scholarly journals A Study on the Influence of Problems of Practice Instruction Recognized by Student Supervisors on Professional Development of Student Supervisee- Focusing on the moderating effects of the necessity professional practice skills acquisition before practice education

2017 ◽  
Vol 31 (3) ◽  
pp. 161-178
Author(s):  
김진 ◽  
Chon,Chyun-Woon
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Skills Acquisition ◽  
Moderating Effects ◽  
Problems Of Practice ◽  
Practice Skills ◽  
Practice Education

Educating the Reflective School Leader

1993 ◽  
Vol 3 (2) ◽  
pp. 152-164
Author(s):  
Carl R. Ashbaugh ◽  
Katherine Kasten
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Professional Practice ◽  
Conceptual Analysis ◽  
School Leaders ◽  
Professional Preparation ◽  
School Leader ◽  
Preparation Programs ◽  
Instructional Methodologies ◽  
Problems Of Practice

This paper presents a conceptual analysis of the nature of reflective practice and an argument for emphasizing reflective practice in the preparation and professional development of school leaders. The authors argue that professional preparation that develops reflective practice is one way to resolve the theory-practice dichotomy and to improve professional practice. Further, they assert that preparation programs have the instructional methodologies that encourage and nurture reflection on the messy problems of practice.

scholarly journals Understanding the Problem of Practice: An Analysis of Professional Practice EdD Dissertations

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Vera Wei Ma ◽  
Nancy Fichtman Dana ◽  
Alyson Adams ◽  
Brianna L. Kennedy
Keyword(s):  
Professional Development ◽  
Doctoral Students ◽  
Professional Practice ◽  
Real World ◽  
Document Analysis ◽  
Local Contexts ◽  
Problems Of Practice ◽  
The Impact ◽  
Large Research

Investigating a “problem of practice” is a signature feature of the EdD dissertation. Yet, little is known about how doctoral students derive their problems, the nature of the problems they study, and the impact studying problems of practice has on students’ local contexts. The purpose of this study was to investigate EdD students’ problems of practice through document analysis of 28 dissertations completed in one EdD program at a large, research-intensive university. Findings revealed that problems are derived from doctoral students’ felt difficulties and real-world dilemmas in three main categories: supporting marginalized students, increasing the quality of educator professional development, and supporting novices’ entry into the profession. Furthermore, five generic themes that describe the types of impact dissertation studies had on students’ local contexts are reported. Based on findings, four guidelines to assist EdD students in deriving problems of practice are offered.

Between Theory and Practice Falls the Shadow: The Learning Theories Profile

2011 ◽  
Vol 10 (3) ◽  
pp. 238-252 ◽  
Author(s):  
Jean Annan ◽  
Josephine Bowler ◽  
Mandia Mentis ◽  
Matthew P. Somerville
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Professional Practice ◽  
Special Educators ◽  
Theory And Practice ◽  
Learning Theories ◽  
Cognitive Tool ◽  
Education Practice ◽  
Theoretical Perspectives ◽  
University Course

Between the ideaAnd the realityBetween the motionAnd the actFalls the ShadowT. S. Eliot, “The Hollow Men”This article reports on the development and evaluation of a meta-cognitive tool for practitioners’ reflection on the ‘shadow’ between espoused theories and theories-in-use. The learning theories profile (LTP) was developed to support practitioners in education to identify and reflect on the theoretical perspectives that underpin their professional decision-making. In order to assess the usefulness of the LTP for reflection on professional development and practice, 15 special educators who were enrolled in a university course took part in a trial of the tool. Data from pre-activity and post-activity surveys suggested that the LTP helped students to critically consider contemporary and traditional theories of learning, raised awareness of the application of learning theories in education practice and supported users to reflect on their own professional practice, and interactions.

