scholarly journals MODERNIZATION OF PROFESSIONAL DEVELOPMENT OF SOCIAL SERVICE SPECIALISTS BASED ON A PRACTICE-ORIENTED TRAINING MODEL

2021 ◽  
pp. 318-322
Author(s):  
М.Ю. Шаидов
Keyword(s):  
Professional Development ◽  
Social Service ◽  
Training Model

scholarly journals Research on "Double Coordinates" Talent Cultivation Model of Mechanical Majors in Local Normal Universities Based on OBE Concept——Take Mechanical Design and Manufacturing and Automation as an Example

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Xiaoqi Zhang ◽  
Song Ding ◽  
Lin Zhang
Keyword(s):  
Professional Development ◽  
Student Development ◽  
Mechanical Design ◽  
Training Model ◽  
Enterprise Development ◽  
Professional Characteristics ◽  
Design And Manufacturing ◽  
Normal University ◽  
Normal Universities ◽  
Education Concept

OBE concept and engineering education concept coincide in many ways. Taking the mechanical design and manufacturing and automation majors of the Engineering College of Changchun Normal University as an example, focusing on professional characteristics, enterprise development needs and student development needs, construct a “dual coordinate” talent training model based on the OBE concept. On this basis, it is a local normal university. Provide reference suggestions for mechanical professional development.

Developing a Competency-Based Instructor Training Model of Professional Development

2019 ◽  
pp. 215-236
Author(s):  
Kenneth Browne Elazier
Keyword(s):  
Professional Development ◽  
Training Model ◽  
Instructional Programs ◽  
Faculty Professional Development ◽  
Instructor Training ◽  
Competency Based Education ◽  
Opportunities For Learning ◽  
Competency Based ◽  
Based Instruction

The purpose of this chapter is to provide a set of instructor competencies for faculty professional development when transitioning to competency-based instructional programming. This chapter details considerations when designing and developing a competency-based, instructor training model. A competency-based education (CBE) program ought to have instructors that are competent analyzing, designing, developing, and evaluating competency-based instructional offerings. If the purpose of competency-based instructional programs is to move beyond static and passive, knowledge-only based instruction, then instructors should also be capable of providing dynamic, active knowledge and skill-based opportunities for learning.

scholarly journals Innovations in the continuing professional development of foreign language teachers: from blended learning to visual-based learning, choices of emotional and instructional designs

2016 ◽  
Vol 8 (1) ◽  
pp. 44-52
Author(s):  
Valentina Toci
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Continuing Professional Development ◽  
Online Training ◽  
Training Model ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Technical Feasibility ◽  
Blended Training ◽  
Teacher Trainees

Abstract In this study, starting from the profile of our trainees and from the risks highlighted by some studies in terms of the use of video in education, we will analyse the motivations and choices behind the development of the online training model for Foreign Language teachers. We will show how, in order to cope with the impossibility of continuing with blended training, we were directed to a model more closely linked with visual-based learning. We explain our instructional and emotional design choices to support and direct our teacher trainees to flexible learning and the use of media and Web 2.0 in their classrooms. Finally, we investigate the possible problems in terms of sustainability and technical feasibility, comparing the development of two prototypes of videos made using the techniques of video scribing and whiteboard animation: a video interview and a video animation.

scholarly journals EL TRABAJO DE REFLEXIÓN EN DÍADA: LA VALORACIÓN DE ESTA EXPERIENCIA DESDE SUS ACTORES

2015 ◽  
pp. 35
Author(s):  
Irsa Cisternas F. ◽  
Carol Torres F.
Keyword(s):  
Professional Development ◽  
Impact Assessment ◽  
Reflective Practice ◽  
Scientific Community ◽  
Training Model ◽  
Methodological Research ◽  
And Training

