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This Perspective provides a crucial set of actions with corresponding recommendations aimed at propelling the physical therapy profession toward excellence in residency education. The conceptual model includes elements of excellence in the delivery and outcomes of physical therapist residency education and the domain of value experienced by stakeholders impacted by physical therapist residency education. Linked to the conceptual model, the 15 actions, and 28 recommendations draw from (1) the Physical Therapist Residency Excellence and Value (PT-REV) study, (2) the Physical Therapist Education for the 21st Century (PTE-21) study, and (3) research in the learning sciences. This paper proposes a transformative call for decisive and consistent reform directed toward residency programs, residents, sponsoring organizations, and the physical therapy profession. Physical therapist residency education, initiated over 23 years ago, is no longer in its infancy with critical gaps in its maturation that need to be addressed systematically by stakeholders across the profession, thus improving the profession's ability to respond to changing societal needs. This Perspective serves as a call to action and provides specific recommendation for what is needed to promote and achieve excellence in physical therapist residency education to improve the professions' ability to adapt to changing societal needs. [ABSTRACT FROM AUTHOR]

Objective A challenge in health professions is training practitioners to navigate health care complexities, promote health, optimize outcomes, and advance their field. Physical therapist residency education offers a pathway to meet these needs in ways that "entry-level" (professional) education may not. Identifying key aspects of excellence in residency education and understanding its value in developing adaptive expertise will help devise strategies to enhance program, resident, and patient outcomes. The objective of this study was to examine current physical therapist residency education practices to identify and describe examples of excellence and value. Methods A multi-site, multi-specialty qualitative case series was conducted, examining exemplary physical therapist residency programs and their contextual environments using a social constructivist theoretical lens. Six residency programs operating 20 individual residencies that were considered exemplar were selected for the study to participate in site visits. Qualitative case studies were generated from individual interviews, focus groups, review of artifacts, and field observations. The residencies were diverse in specialty area of practice, setting, and geographic location. Results A conceptual framework was generated grounded in the domains of excellence and value. These domains were connected by 3 signature indicators: (1) atmosphere of practice-based learning, (2) embodiment of professional formation, and (3) elevated practice. These signature indicators represent the aggregate effects of the interchange between the excellence and value domains which sustain residency education. Conclusion This study builds upon the work of the Physical Therapist Education for the 21st Century (PTE-21) study and identifies key elements of excellence in residency education, the value of such education, and related outcomes. Findings from this study substantiate the need for a postprofessional phase of physical therapist education founded in practice-based learning encapsulated in residency education. Impact Results from this study could have compelling and powerful implications on the dialogue and strategic direction in physical therapist residency education. [ABSTRACT FROM AUTHOR]

Permanence in school is a right provided for in the 1988 Federal Constitution. However, keeping students in school is a challenge for educational institutions, since it involves many factors, which may be individual, internal, or external to the institutions. Based on this context, this study aims to analyze scientific productions regarding student retention in Professional Education, in articles published in the Capes Base (Capes Open Access Journal), from 2012 to 2022. The research carried out has a descriptive quantitative approach, with intentional sampling, based on the main laws of bibliometrics. The analyses carried out showed that there is a concentration of publications (84.65%) in the area of knowledge of Public and Business Administration, Accounting Sciences, and Tourism, as well as the connection between the authors and co-authors, who are linked to the partnership in the production of the article, indicating a network to be explored in future research. It was also evident that the majority of publications (87%) come from researchers from federal institutions. In the analysis of the abstracts of the documents that were the objective of study for this paper, the term permanence is strongly linked to the themes and discussions in the area of Vocational Education and Training its complementarity with the term evasion, school and public policies. [ABSTRACT FROM AUTHOR]

