PRINCIPLES OF ANDRAGOGY IN THE SYSTEM OF PROFESSIONAL DEVELOPMENT OF PUBLIC OFFICIALS: THEORY AND PRACTICE

2016 ◽  
Author(s):  
Yana Kachan ◽  
Keyword(s):  
Professional Development ◽  
Theory And Practice ◽  
Public Officials ◽  
Principles Of Andragogy

USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 18-22
Author(s):  
Hanna Karas ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Interdisciplinary Field ◽  
Artistic Styles

The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.

scholarly journals Graduate Students' Reflections on Technology in Language Learning and Teaching: A Qualitative Study

2019 ◽  
Author(s):  
Mohammed A. A. Farrah
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Graduate Students ◽  
Language Learning ◽  
Professional Growth ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Reflective Journals ◽  
Integrated Theory ◽  
Academic Year

This study aims to analyze the experiences and perceptions of a group of graduate students regarding an MA Technology in Language Learning and Teaching Course at Hebron University, Palestine. Specifically, the study addressed the aspects of the course that were perceived as the most useful for them and how graduate students perceive their professional growth as a result of the course. The study took place during the second semester of the academic year 2016/2017. The researcher employed a qualitative research to achieve the aims of the study. The participants wrote reflective journals and described how the course integrated theory and practice. The results revealed that the students benefited from the different elements of the course. Particularly, they benefited from the practical projects. The experience helped them in their professional development. Finally, the students offered a number of suggestions for improving the course. The researcher concluded with a set of recommendations.

scholarly journals The reflective information literacy educator

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Andrew Whitworth
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Information Literacy ◽  
Higher Education Institutions ◽  
Theory And Practice ◽  
Raising Awareness ◽  
Effective Use ◽  
The Way

The shift in perception, from librarians as providers of information to librarians as educators in the effective use of information, requires the profession to become aware of differing approaches to the development of teaching and of the professional consciousness of educators: also of the way certain forms of teaching and CPD are privileged over others within higher education institutions, and why. This paper reports on and synthesises a range of theoretical works in this area, to explain how becoming an effective information literacy educator requires not just an awareness of practice, but developing it, through a continous interaction between theory and practice. The librarian-as-educator must engage in professional development practices which, ultimately, require the continuous questioning of the very foundations of IL, and work actively towards raising awareness of these processes throughout their institutions.

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.

What’s in Your Gifted Education Online Teacher Professional Development? Incorporating Theory- and Practice-Based Elements of Instructional Learning Design

2020 ◽  
Vol 64 (4) ◽  
pp. 304-318
Author(s):  
Matthew J. Edinger
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Gifted Education ◽  
Discussion Board ◽  
Theory And Practice ◽  
Self Report ◽  
Learning Design ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

This article examined six theory- and practice-based elements of instructional learning design in online teacher professional development (oTPD), how these elements were implemented into Edinger’s PACKaGE model of gifted education oTPD, and how teachers evaluated each element. Elements were based on Berge’s (1995) instructor roles model theory and gifted education research. Each element was evaluated by teachers ( N = 184) who completed oTPD designed from the PACKaGE model. Self-report survey findings suggest that teachers considered most elements, such as asynchronous discussion board and article review assignments, to be useful to a great extent to their gifted education learning and pedagogy. However, teachers reported less usefulness for the online group project element. This finding directly contrasts with researchers’ suggestions for oTPD. These findings may encourage teachers to choose theory- and research-based oTPD. PD designers can investigate and implement oTPD elements that satisfy instructional design model needs for optimal teacher learning and gifted education pedagogy.

scholarly journals Advancing Professional Development for Teachers in Intercultural Education

2020 ◽  
Vol 10 (12) ◽  
pp. 360
Author(s):  
Regina Cortina ◽  
Amanda K. Earl
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Theory And Practice ◽  
Intercultural Education ◽  
University Graduates ◽  
Education Professionals ◽  
Professional Development For Teachers ◽  
Theoretical Reflection ◽  
Ethnic And Linguistic Diversity

In Latin America, intercultural education aims to acknowledge the cultural, ethnic, and linguistic diversity of its citizens, and to advance the efforts to dismantle the oppression of such diversity, particularly that of Indigenous and Afro-descendant peoples. While discussions of intercultural education often reference such peoples as their target beneficiaries, too few studies addressing the professional development of teachers recognize the importance of Indigenous scholarship, pedagogies and methodologies themselves as resources for the advancement of the theory and practice of intercultural education. This article engages in theoretical reflection in order to highlight well-documented Indigenous methodologies for teaching and learning, and their implications for professional development for enriched intercultural education. The authors emphasize the need for greater attention to the work and scholarship of intercultural and Indigenous university graduates to lead the way in the development of intercultural education professionals.