RESUMEN:Discursos provenientes de la esfera académica, política y de la comunidad científica enel ámbito educacional concuerdan en la importancia de relevar el desarrollo de prácticasreflexivas en la formación inicial y continúa de los profesores. En este propósito, de maneraprogresiva, han ido instalando aportes teóricos y metodológicos tanto en investigacionescomo en dispositivos de capacitación con énfasis en estos procesos de desarrollo profesional.Este trabajo tiene como antecedente un proyecto que incorpora de manera sistemática ypermanente un modelo de capacitación, con soporte en el desarrollo de procesos reflexivospor medio de un trabajo en díada. El objetivo de nuestro estudio es conocer, a través de losdiscursos de profesoras que participaron de esta experiencia, la valoración e impacto quetuvo en algunos de los componentes de su accionar pedagógico y profesional.Palabras clave: prácticas reflexivas, formación de profesores, componentes de la acciónpedagógica. The work of dyad reflection: the appraisalof this experience from its stakeholdersABSTRACT:Speeches from the academia, politics and the scientific community in the field of educationagree on the importance of relieving the development of reflective practice in initial andcontinuing training of teachers. In this way, in a progressive manner, have been installingboth theoretical and methodological research and training devices with an emphasison professional development of these processes. This work is based on a project thatincorporates a systematic and permanent training model with support in the developmentprocess through a reflective work in Diada. The aim of our study is to know, through thediscourses of teachers who participated in this experience, and impact assessment, whichtook in some of the components of their work teaching and professional.Keywords: reflective practice, training of professors, components of the pedagogicalaction.

scholarly journals Formação docente e a sua relação com a escola

2016 ◽  
Vol 29 (2) ◽  
pp. 09
Author(s):  
Maria das Graças Nascimento ◽  
Patrícia Cristina Albieri Almeida ◽  
Laurizete Ferragut Passos
Keyword(s):  
Professional Development ◽  
Rio De Janeiro ◽  
Professional Knowledge ◽  
Training Model ◽  
Public University ◽  
The State ◽  
Training Models ◽  
Faculty Of Education ◽  
And Training ◽  
Teaching Professional

O presente artigo traz reflexões suscitadas pela análise dos dados referentes ao desenvolvimento do Programa Institucional de Bolsa de Iniciação à Docência (PIBID), no âmbito do curso de Pedagogia de uma universidade pública localizada no Estado do Rio de Janeiro (Brasil). Procura-se identificar as contribuições desse programa para a constituição de um modelo formativo de desenvolvimento profissional centrado na escola, a partir do olhar dos estudantes e dos profissionais nele envolvidos. Destaque é dado às práticas e aos modelos formativos que favorecem não só a aproximação entre universidade e escola, bem como a construção de conhecimentos profissionais sobre a docência. Palavras-chaves:modelos formativos; Programa Institucional de Bolsa de Iniciação à Docência; desenvolvimento profissional. ABSTRACTThis article brings some reflections arising from the analysis of data for the development of the Institutional Program for the Teaching Initiation Exchange (PIBID) under the Faculty of Education at a public university in the state of Rio de Janeiro (Brasil). It seeks to identify the contributions of this program for the establishment of a training model of professional development focused on school, through the eyes of students and professionals involved in them. Emphasis is given to practices and training models that promote not only the rapprochement between university and school, as well as the construction of professional knowledge about teaching.Key words: training models; Institutional Program for initiation scholarship to teaching; professional development.Palavras chaves: modelos formativos; Programa Institucional de Bolsa de iniciação à Docência; desenvolvimento profissional

scholarly journals Investing in Professional Development: Building and Sustaining a Viable 4-H Youth Workforce for the Future

2008 ◽  
Vol 3 (2) ◽  
pp. 17-May
Author(s):  
Kirk A. Astroth ◽  
James Lindstrom
Keyword(s):  
Professional Development ◽  
Job Satisfaction ◽  
Youth Development ◽  
Work Force ◽  
Training Model ◽  
Positive Influence ◽  
Early Career ◽  
Youth Workers ◽  
Family Responsibilities ◽  
The Future

Positive youth development outcomes are influenced by a competent, highly trained work force that enjoys their work with young people. The youth work field has struggled with how to keep and motivate front line youth workers given the heavy workloads, low pay, lack of recognition and irregular time demands to compete with family responsibilities. Professional development is a key strategy for retaining and motivating youth workers. A model of professional development called the Western 4-H Institute has been developed and held now for two sessions. Results from participants indicate that this strategy can have a positive influence on job satisfaction, competencies, and retention. In fact, only 10 percent of participants had left during the intervening 5 years, and job satisfaction had increased significantly over time. Organizational loyalty among participants is not high, but with early career professionals, they may still be trying to find their niche. A regional training model has shown itself to be effective in supporting 4-H youth professionals and is building a sustainable workforce for the future.

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