Background and purpose: Personal and profession-related factors affect graduate transition to practice. Social supports and a sense of belonging are recognized as critical factors affecting success. The need for a professional to postprofessional continuum of learning has been identified. Development of a process to effectively move learners through this continuum are affected by conflicts such as economic issues, varied educational and practice philosophies, and capacity demands for clinical sites and instructors. The purpose of this article was to discuss professional formation as an individual experience that needs environmental support. If we look to the intrinsic needs of the individual to develop effective systems, both individuals and the profession will thrive. Position and rationale: The changing demographics of students and factors affecting health care and education offer compelling reasons to reconsider the pathway for early professional development. Education and practice must collaborate to cocreate the foundation for professional formation. Basic needs such as economic security and social belonging must be met to create optimal conditions for learning and growth. Discussion and conclusion: The profession has not adopted an intentional pathway for new graduates to meet foundational practice needs. Some new graduates seek residencies, but residencies are focused on specialization and supply does not meet the demand. Strategies to promote success of early career professionals include a professional to postprofessional curriculum with intentional mentorship, changes in the regulatory environment, and formation of effective partnerships to support education and practice. [ABSTRACT FROM AUTHOR]

The establishment of a strong professional identity (PI) among sport psychology practitioners (SPPs) has the potential to increase the likelihood of individual ethical working, awareness of professional roles, and ultimately, support of a more effective and lasting career. Nevertheless, there is currently no global consensus regarding a definition of sport psychology professional identity, which is imperative for ongoing advances in professional formation, training and practice. In this study, we conducted a systematic review of the literature with the aim of developing an understanding of existing sport psychology professional identity knowledge. Following the PRISMA guidelines, we initially identified 4,393 research records, which we screened and assessed for eligibility reducing the sample of articles fitting our inclusion criteria to 25 manuscripts. We analyzed these articles by engaging in an inductive thematic analysis aimed at identifying patterns within the data and forming an organized, rich, and detailed description of the data. This analysis led to the development of four main themes: Formation of Professional Identity; Embodying Professional Identity; Influences on Professional Identity, and Challenges to Professional Identity. These data are discussed in terms of their implications for professional bodies and educational programs and their contribution to potential future research. [ABSTRACT FROM AUTHOR]

Management technical education improves financial knowledge of students, but its effect on financial behavior is still unclear, especially in adolescents. The paper assessed whether management technical education is associated to propensity to plan of young students. Propensity to plan was estimated by using Generalized Linear Model (binomial distribution and 'logit' as link function) in dataset of 201 students of Federal Institute of Mato Grosso, Mato Grosso state/Brazil. Propensity to plan was 20.7% lower in students of management technical education, showing that financial literacy for adolescents is still needed even in educational programs focused on business administration. [ABSTRACT FROM AUTHOR]

This article offers a comprehensive analysis of the Social Work program at the Federal University of Latin American Integration (UNILA) over the course of a decade. It examines the curriculum design, with a focus on the curriculum framework, internships, as well as research and extension projects, and the production of knowledge through thesis work. Additionally, data related to student enrollment and academic status are analyzed. The curriculum framework, essential for the training of social workers, is discussed in relation to the profile of graduates and the theoretical-methodological, ethical-political, technical-operative, interventional, and investigative orientation. The internship, an intrinsic part of the education, is examined for its relevance in preparing students for professional practice. Teaching, research, and extension projects led by course instructors reflect a diversity of topics and areas of expertise. The production of knowledge through thesis work covers a wide range of subjects, reflecting students' commitment to relevant issues in Latin America and the Caribbean. Data related to student enrollment reveal challenges in terms of retention and completion rates. We conclude that it is crucial to implement measures to enhance the quality of the program and support students in order to provide high-quality higher education and to educate ethical and competent professionals. [ABSTRACT FROM AUTHOR]

The article describes the importance of personality theories in the professional formation of a psychologist, the role of individual characteristics, the relationship to people, to oneself, to the objects of the external world, are presented. Also, in the process of the professional development of a psychologist, as a specialist, the changes in the person's perceptions about himself, his position in the professional and social environment, and the aspects of the formation of professional qualities are described. [ABSTRACT FROM AUTHOR]

