A Sabbatical Journey: Toward Personal and Professional Renewal

With one exception (the keynote address by Robert Picard), all of the essays in this volume are expanded versions of presentations made at the conference “Toward 2020: New Directions in Journalism Education,” held at Ryerson University in Toronto on 31 May 2014. Testifying to the urgent interest in professional renewal among journalism educators, more than one hundred people from Canada, the United States, Europe, and Australia attended the conference. The papers published here represent a reasonable cross-section of the issues discussed. The authors advance different ideas about where journalism education should go from here; at times they disagree with one another, but all share the underlying view that if business as usual was ever a viable option, this clearly is no longer the case.

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Responses of Chinese university students and their teacher to a season of sport education

International Sports Studies ◽

10.30819/iss.42-2.02 ◽

2020 ◽

Vol 42 (2) ◽

pp. 5-20

Author(s):

Hairui Liu ◽

Wei Shen ◽

Peter A. Hastie

Keyword(s):

Physical Education ◽

University Students ◽

Physical Educators ◽

Sport Education ◽

Chinese University ◽

Education Data ◽

Descriptive Account ◽

Professional Renewal ◽

Weekly Journal ◽

Tactical Knowledge

There is limited literature from the voices of participants in the Sport Education model in China, whether student or teacher. The purpose of this study therefore, was to provide a comprehensive descriptive account of one basketball class’s lived experiences as they completed a physical education course based on Sport Education. Data were collected from 48 university students and their physical education teacher as they participated in a sixteen weeks long basketball season. Students’ voices were measured using the 12-item `Sport Education Season Survey’, while the teacher completed a weekly journal and participated in a series of interviews at the end of the course. The results indicated that the students strongly agreed that they enjoyed and valued each of the Sport Education elements. They also reported higher perceived competence, literacy, and enthusiastic engagement from their experience. Four themes were generated from the teacher’s weekly reflective journals and interviews which referred consistently to high levels of student motivation, a higher intensity of student engagement, the development of skill competency, and a deeper understanding of tactical knowledge. In addition, the teacher also saw Sport Education as providing a legitimate source of professional renewal for Chinese university physical educators.

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Professional Renewal through National Endowment for the Humanities Summer Institutes: The Purdue Experience

Modern Language Journal ◽

10.1111/j.1540-4781.1988.tb04168.x ◽

1988 ◽

Vol 72 (1) ◽

pp. 37-41 ◽

Cited By ~ 1

Author(s):

JOSEPH A. WIPF

Keyword(s):

National Endowment ◽

Professional Renewal

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Are we doing our homework? An analysis of food engineering education in Brazil

International Journal of Food Studies ◽

10.7455/ijfs.v7i2.396 ◽

2018 ◽

Vol 7 (2) ◽

Author(s):

Vivian-Lara Silva ◽

Fausto Makishi ◽

Marcus Magossi ◽

Izabel Cristina Freitas Moraes ◽

Carmen Silvia Fávaro Trindade ◽

...

Keyword(s):

Engineering Education ◽

Ministry Of Education ◽

Engineering Programs ◽

Learning And Teaching ◽

Food Engineering ◽

Professional Renewal ◽

Academic Courses ◽

Complex Goal ◽

Undergraduate Programs ◽

Education In Brazil

What is the profile of Food Engineering education in Brazil? Are we following the contemporary professional renewal trend? Driven by these questions, the present study analyzed data regarding 21 academic courses,which represent approximately 22% of the total bachelor’s degree in food engineering courses offered in the country. Samples were defined considering a Brazilian annual ranking of undergraduate programs: very good (four stars) and excellent (five stars). Next, information was recovered from both the Brazilian Ministry of Education and institutional homepages of each analyzed program. The results suggest that food engineering programs exhibit relative identity, naturally due to their history and the path of each program and their faculty, shaping particularities in how fields of knowledge are constituted, in addition to their representativeness in the total workload of the program. However, initial analysis is suggestive regarding understanding that Brazil is not properly doing its homework, based on global movement, concerning food engineering education. The need to rethink Brazilian technical education, without culminating in additional workload, is emphasized, not only regarding new materials and technologies for learning and teaching, but also in terms of bringing a human and market approach. The achievement of this complex goal seems to be provided by the encouragement of student associations, transversal learning processes, and learning experiences outside the classroom as a means of improving undergraduate programs and human resources.

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Teachers Views and Perceptions towards the Lesson Study Processes

Southeast Asian Mathematics Education Journal ◽

10.46517/seamej.v1i1.9 ◽

2011 ◽

Vol 1 (1) ◽

pp. 41-51

Author(s):

Wahyudi Wahyudi ◽

Warabhorn Preechaporn

Keyword(s):

Professional Development ◽

Primary School ◽

Mathematics Teachers ◽

Lesson Study ◽

Teacher Educators ◽

Continuous Professional Development ◽

School Mathematics ◽

Primary School Mathematics ◽

Specific Circumstance ◽

Professional Renewal

The key to professional development is inquiry. For teachers, it means that they become researchers, inquiring into their own practices for purposes of professional renewal. Lesson Study has been widely accepted as an embedded teacher professional development process. This paper reports on primary school mathematics teachers’ view and perceptions toward Lesson Study processes as a mean for their continuous professional development. After their exposure to Lesson Study processes from a four week course at RECSAM, the researchers sought their views and experiences with conducting Lesson Study. The respondents were primary school mathematics teachers and teacher’ educators who participated in courses conducted at SEAMEO RECSAM, Penang, Malaysia. The data were drawn through interview and from their project works, journals, reports, and questionnaires. This study noted that most of the teachers held positive but reluctant views on Lesson Study as a path for continuous professional development. They agreed that Lesson Study can be used as effective tool for their professional development under specific circumstance. Possible factors that support and hinder teachers to be engaged in Lesson Study were noted such as flexible time table, teacher’s experiences and supportiveschool policy.

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