Guiding Principles for Quality Professional Practice Dissertations

2016 ◽  
pp. 133-145
Author(s):  
Kara Dawson ◽  
Swapna Kumar
Keyword(s):  
Educational Technology ◽  
Professional Practice ◽  
University Of Florida ◽  
Critical Problems ◽  
Guiding Principles ◽  
Problems Of Practice ◽  
The University ◽  
The Way

In this chapter the authors share the guiding principles for professional practice dissertations developed and studied within their online EdD in Educational Technology at the University of Florida. While these guiding principles were developed approximately four years before the call for chapters for this book was released, they align nicely with at least three pertinent themes that frame this book (i.e. the importance of addressing critical problems of practice, applying research rigor involving real theory and inquiry and demonstrating impact of research). The authors make explicit connections between their guiding principles and these themes and provide examples of how the themes have played out in dissertations completed in their program. The authors then provide implications for others seeking to structure (or restructure) the way dissertations are conceptualized in their professional practice problems.

Attending to assessment problems of practice during community-centered professional development

2019 ◽  
Vol 95 ◽  
pp. 190-199
Author(s):  
Marcelle A. Siegel ◽  
Suleyman Cite ◽  
Nilay Muslu ◽  
Christopher D. Murakami ◽  
Shannon M. Burcks ◽  
...  
Keyword(s):  
Professional Development ◽  
Problems Of Practice ◽  
Assessment Problems

Teacher Collaborative Action Research

2018 ◽  
Vol 28 (2) ◽  
pp. 173-201
Author(s):  
Katherine A. Curry ◽  
Jackie Mania-Singer ◽  
ED Harris ◽  
Shawna Richardson
Keyword(s):  
Professional Development ◽  
Action Research ◽  
School Improvement ◽  
Distributed Leadership ◽  
Professional Practice ◽  
Qualitative Case Study ◽  
Collaborative Action Research ◽  
Improvement Strategy ◽  
Collaborative Action

This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a Midwestern state. Findings indicate that distributed leadership facilitates CAR as a powerful PD tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to effect professional practice.

scholarly journals PROFESSIONAL ETHICS AND A CALL FOR PHILOSOPHICAL LITERACY

Think ◽  
2019 ◽  
Vol 19 (54) ◽  
pp. 37-47
Author(s):  
Andrew Knight
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Professional Education ◽  
Professional Ethics ◽  
Ethical Reasoning ◽  
Codes Of Conduct ◽  
Continuing Professional Development ◽  
The Uk ◽  
Professional Workplace

It could be argued that there is now a crisis of confidence in the professions. Although many professionals individually undertake their roles with care and diligence, there have been so many systematic failures involving professionals across a range of sectors, both in the UK and globally, that the special status enjoyed by the professions is being widely questioned. In this article, I argue that recent cases are symptomatic of a lack of ethical reasoning in professional practice, yet professions enjoy an elevated status based on claims that ethics, typically communicated in codes of conduct, are central to their purpose. I argue that to help solve this crisis, philosophical literacy needs to be promoted in school, initial professional education and continuing professional development. Passing tests to superficially demonstrate an understanding of a code is quite different from reasoning through practical dilemmas in the professional workplace with judgements informed by philosophical ideas.

scholarly journals Special issue: professional practice, education and learning: a sociomaterial perspective

2018 ◽  
Vol 40 (3) ◽  
pp. 239-241
Author(s):  
Madeleine Abrandt Dahlgren ◽  
Maria Gustavsson ◽  
Andreas Fejes
Keyword(s):  
Professional Practice ◽  
Special Issue ◽  
Practice Education

The Professional Portfolio — Purpose, Process and Practice, Part 1: Portfolios and Professional Practice

1995 ◽  
Vol 58 (7) ◽  
pp. 299-302 ◽  
Author(s):  
Auldeen Alsop
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Professional Practice ◽  
Career Goals ◽  
Professional Experience

This is the first of two articles which together explore the potential for using portfolios in professional practice. Part 1 appraises the practical use of portfolios for students, practitioners and managers. It suggests that individuals might establish and maintain a professional portfolio as a means of demonstrating learning and professional development. Portfolios might also assist practitioners to achieve academic awards and career goals. Part 2 will examine the theory of experiential learning and the process of documenting and accrediting learning in order to build up a portfolio of professional experience.

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