The objective of this article is centered in valuing from the pedagogic didactic point of view the importance of the practical professional pre, and how through a systemic didactic work you can contribute to the development of professional abilities. For it, it is indispensable to discern the paper of the theoretical knowledge in the process of teaching learning practice, summing up the interaction centers the theoretical thing and the practical thing. In this analysis the methods configuration relationship were used, the dialectical one as system and concrete historical analysis when studying the practical professional pre in the Ecuadorian reality. Lastly this study ago a characterization of the main deficiencies of the practical professional pre and their incidence in the ways of performance of the professional futures in the universities of Ecuador. [ABSTRACT FROM AUTHOR]

As a specific form of physical education, professional-applied physical training is an independent psycho-pedagogical process, aimed at ensuring specialized physical training on a continuous basis, towards a preferred professional activity, wishing to be an instructive process that completes the individual background of professionally useful psychomotor skills and abilities. Continuous improvement of motor, mental, moral, and volitional qualities depends entirely, directly or indirectly, on the person's personality, psychomotor ability, and the development of professional skills. The application of an efficient contemporary system of professional-applied physical training of police officers will produce major changes, which will be useful in training and strengthening professional behavior during professional activity due to the simplicity, homogeneity, and efficiency of this method and principles of training. The professional-applied physical training ensures the quantitative and qualitative bio-psychomotor basis, which increases the morphofunctional indices through a complex as varied as possible of the means, methods, and principles specific to the activity of the police officers.

In this text, we present the structuring of a study and research path (SRP) carried out within the scope of the initial education of pre-service mathematics teachers attending the curricular supervised teaching practice at a public university in Brazil. One of the research objectives was the constitution of a theoretical-methodological device capable of promoting teachers' research and continuing education on plane analytic geometry (PAG) topics. The work built around the generative question of the SRP, "How to teach the analytic geometry of the point and the line?", brought the possibility of answering the general question of the research promoting a process of professional formation from a theoretical-methodological device with specific characteristics. The planning moments identified in the activities executed by the pre-service teachers were quite significant. However, we could not identify in the recordings the possible praxeologies thought for the teaching of the PAG. Overall, the SRP-PF developed proved to be a theoretical-methodological device with the potential for scientific research in the didactics of mathematics and the professional formation of pre-service teachers. [ABSTRACT FROM AUTHOR]

In the article are considered cultural and recreational activities as a leading factor in the professional development of students and the formation of their professional potential. The results of a sociological survey aimed at identifying the problems of the adaptation of young specialists to the practical activity of a social worker and actualizing the application ofvarious forms, types and technologies for the formation ofprofessional development of students through cultural and leisure activities are shown. The principles of the construction of a pedagogically-expedient process of organizing cultural and leisure activities in the university, the forms of leisure activities and the necessary conditions for out-of-class work are determined.

IntroductionThe rapid advances in technology, market pressures, globalization, and, recently, the COVID-19 pandemic show the need to find educational models that respond to these realities while improving the employability levels of young people and promoting economic growth. This research analyzes how the professional formation model, where two learning spaces, the academy, and the company, are combined, promotes the closing of gaps and economic growth, through the development of intellectual capital that arises from this relationship, in an emerging economy such as Colombia.MethodsThe methodology used corresponds to a qualitative approach, where the vision of the actors involved in the training process at the undergraduate level in Colombia is analyzed through semi-structured interviews, focus groups, and documentary analysis.Results and discussionThe results show five major elements to consider for the formation of the intellectual capital required for the success of the relationship and the reduction in the gaps between academia and business: decision-making mechanisms, inter-organizational coordination, knowledge.

