Testing the relationship of gender and business major to professional development behaviors and expected employment

The article raises the issue of the relationship of parent-child relationships and professional preferences in pedagogical dynasties. Particular attention is paid to the role of the family in the professional development of the individual. It has been suggested that there is a relationship between parent-child relationships and professional preferences.

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Pedagogical Subjectivity of Monitoring the Formation of Professional Readiness of Future Workers in the Oil and Gas Industry

Standards and Monitoring in Education ◽

10.12737/1998-1740-2020-3-8 ◽

2020 ◽

Vol 8 (5) ◽

pp. 3-8

Author(s):

T. Danilova

Keyword(s):

Professional Development ◽

Professional Education ◽

Oil And Gas ◽

Oil And Gas Industry ◽

Structural Components ◽

Gas Industry ◽

Professional Development Of Teachers ◽

Relationship Of ◽

The Relationship

The article considers a teacher as a subject of monitoring the professional readiness of future workers in the oil and gas industry, who has pedagogical subjectivity in its implementation. This quality of personality is characterized in the context of the teacher's monitoring competence. The structure of pedagogical subjectivity is determined by the features of professional readiness of workers in the oil and gas industry and its monitoring. It involves the relationship of theoretical, technological, and personal components. The article presents the results of a ascertaining experiment that established insufficient formation of structural components of pedagogical subjectivity in monitoring. The expediency of correcting the identified problem aspects and related professional development of teachers to monitor the professional readiness of future workers in the oil and gas industry is justified. It is assumed that the problem of their formation is characterized by industry specifics and is implemented by means of additional professional education.

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Findings and implications of the relationship of pre-service educators, their university tutor and in-service teachers regarding professional development in science in the primary school system

Professional Development in Education ◽

10.1080/19415257.2017.1388268 ◽

2017 ◽

Vol 44 (5) ◽

pp. 595-606 ◽

Cited By ~ 3

Author(s):

David Overton

Keyword(s):

Professional Development ◽

Primary School ◽

School System ◽

Relationship Of ◽

The Relationship

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The Relationship Between Transformational Leadership Characteristics and Multicultural Education Practices in Teacher Educators

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch054 ◽

2018 ◽

pp. 1154-1170

Author(s):

Cheresa Greene-Clemons

Keyword(s):

Professional Development ◽

Transformational Leadership ◽

Multicultural Education ◽

Teacher Educators ◽

Teacher Educator ◽

Leadership Characteristics ◽

Teacher Student ◽

Research Findings ◽

Relationship Of ◽

The Relationship

This study focuses on the relationship of transformational leadership characteristics in teacher educators and their multicultural education practices as an avenue to prepare and produce more teachers for the increasingly diverse P-12 student population in the 21st century. The more transformational leadership characteristics teacher educators possess, the more multicultural education practices are carried out by them towards producing and transforming teachers to carry out the same characteristics and practices in their classroom. Examples in this study illustrate the importance of the relationship in the teacher educator/teacher-student cycle. Overall, the research findings support that there is a relationship between teacher educators' transformational leadership characteristics and multicultural education practices. Finally, this study highlights the need to provide professional development for teacher educators to enhance their transformational leadership characteristics as well as their multicultural education practices.

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The relationship of theory and practice in mathematics teacher professional development: an activity theory perspective

ZDM ◽

10.1007/s11858-013-0498-2 ◽

2013 ◽

Vol 45 (4) ◽

pp. 507-519 ◽

Cited By ~ 14

Author(s):

Despina Potari

Keyword(s):

Professional Development ◽

Activity Theory ◽

Teacher Professional Development ◽

Mathematics Teacher ◽

Theory And Practice ◽

Teacher Professional ◽

Relationship Of ◽

The Relationship ◽

Mathematics Teacher Professional Development

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The Relationship between Transformational Leadership Characteristics and Multicultural Education Practices in Teacher Educators

Teacher Education ◽

10.4018/978-1-5225-0164-0.ch077 ◽

2016 ◽

pp. 1603-1619

Author(s):

Cheresa Greene-Clemons

Keyword(s):

