learning College. [source]


Tactile teaching: Exploring protein structure/function using physical models,

BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 4 2006
Tim Herman
The technology now exists to construct physical models of proteins based on atomic coordinates of solved structures. We review here our recent experiences in using physical models to teach concepts of protein structure and function at both the high school and the undergraduate levels. At the high school level, physical models are used in a professional development program targeted to biology and chemistry teachers. This program has recently been expanded to include two student enrichment programs in which high school students participate in physical protein modeling activities. At the undergraduate level, we are currently exploring the usefulness of physical models in communicating concepts of protein structure and function that have been traditionally difficult to teach. We discuss our recent experience with two such examples: the close-packed nature of an enzyme active site and the pH-induced conformational change of the influenza hemagglutinin protein during virus infection. [source]


Training aesthetic perception: John Dewey on the educational role of art museums

EDUCATIONAL THEORY, Issue 4 2004
Tracie E. Costantino
In this article I examine Dewey's ambivalent attitude toward art museums , criticizing their existence as repositories for the rich, while exploring their educational potential , by analyzing Dewey's comments on museums in various texts, by relating his ideas to museum education theories and practice of the time, and by exploring his involvement with Albert Barnes and the Barnes Foundation. Specifically, I discuss how these men influenced each other and consider possible reasons for Dewey's involvement with a "capitalist collector" such as Barnes. This examination is placed within the broader context of Dewey's philosophy of art as experience. An analysis of these issues is especially relevant at the present time, given that museums are increasingly involved in K-12 education through outreach and professional development programs, in addition to school tours. [source]


Evaluation of Professional Development for Language Teachers in California

FOREIGN LANGUAGE ANNALS, Issue 2 2002
Albert S. Lozano
As one of the nine content areas of the California Subject Matter Project, CFLP is a voluntary project that served 609 elementary, secondary, and postsecondary foreign language teachers from 43 counties in 1998/1999. This article describes the origin and rationale of the California Foreign Language Project and discusses the importance of professional development programs, a topic of growing interest given the nationwide focus on student performance and school reform. Finally, the components of professional development program evaluation, and specifically of CFLP's Evaluation Design, will be presented, along with the findings from the 1998/1999 program year. [source]


Transfer of training: a case-study of outsourced training for staff from Bhutan

INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 2 2007
Francesco Sofo
The article examines the perceptions of managers, academics and technical staff in relation to the transfer of training resulting from their participation in out-country training funded by Bhutan's Ministry of Education. Out-country training refers to in-service education, training and professional development programs, especially in relation to technical education, higher education and specialization courses undertaken abroad. The objective was to evaluate the effectiveness of out-country training over a five-year period to gauge the level of training transfer among three different types of participants. The methodology included surveying 149 Bhutanese out-country training participants between 1999 and 2003. A representative sampling technique was used to select 58 academics, 46 managers and 45 technical support staff for inclusion in the survey. Semistructured in-depth interviews were also conducted with 19 of these trainees across the three categories. Results of the study indicate high initial levels of motivation in all trainees, but a change in attitude toward their training once it was underway. On return to the workplace, participants reported even less confidence in their ability to transfer their learning compared to their confidence reported before the program began. [source]