Compassion is often understood as central to nursing and as important to ensure quality nursing and healthcare. In recent years, there has been a focus on strategies in nursing education to ensure compassionate nurses. However, it is not always clear how the concept of compassion is understood. Theoretical conceptualisations that lie behind various understandings of compassion have consequences for how we approach compassion in nursing education. We present some ways in which compassion is often understood, their philosophical underpinnings and the consequences these understandings can have for nursing education. We argue that it is useful for nursing education to understand compassion as a cognitive emotion and discuss how such an understanding can inform educational approaches to compassion. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Quantitative Economics Studies (JQES) is the property of University of Kasdi Merbah Ouargla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present investigation reveals the paper University Center Manuel Tames like space for the professional formation and treatment to the cultural identity. One keeps in mind the idea main rector contained in the Pattern of Formation of the current Cuban University that leaves of the professional's integral formation. For it was necessary the systematizing of diverse investigations that you/they have had as study object the initial formation, professional formation and cultural identity. Special attention is paid to the treatment of the local cultural identity in the process of initial formation of the Graduate in Sociocultural Administration for the Development (GSPD), what allows that once egresados has acquired the professional competitions that allow to articulate as factor of social transformation. Also, it is based in the vision that the education should respond to new forms of knowing, to feel, to build and to revitalize the individual and social identities. [ABSTRACT FROM AUTHOR]

This article examines the historical context of the growth and development of Catholic education in the United States, and the commitment of Catholic colleges and universities – viewed primarily through the lens of Jesuit Colleges and Universities – to the professional formation of educators for service in Catholic schools. It is a story of the careful navigation by strangers in a strange land to create an unparalleled system of educational institutions, securing academic recognition through accreditation, and providing service to the K-12 Catholic educational system through the delivery of distinctive professional formation programmes for Catholic school educators. These historical challenges continue to the present day and represent a particular mission-driven service of Catholic higher education to the Catholic Church. [ABSTRACT FROM AUTHOR]

Professionalism has been the foundation of physical therapy's contract with society, with the American Physical Therapy Association's (APTA) Core Values and Code of Ethics serving as its building blocks. Professional formation has focused on professionalism and has been taught in a manner that is more implicit than explicit in doctor of physical therapy (DPT) curricula. As a domain of competence, professionalism alone has not been broad enough to meet societal needs. In reaching our centennial year, many have reflected on what competencies are needed to move forward. The need for leadership competencies is not new and has been espoused by our leaders over the past 100 years. Some advocate for the adoption of leadership as a unique domain of competence, separate from the domain of professionalism, whereas others propose that either professionalism or leadership is one domain of competence that subsumes the other. The purpose of this Perspective is twofold: to compare and contrast the concepts of professionalism and leadership, and to make recommendations regarding what constitutes domains of competence within the professional formation of physical therapists. This Perspective offers recommendations addressing professional formation and the adoption of leadership and professionalism as 2 distinct domains of competence and discusses educational and clinical implications of the recommendations. This Perspective asserts that these recommendations must be adopted to move the profession forward into the next century so that physical therapists are recognized as adding value to the health care system and the evolving needs of society. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The following paper aims to analyze the professional formation of school mediators, considering the diversity of profiles of professionals that undertake that function, supporting inclusive practices. Having in mind the strong association between the professional profile and the elaboration of the work to be developed, it is possible to verify which professionals would be able to take the role of a mediator and collaborate with the regent teacher in the process of schooling. In order to identify which professionals stand in class as school mediators, a bibliographic research was taken on the scientific works that approach the issue of school mediation. The study shows the performance, as mediators, of some professionals with different formation levels, such as the ones with High School degree, some taking their qualification, others graduated in the fields of Education and Health, as well as Specialists. [ABSTRACT FROM AUTHOR]

