Contrasting Professional Development and Continuing Education Opportunities for Library Professionals

2014 ◽  
pp. 1909-1927
Author(s):  
Agnes K. Bradshaw
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Knowledge Base ◽  
Professional Knowledge ◽  
Professional Organization ◽  
Professional Involvement ◽  
Economic Downturns ◽  
Library Professionals

By design or not, most librarians restrict their professional organization involvement to professional librarian organizations. Limiting professional involvement to only library related organizations will not provide the depth of professional knowledge that today's librarian needs to have in order to keep up with the requirements of the profession. Library budgets and funding have been slashed due to economic downturns, and patrons are turning to libraries for assistance with a variety of concerns that libraries did not have to address in previous times. Reaching beyond the scope of the profession, librarians can broaden their knowledge base and use that broader knowledge base to benefit their patrons and communities.

Contrasting Professional Development and Continuing Education Opportunities for Library Professionals

2014 ◽  
pp. 144-162
Author(s):  
Agnes K. Bradshaw
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Knowledge Base ◽  
Professional Knowledge ◽  
Professional Organization ◽  
Professional Involvement ◽  
Economic Downturns ◽  
Library Professionals

By design or not, most librarians restrict their professional organization involvement to professional librarian organizations. Limiting professional involvement to only library related organizations will not provide the depth of professional knowledge that today’s librarian needs to have in order to keep up with the requirements of the profession. Library budgets and funding have been slashed due to economic downturns, and patrons are turning to libraries for assistance with a variety of concerns that libraries did not have to address in previous times. Reaching beyond the scope of the profession, librarians can broaden their knowledge base and use that broader knowledge base to benefit their patrons and communities.

Education at the Crossroads

2000 ◽  
Vol 5 (3) ◽  
pp. 269-281 ◽  
Author(s):  
Allan Janik
Keyword(s):  
Continuing Education ◽  
Tacit Knowledge ◽  
Professional Education ◽  
Professional Knowledge ◽  
Michael Polanyi ◽  
Life Long Learning

Drastic changes in professional education have led to a need to emphasize that education must be a matter of life-long learning. About this there can be no doubt: the question is how should we conceive life-long learning. I argue on the basis of recent research in Sweden that professional knowledge is in its most crucial dimension what Michael Polanyi called ‘tacit knowledge’ and as a result that the humanities are indispensable to any concept of continuing education worth taking seriously.

Continuing Professional Development: Views and Barriers Toward Participation Among Malaysian Pharmacists

2013 ◽  
Vol 4 (1) ◽  
pp. 45-55
Author(s):  
Zoriah Aziz ◽  
Chong Nyuk Jet ◽  
Sameerah Shaikh Abdul Rahman
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Response Rate ◽  
Continuing Professional Development ◽  
Cross Sectional Study ◽  
Learning Approach ◽  
Sectional Study ◽  
Cross Sectional ◽  
Current Role

Continuing professional development (CPD) is a lifelong learning approach to maintain and enhance professional competencies. This cross-sectional study aimed to examine the pharmacists’ preferred CPD activities and barriers to CPD participation. A survey instrument was distributed to all government pharmacists (N=3876) in Malaysia. The response rate was 29.2 %. The majority of the pharmacists (92%) believed that engaging in CPD would improve their performances in their current role. Almost 90% of the respondents preferred to participate in CPD activities associated with continuing education such as workshops and conferences attendance. Barriers to CPD participation were current job constraints, lack of time, and accessibility in terms of travel and cost. It is important to address these issues before the implementation of mandatory CPD for pharmacists in Malaysia.