Organizing Strategies for Advancing Women in International Studies

2010 ◽  
Author(s):  
Mary K. Meyer McAleese ◽  
Susan S. Northcutt
Keyword(s):  
Professional Development ◽  
The United States ◽  
Theory And Practice ◽  
International Studies ◽  
Formal Organization ◽  
Interdisciplinary Field ◽  
Benign Neglect ◽  
Difficult Time ◽  
The Status ◽  
Male Dominated

The interdisciplinary field of international studies has traditionally been a male-dominated field. Indeed, the field of international relations, both theory and practice, has been argued to be gendered in highly masculinist ways. Whether as practitioners or as scholars, women have had a difficult time entering and advancing in such male-dominated fields, both in the United States and around the world. Their admittance and full acceptance in the profession has been hindered by laws and regulations, institutional practices and inertia, gendered stereotypes and customary expectations, overt discrimination and subtle biases, or benign neglect. As such, women have adopted a number of different strategies to make their ways into such male-dominated fields. These include working to expand the field to encompass questions of interest to women, developing new networks with other women for mentorship and resource development, and organizing themselves into distinct groups to promote women’s professional interests and advancement. One of these women’s organizations is Women’s Caucus for International Studies (WCIS), a formal section within the International Studies Association (ISA). Since its formal organization in 1996, the Women’s Caucus has worked hard to fulfill its mission of upgrading the status of women in the profession. Specifically, it seeks to promote equal opportunities for women in their professional lives, as well as women’s professional development. The Caucus fulfills its mission in numerous ways, including sponsoring scores of panels and roundtables focused on women’s professional development, and organizing mentoring networks, both inside the Caucus and beyond.

A Sport Psychology Service Delivery Heuristic: Building on Theory and Practice

1998 ◽  
Vol 12 (2) ◽  
pp. 191-207 ◽  
Author(s):  
Artur Poczwardowski ◽  
Clay P. Sherman ◽  
Keith P. Henschen
Keyword(s):  
Professional Development ◽  
Sport Psychology ◽  
Program Implementation ◽  
Theory And Practice ◽  
Psychological Services ◽  
The Self ◽  
Service Program ◽  
Professional Boundaries ◽  
Psychology Service ◽  
Unique Style

This article outlines 11 factors that a consultant may consider when planning, implementing, and evaluating psychological services. These factors are professional boundaries; professional philosophy; making contact; assessment; conceptualizing athletes’ concerns and potential interventions; range, types, and organization of service; program implementation; managing the self as an intervention instrument; program and consultant evaluation; conclusions and implications; and leaving the setting. All 11 factors represent important considerations for applied sport psychology professionals. Although consultants each have their own unique style and approach, these 11 factors are prerequisite considerations that form the foundation of a consultant’s effective practice. These guidelines may provide direction for a practitioner’s professional development, and as such, need time and commitment to be realized.

scholarly journals Exploring novice EAP teacher’s self-reflection as a platform for professional development

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Sari Hidayati
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Teaching Practice ◽  
English Education ◽  
Single Case ◽  
English For Academic Purposes ◽  
Language Teachers ◽  
Theory And Practice ◽  
Self Reflection ◽  
Development Data

Novice English for Academic Purposes (EAP) teachers are inevitably confronted with complex issues in their first year of teaching. This is particularly relevant in Indonesia, where EAP teachers are graduates of English Education departments and have no initial preparation for their tasks of teaching EAP. Professional reflection has the potential to assist novice language teachers, particularly those who teach EAP, to negotiate complex aspects in their teaching practice. For this reason, this single case study explored one participant’s understandings of and experiences with self-reflection as a form of professional development. Data were garnered from a single semi-structured, open-ended interview. The findings of the study suggest that the participant made use of reflective practice to merge theory and practice and build a systematic inquiry to construct his professional identity, which led to evidence-based decision making processes. Further, professional reflection also assisted him in negotiating challenges and engage in problem solving processes. Finally, reflective practice enabled the participant to consider institutional provisions and expectations for teacher professional development, which showcased his needs for professional development as a novice teacher.

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