As a specific form of physical education, professional-applied physical training is an independent psycho-pedagogical process, aimed at ensuring specialized physical training on a continuous basis, towards a preferred professional activity, wishing to be an instructive process that completes the individual background of professionally useful psychomotor skills and abilities. Continuous improvement of motor, mental, moral and volitional qualities depends entirely, directly or indirectly, on the person's personality, psychomotor ability and the development of professional skills. The application of an efficient contemporary system of professional-applied physical training of police officers will produce major changes, which will be useful in training and strengthening professional behaviour during professional activity due to the simplicity, homogeneity and efficiency of this method and principles of training. The professional-applied physical training ensures the quantitative and qualitative bio-psychomotor basis, which increases the morphofunctional indices through a complex as varied as possible of the means, methods and principles specific to the activity of the police officers. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a definitional analysis of concepts aimed at the interpretation of an innovative vision of the features of professional distance training of primary school teachers in t he conditions of digitalization of the educational environment. The concepts "professional development", "professional formation", "professional training", "professional readiness", "pedagogical education" as well as the author's view on "professional distance training of primary school teachers" in the context of distance learning are presented from the standpoint of modern scientific research. Their structural and functional characteristics and differentiating features are presented as well. [ABSTRACT FROM AUTHOR]

Copyright of Historia de la Educacion is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The interconnectedness between the formation of a professional group and its specific tasks and competencies is at the core of sociological theories of professions. In neo-Weberian approaches to social closure, the shaping and maintenance of professional groups have been conceptualised as state-sanctioned efforts to gain control over a specific task area. However, whereas legally sanctioned monopolies have been subject to certain attention, the social dynamics of processes of professional closure in everyday work practices seem relatively unexplored. This article demonstrates how social closure can be analysed as interrelated processes, covering legal as well as practical, symbolic elements. Drawing on the case of the 2014 Danish School Reform and its introduction of a new professional group in Danish schools, "pedagogues", the article sheds light on the interplay between a state-driven reconfiguration of a task area and the subtle dynamics of symbolic struggles between the two professions teachers and pedagogues. [ABSTRACT FROM AUTHOR]

BACKGROUND: The Pedagogical Residency program is a model of professional training for undergraduate courses, being an integrated program the National Policy of Teacher Training, whose purpose is in practical improvement through the insertion of the academic in the school environment. This program was inspired by the Medical Residency, which is a graduate teaching modality for physicians already graduated, as a form of clinical specialization. OBJECTIVE: To analyze the approximations and distances between the program in the area of Physical Education in relation to the medical program in a public university in Paraná. METHODS: The research is characterized as qualitative, focusing on the case study. Four coordinators of courses and residency programs linked to medical and physical education courses were interviewed. Data analysis was based on the principle of thematic categorization with a focus on content analysis. RESULTS: The results show that there are significant differences between the proposals, with medical residency training at the graduate level while the pedagogical residency is an initial formation, this reflects the structural and conceptual definitions on the way of insertion of such formative models in the professional environment. CONCLUSION: It is concluded that the purpose of teacher training based on professional residency models enables new experiences and paths, but which are still distant from the model offered in the medical area. [ABSTRACT FROM AUTHOR]

This study shows the qualitative construction of a Referential Cognitive Graduate Profile (RCGP) for the Computer Engineering program of the University of Bernardo O’Higgins (UBO) in Chile, based on the theory of Mental Self-Governance and by using three data-gathering methods: document analysis, interviews, and questionnaires, reflecting the profes-sional competencies expected by the end of the training, set forth by both the institution and program management. The proposed model allows to contrast the different thinking styles (TSs) found with the ones preferred by students in different levels of formation independently. With this purpose in mind, by using a quantitative methodology, 88% of male students in the program completed the questionnaires to determine these preferences, enabling us to perform a correspondence analysis through Fisher’s exact test. The RCGP results show evident preference for the legislative, executive, hierarchical, and external styles of thinking and clear differences between the preferences of students and of the RCGP. Finally, we discuss about various ways to create new means to strengthen and upgrade both the program’s graduate profile and the RCGP with the purpose of benefitting the formation of Computer Engineers and the future of the RCGP model.