Deconstructing Professionalism

2011 ◽  
Vol 3 (4) ◽  
pp. 22-31 ◽  
Author(s):  
Jonathan Tummons
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Network Theory ◽  
Lived Experiences ◽  
Professional Knowledge ◽  
Actor Network Theory ◽  
Professional Standards ◽  
Actor Network ◽  
The Uk

The problematisation of the professional standards for teachers in the UK lifelong learning sector tends to focus on the discourses that the standards embody: discourses that are posited as being based on a restricted or technicist model of professionalism, that fail sufficiently to recognise the lived experiences of teachers within the sector both in terms of professional knowledge and competences, and professional development. This paper takes a different approach, drawing on a branch of material semiotics – actor-network theory – in order to shift the locus of problematisation away from what the standards might mean, to how the standards are physically assembled or instantiated. The paper concludes by suggesting that a first point of problematisation rests not in the discourses that the standards embody, but in the inherent fragilities of any material artefact that has the intention of carrying meaning across spatial, institutional or temporal boundaries.

scholarly journals Fiandeiras do cotidiano: um alinhavo de saberes pessoais e profissionais nas tramas da educação

2019 ◽  
Vol 89 (222) ◽  
Author(s):  
Ormezinda Ribeiro
Keyword(s):  
Continuing Education ◽  
Preliminary Analysis ◽  
Professional Knowledge ◽  
Pedagogical Practices ◽  
Personal Knowledge ◽  
Classroom Discussions ◽  
School Teachers ◽  
Primary School Teachers ◽  
Starting Point ◽  
Permanent Formation

Este artigo analisa as memórias discursivas de um grupo de professores, matriculados em um curso de formação continuada, ministrado pelo Centro de Formação Permanente de Professores em Uberaba, MG. Buscou-se a concepção que os professores têm atualmente do que é ser criança e ser professor. Por meio de diferentes formas de linguagem os professores alfabetizadores, participantes desta pesquisa, expressaram-se oferecendo elementos para a compreensão das experiências que subjazem as suas práticas pedagógicas. Numa análise preliminar, privilegiou-se a importância da reflexão que o professor faz consigo mesmo, considerando seus saberes pessoais como ponto de partida para a compreensão de seus saberes profissionais, uma vez que esse tema foi considerado por nós de alta relevância nas discussões em classe, tendo em vista a ênfase dada a ele pelos professores-cursistas. Palavras-chave: memória discursiva; saberes pessoais; saberes profissionais. This article analyzes the discursive memories of a group of professors, registered in a continuing education course, ministered by the Professors Permanent Formation Center at Uberaba, MG. The focus was the professors` conception about what is to be child and to be professor nowadays. By many different forms of language, the primary school teachers who participated of this research had expressed themselves offering elements for the experiences understanding that are behind of their pedagogical practices/skills. In a preliminary analysis, the importance of the professor reflection was privileged, considering his personal knowledge as the starting point for the understanding of his professional knowledge, once that this subject was considered of high relevance in the classroom discussions, in view of the emphasis gave by the professors-students to it. Key words: discursive memory; personal knowledge; professional knowledge

scholarly journals THE DYNAMICS OF THE SUBSTANTIVE CHARACTERISTICS OF THE VALUE-MOTIVATIONAL COMPONENT OF STUDENTS’ PSYCHOLOGICAL READINESS FOR PROFESSIONAL ACTIVITY AT VARIOUS STAGES OF STUDYING AT THE UNIVERSITY

2016 ◽  
pp. 120-125 ◽  
Author(s):  
I. S. Morozova ◽  
E. V. Voronova
Keyword(s):  
Professional Development ◽  
Longitudinal Study ◽  
Future Orientation ◽  
Professional Knowledge ◽  
Professional Activity ◽  
First Year ◽  
Life Meaning ◽  
First Year Students ◽  
Semantic Component ◽  
The University

The paper discusses the problem of studying the relations of substantive characteristics of the value-semantic component of students’ psychological readiness for professional activity at various stages of studying at the Universityand presents the results of a longitudinal study of this issue. The results of the study indicated that the content characteristics (objective, process, result, overall rate of life-meaning orientations) are the basis of the value-motivational component of students’ psychological readiness for professional activity at various stages of studying at the University. According to the results of the study the axiological component of students’ psychological readiness of for professional activity into which first-year students includes orientation to the professional knowledge, skills. Students have 2 years of training to increase the value of the chosen profession, the desire to become a professional. In the 3rd year students’ valuemotivational component is represented in the experience of the crisis of professional development. In their 4th year of study, students have changing views about their professional future, orientation to future professional development.

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