scholarly journals Reflections from challenges of working with HIV/Aids affected and infected orphans in Malawi

2010 ◽  
Vol 5 (2) ◽  
pp. 124-134
Author(s):  
Zainab Lognwe
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Critical Incident ◽  
Cognitive Process ◽  
New Knowledge ◽  
Reflection In Action ◽  
Hiv Aids

Karen Healy uses the term reflection in action to refer to processes of refining knowledge in action so as to promote new ways of responding to the problems we encounter in practice. Thus, social work entails working with different people with different non routine challenges that needs reflective action to be dealt with effectively. The importance of reflection in social work cannot be overtly emphasised. After experiencing an emotional circumstance or situation, in reflecting, and through these experiences we can ably find valuable options for professional development. This process is very much in line with critical incident method. This method is described as both an emotional and cognitive process, proceeding from lower to higher levels of reflection, from analysing the experiences to conceptualizing new knowledge.

Metaphor from the Derivational Perspective

Fachsprache ◽  
2019 ◽  
Vol 41 (S1) ◽  
pp. 4-22
Author(s):  
Larisa M. Alekseeva ◽  
Svetlana L. Mishlanova
Keyword(s):  
Network Model ◽  
Cognitive Process ◽  
Linear Models ◽  
Basic Feature ◽  
New Knowledge ◽  
Complicated Process ◽  
Traditional Approaches ◽  
Text Formation ◽  
Cognition And Knowledge ◽  
Knowledge Communication

Abstract The article focuses on the derivational perspective of metaphor studies. Derivation is regarded as a complex cognitive process, represented within speech activities. In this sense, derivation is viewed as a universal process of language units’ production according to the rules of text-formation. The basic feature of the derivational approach to the mechanism of metaphor is determined by the inner syntax, especially by the principle of contamination of two sentences – introductive and basic, which fulfill different functions. In this paper we shall present a theoretical account of metaphorisation as a universal derivational process controlled by means of such laws, as incorporation, contamination and compression. We take as basic the premise that metaphor is a more complicated process than it is described in traditional theories, since it is dependent on cognition and knowledge communication. In contrast to the traditional approaches, metaphor is regarded here as the result of combination of two pictures of the reality, referential and imaginative. We believe that derivatology generates a new knowledge about metaphor mechanism and metaphor modeling. Comparing to linear models of metaphor, the derivational model is considered to be a network model. The latest derivatological ideas about metaphor enrich the concept of metaphor taking into consideration that it has to be studied not in isolation, but within a broad frame of text, discourse, cognition and communication.

Political Social Work: An Essential Component of the Profession

2021 ◽  
pp. 359-381
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Social Workers ◽  
Knowledge And Skills ◽  
Social Work Faculty ◽  
Field Placements ◽  
High Level ◽  
Work Education ◽  
Work Knowledge ◽  
Initial Results

Social workers have played a key role in political settings from the profession’s historic roots to present day. Their knowledge, skills and values position social workers to practice in political settings. Social work faculty and students were interviewed to assess a) how field placements in legislative offices and participation in Campaign School and NASW-sponsored Legislative Education and Advocacy Day (LEAD) impacted students’ professional development and perspectives on political social work, and b) social work faculties’ perception of these activities in students’ social work education and necessary political social work knowledge and skills. Initial results demonstrate a high level of support for these activities among faculty and students with opportunities to further include them in the explicit and implicit social work curriculum.

Teachers' Use of Social Networking Sites for Continuing Professional Development

2014 ◽  
pp. 336-359
Author(s):  
Daniel Xerri
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Personal Learning ◽  
Digital Era ◽  
Pedagogical Skills ◽  
New Knowledge ◽  
Personal Learning Network

On the basis of the results of a study conducted amongst secondary school teachers of English in Malta, this chapter explores the use of Social Networking Sites (SNS) for professional development purposes. In the digital era, SNS provide teachers with the opportunity of creating a Personal Learning Network (PLN), which is an increasingly significant way of acquiring new knowledge and enhancing pedagogical skills while also having the capacity of making teachers feel they belong to a Community of Practice (CoP). This chapter shows how despite their regular use of SNS for personal reasons, teachers do not always exploit these sites to achieve professional development. It is argued that training is a necessary means of not only enabling teachers to learn how to use such tools for such a purpose but also of redefining the way they think about the process of acquiring and sharing knowledge and skills in the 21st century.

Teachers' Use of Social Networking Sites for Continuing Professional Development

2015 ◽  
pp. 1694-1717 ◽  
Author(s):  
Daniel Xerri
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Personal Learning ◽  
Digital Era ◽  
Pedagogical Skills ◽  
New Knowledge ◽  
Personal Learning Network

On the basis of the results of a study conducted amongst secondary school teachers of English in Malta, this chapter explores the use of Social Networking Sites (SNS) for professional development purposes. In the digital era, SNS provide teachers with the opportunity of creating a Personal Learning Network (PLN), which is an increasingly significant way of acquiring new knowledge and enhancing pedagogical skills while also having the capacity of making teachers feel they belong to a Community of Practice (CoP). This chapter shows how despite their regular use of SNS for personal reasons, teachers do not always exploit these sites to achieve professional development. It is argued that training is a necessary means of not only enabling teachers to learn how to use such tools for such a purpose but also of redefining the way they think about the process of acquiring and sharing knowledge and skills in the 21st century.

Relationship between Senior and Junior Researcher

2017 ◽  
pp. 1262-1298 ◽  
Author(s):  
Katjuša Gorela ◽  
Roberto Biloslavo
Keyword(s):  
Professional Development ◽  
Public Universities ◽  
Structured Interviews ◽  
Face To Face ◽  
The Social ◽  
Junior Researcher ◽  
New Knowledge ◽  
Information And Communication ◽  
Independent Work ◽  
The Relationship

The professional development of a young researcher is mainly influenced by the organizational culture and the relationship with academic colleagues, especially mentors. This chapter presents the results of a qualitative study conducted on a sample of 16 researchers employed in three Slovenian public universities. The study examines the senior-junior researcher relationship, as the relationship between mentor and mentee, the nature of their cooperation, and how new knowledge is generated and transmitted. In-depth semi-structured interviews and content analysis for structuring qualitative data was used. The results indicate that the professional development of junior researchers is based mostly on their independent work where the mentor guidance is only occasional. Despite the development of information and communication technology, and in particular the Social Web tools, the mentorship in the framework of higher education institutions is still based on a face-to-face relationship.

Emerging Research on Personalized Learning

2020 ◽  
pp. 215-236
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Personalized Learning ◽  
Current Data ◽  
New Knowledge ◽  
Learning Research ◽  
The Way

Personalized learning is here to stay and is being integrated into more and more public schools. Some research on the benefits of personalized learning has been conducted, and other research has been done demonstrating that this form of education will not benefit all students. Research on whether technology should be a form of personalized learning has also been conducted, and the new role that personalized learning will create for teachers has been examined. Personalized learning research is also being conducted on a smaller scale with teachers, and it will change the way professional development is delivered to educators. Despite all the new knowledge that has been gained, more research is required on this educational phenomenon. This chapter describes some of the current data available on personalized learning concerning both students and teachers.

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