The school-to-work transition is a challenging period for engineering graduates. In contrast to most engineering curricula, workplace learning involves organizations, people, cultures, and a range of non-technical and technical elements. Where many researchers have focused on skills gaps across school and work, we focus here on contexts gaps, or shifts in learning processes across organizational settings. Using reflective journals and semi-structured interviews, we explored significant learning events during recent engineering graduates' school-to-work transition. Using theories of organizational socialization, we characterize significant experiences related to social and cultural dimensions of participants' new organizational roles. Newcomers in this study reported learning related to, for example, forming relationships, learning local language, interacting with power structures, and other features of their organizations. Results offer points of contrast in which we compare learning processes and highight critical differences across school and workplace settings. Findings suggest that engineering educators should consider the broad spectrum of learning that takes place as graduates transition to their new professional roles. By better understanding the role of context in organizational learning, educators can more effectively prepare recent graduates for contemporary practice and develop a deeper appreciation for the interconnectedness of the social, cultural, and technical dimensions of engineering work. [ABSTRACT FROM AUTHOR]

Copyright of Extensão em Foco is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work proposes the analysis of how training through competitions takes place and its relationship with the concept of employability and social education, in professional training at a technical high school level in Brazil, specifically, in the context of the Polo de Confecções do Agreste Pernambucano. For this, a descriptive-analytical qualitative research was carried out. The method is a case study, data collection was based on private and documentary research and data analysis was a thematic content analysis. After the presentation and analysis of the data, it is clear that the investigated institutions - SENAI, SENAC, IFPE and SEE-PE - structure documents, curricula and teaching methodology in the competence of competences and directed to the construction of a professional profile in line with the demands of the local labor market, but the absorption of these young people still encounters difficulties. Finally, it was concluded that although the training processes are national in nature, in the context of the Polo they will retain some specificities imposed, above all, by the socioeconomic characteristics on which they are organized. [ABSTRACT FROM AUTHOR]

The teaching of the Organic Chemistry for the career of Pharmaceutical Sciences of the Universidad de Oriente is sustained in relationships interdisciplinary and interdisciplinary con it bases on its principle rector: relationship structure-property-applications. The present work shows the results obtained of implementation of integrative seminars in the Pharmaceutical Organic Chemistry I and Chemistry Organic Pharmacist II for a bigger contribution in the pharmaceutical professional's formation. The methods were used: historical-logical, system focus, analysissynthesis, inductive-deductive and specialist criterion. Abilities related with the profession are shown, expressed in the analytic programs of each subject, their correspondence with the seminars and the results reached with this class type during the courses 2018-2019 and 2019-2020. The integration of the contents of the Pharmaceutical Organic Chemistry was achieved I and II, as well as with other subjects of the career, being demonstrated the narrow linking between the Organic Chemistry and the pharmaceutical specialty. [ABSTRACT FROM AUTHOR]

Copyright of PODIUM- Revista de Ciencia y Tecnologia en la Cultura Física is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper discusses educational insights drawn from a mixed-methods study in Religious Education (RE). The study involved 238 teachers and school leaders, working in 65 Catholic schools in Western Australia (WA). The focus of the study was the educators' perceptions of a large-scale, standardised assessment (LSA) called The Bishops' Religious Literacy Assessment (BRLA). The assessment is developed by the Catholic Education Office in WA for the purpose of measuring student learning in RE. Students enrolled in Years Three, Five and Nine in Catholic schools across WA participate in the assessment each year in August. The study revealed six themes, two of which are specific to the educators' perceptions of the administration of the BRLA. The other four themes relate to the perceived nature and role of RE and the use of LSAs in education. The themes signal complexity, based on diverse experiences about teaching and assessment practices in RE. These experiences provide empirical evidence specific to the context of RE as an academic learning area, reserved for the classroom. The evidence is new knowledge that builds on research in RE, identifying existing complexity and challenging, presuppositions and motivations that appear to cause misalignment between policy expectations and school-based practices. Given national interest in education about progressing student learning and the Catholic education agenda about addressing the quality of RE, the new knowledge acts as a springboard for classroom, school and system level dialogue about teaching and assessment practices in RE that can promote progress in student learning in Catholic schools. [ABSTRACT FROM AUTHOR]

The article contains the analysis of the problem of social intelligence and examines its main components. Investigations of Portuguese and Norwegian scientists on the role of social intelligence in professional development of personality are discussed.