Professional Development ◽

Transformational Leadership ◽

Multicultural Education ◽

Teacher Educators ◽

Teacher Educator ◽

Leadership Characteristics ◽

Teacher Student ◽

Research Findings ◽

Relationship Of ◽

The Relationship

This study focuses on the relationship of transformational leadership characteristics in teacher educators and their multicultural education practices as an avenue to prepare and produce more teachers for the increasingly diverse P-12 student population in the 21st century. The more transformational leadership characteristics teacher educators possess, the more multicultural education practices are carried out by them towards producing and transforming teachers to carry out the same characteristics and practices in their classroom. Examples in this study illustrate the importance of the relationship in the teacher educator/teacher-student cycle. Overall, the research findings support that there is a relationship between teacher educators' transformational leadership characteristics and multicultural education practices. Finally, this study highlights the need to provide professional development for teacher educators to enhance their transformational leadership characteristics as well as their multicultural education practices.

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KINERJA PENYULUH PERTANIAN DI BEBERAPA KABUPATEN PROVINSI JAWA BARAT

Jurnal Penyuluhan ◽

10.25015/penyuluhan.v2i2.2187 ◽

2006 ◽

Vol 2 (2) ◽

Author(s):

Ani Leilani ◽

Amri Jahi

Keyword(s):

Professional Development ◽

Program Development ◽

Agricultural Extension ◽

Extension Agents ◽

Extension Agent ◽

Perceived Performance ◽

Development Evaluation ◽

Relationship Of ◽

The Relationship ◽

Extension Program

A research on the relationship of several selected characteristics of Agricultural Extension Agents and their performance had been conducted in July through September 2005. The Objectives of this study were: 1) to determine the distribution of Agricultural Extension Agents on several selected characteristics, 2) to identify the performance of Agricultural Extension Agents based on their official main duty, and 3) to determine the extent of relationships between the agricultural extension agents’ characteristics and their performance. One hundred Agricultural Extension Agent respondents were selected randomly to meet the objectives. The respondents were from Bogor, Sukabumi, Bekasi, Majalengka, and Subang districts. A closed end questionnaire was developed to gather needed data. The collected data were then analyzed descriptively. Kendall W Concordance procedure was used to determine the extents of relationship among agents’ characteristics and their perceived performance. The research results showed that: (1) some of the agents’ characteristics were correlated significantly with their performance, (2) the agents’ performance in accomplishing their official duties was mostly good, (3) the official duties that they considered as important was Extension Program Development, (4) while the ones that they considered as less important was professional development, evaluation, reporting their monthly duty, and preparing extension materials.

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Impact of technological pedagogical content knowledge on teachers’ digital proficiency at classroom in higher education institution of Pakistan

Interactive Technology and Smart Education ◽

10.1108/itse-11-2020-0222 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Rabia Aslam ◽

Najmonnisa Khan ◽

Muhammad Mujtaba Asad ◽

Ushaque Ahmed

Keyword(s):

Professional Development ◽

Content Knowledge ◽

Technological Pedagogical Content Knowledge ◽

Digital Citizenship ◽

Technology Proficiency ◽

Public And Private ◽

Content Type ◽

Pedagogical Content ◽

Relationship Of ◽

The Relationship

Purpose This paper aims to address the relationship of teachers’ technological pedagogical content knowledge (TPACK) and their technology proficiency according to the International Society for Technology in Education Standards for Teachers (ISTE-ST) in public and private universities of Karachi, Pakistan. Design/methodology/approach Quantitative approach with survey research design was used. In total, 520 teachers of public and private universities were selected on the basis of simple random sampling technique. Data was collected through questionnaire distribution. Findings Strong significant correlation was found between teacher’ TPACK and teachers’ technology proficiency, teachers’ ability to engage in professional development and teachers’ ability to promote digital citizenship and responsibilities in students. Originality/value TPACK and ISTE-ST are used for effective teaching. TPACK is used to measure teachers’ ability to integrate technology in their teaching, while ISTE-ST is used to measure the proficiency technology integration. This study is unique as it discusses the relationship of TPACK and ISTE-ST framework in term of teachers’ ability to promote digital citizenship and responsibilities in students and teachers’ ability to engage themselves in professional development program.

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