AIM The aim of the study was to answer the research question: What is known from the literature about academic grading practices and grade inflation in nursing education? BACKGROUND Nursing students require authentic assessment that supports their professional formation. For teachers and students, integrity is fundamental to professional nursing excellence. METHOD Arskey and O'Malley's framework was used to integrate and reinterpret findings from qualitative, quantitative, and mixed-method studies. RESULTS Twelve studies were reviewed. Contributing factors are described as institutional constraints, external standards, team teaching, lack of faculty confidence, and student incivility. Strategies that may mitigate grade inflation include establishing grading expectations and increasing pedagogical rigor with precise rubrics, valid and reliable examinations, interrater reliability, and faculty development. CONCLUSION Academic grading is a complex faculty responsibility grounded in ethical and relational competencies that can support or hinder students' professional formation. Evaluation of strategies to mitigate grade inflation in nursing education is urgently needed. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sources of Pedagogical Skills is the property of Poltava V.G. Korolenko National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The field of sport psychology has faced a challenge in its professional formation, to the extent that some scholars have argued that its status as a healthy, sustainable, or viable profession is an illusion. Within the discipline, there continues to be a range of professional qualifications, educational and training pathways, and labels used to define the study and application of sport psychology. This diversity is a by-product of complex legal, social, political, cultural, and contextual issues characterizing the world of sport psychology. We argue that there exist multiple – or perhaps fragmented – professional identities within sport psychology and that this has led to confusion and a lack of regulation across the field as a whole, and may contribute to unethical, ineffective, and unclear service delivery and pose challenge for the development of personal practitioner identity. Considering these observations, we call on scholars to study professional identity within sport psychology and how it is conceptualized, experienced, and implemented by professionals in practice. [ABSTRACT FROM AUTHOR]

Copyright of Revista Brasileira de Ciência e Movimento: RBCM is the property of Revista Brasileira de Ciencia e Movimento and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper reveals the problem of the professional formation of a future teacher, training a teacher with a high intellectual level of self-awareness, being capable of conceptual thinking, creativity and being ready to independently managing one’s own professional activity, which will allow interacting more effectively with the learning environment, being an active subject of professional and pedagogical activity. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this research was to analyze the relationship established between the theoretical and practical learning concerning the experience internship of the Graduation Course in Agricultural Engineering at the Instituto Federal de Educação Ciência e Tecnologia do Pará (IFPA), Conceição do Araguaia campus, and its contribution to the students' academic formation. It was realized through a quality-quantitative approach, where the strategy was based on the interpretation of postinternship reports and questionnaires. The research universe consisted of 40 students, being 24 evaluated by reports and 16 by questionnaires, in addition to 5 teachers and 16 families of rural producers also subjected to questionnaires. As a result, 87.50% of the students recognized the internship's contribution to their formation, with a recommendation rate of this practice for other students at 100.00%. The teachers have also considered this practice very important for students (100.00%), despite indicating a low contribution from the IFPA to its execution (60.00%). With respect to the producers' families, 93.75% deemed the internship as very important, but only 43.75% fully believed in the learning process. It was observed that the experience internship process creates opportunities to reflect on the relationship between theoretical and practical knowledge, contributing to the formation of more conscious professionals. This initiative also addresses the issues commonly associated with training practice, strengthening the internship area as a scientific field. [ABSTRACT FROM AUTHOR]

Copyright of Revista Virtual Universidad Católica del Norte is the property of Revista Virtual Universidad Catolica del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)