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Disciplinary knowledge lies at the heart of academic work. However, connecting academics' disciplinary knowledge to their professional development as teachers has been a longstanding challenge for (research-intensive) universities. This is reflected in criticism of the practices that aim to support the professional development of university teachers. In order to create better connections, a deeper understanding is needed of how academics' disciplinary knowledge relates to the development of their teaching. In this paper, we therefore aim to advance theoretical insights about how academics' disciplinary knowledge connects to their professional development as university teachers. We do so by providing a conceptual analysis of teacher expertise and teacher knowledge perspectives. Literature discussed as part of the teacher expertise perspective provides insights into how knowledge is structured in order to perform teacher tasks. In our discussion of the teacher knowledge perspective, we include bodies of literature about teachers' knowledge base to explore the role of disciplinary knowledge in how to teach and about powerful knowledge to explore the role of disciplinary knowledge in what to teach. Insights from these bodies of literature can, from a teacher knowledge perspective, offer theoretical underpinnings for connecting academics' disciplinary knowledge to their professional development as university teachers. Adaptive expertise and practical knowledge are identified as concepts that include elements of both teacher expertise and teacher knowledge perspectives. Based on the conceptual analysis, we identify and discuss three aspects related to supporting the professional development of university teachers where attention to connection with teachers' disciplinary knowledge is important., Author(s): Esther E. van Dijk [sup.1] [sup.2] [sup.3] , Johan Geertsema [sup.4] , Marieke F. van der Schaaf [sup.5] , Jan van Tartwijk [sup.2] , Manon Kluijtmans [sup.1] [sup.3] Author [...]

Since 2013, Mississippi State University has sponsored undergraduate research experiences that allow motivated, academically strong students to participate in collaborative research with faculty mentors. This study surveyed past program participants (n=274) to determine if undergraduate research improves student participants? science literacy, enhances retention of students in science careers, and leads to discovery of new information. Survey respondents (n=74, n=45 complete surveys) indicated participation in undergraduate research programs increased self-assessed proficiency on 22 measures of science and professional readiness, increased recruitment into science, technology, engineering, or mathematics (STEM) graduate degree programs by 18%, and led to discovery of new knowledge that was reported in an average of 1.7 professional presentations and 0.2 peer-reviewed scientific publications per student. KEYWORDS:, INTRODUCTION Undergraduate research (UR) is increasingly prevalent as a component of undergraduate degree programs in the United States. Across disciplines and institutions, undergraduate research experiences vary greatly and may include [...]

Background: Making explicit connections between high school classroom STEM content and evolving workforce demands is essential for preparing students for careers in the blue economy. By educating high school teachers about potential career paths, required training, course work, and degree programs for regional jobs, we can support their subsequent classroom practices and mentoring. Methods: We developed a blue economy-oriented three-day residential professional development program for regional high school teachers using Desimone's (2009) five key elements of effective teacher professional development: content focus, active learning, coherence, duration, and collective participation. This study assessed its impact on participating teachers' knowledge, attitudes, and instructional practices around STEM and the blue economy. Results: Teachers' enhanced awareness of the job market demands within the blue economy suggests the program effectively conveyed information about emerging and established workforce needs. The program also triggered a transformation in teachers' perceptions of career opportunities in Mississippi, prompting their integration of STEM careers discussions into daily lessons and the development of educational units dedicated to career connections. And teachers? growth in self-efficacy exhibited over the course of the event aligns with research trends found across the literature (Zhou et al., 2023). The documented impacts on teachers' knowledge, attitudes, and instructional practices align with the research objectives and offer valuable insights for future PD program development. Conclusions: Through ongoing collaboration and adaptation, programs have the capacity to transform STEM education for high school students and teachers by explicitly connecting classroom learning and workforce applications, better-preparing students for evolving workforce demands. KEYWORDS: GenSea, K-12, Blue Economy, STEM, INTRODUCTION GenSea is a blue economy career pathways program serving high school students and teachers in the Gulf Coast region. Since its establishment in 2021, GenSea has hosted over 1,200 [...]

Institutions of higher education have become increasingly dependent on adjunct faculty. These faculty members are often unfamiliar with current teaching strategies emphasizing an active learning approach. To support science adjunct faculty in learning about active learning, a professional development program was designed and implemented by the authors of this study, the Mentoring-Learning Community. The Mentoring-Learning Community program design was informed by literature regarding the use of professional development programs that focused on adjunct faculty. To determine the impact of this program, participants in the Mentoring-Learning Community were observed and interviewed over one semester. Mentoring-Learning Community participants transformed through all three Transformative Learning Theory dimensions, felt more empowered to utilize active learning approaches in their classrooms, and modified some aspects of their instruction. Keywords: adjunct, instructional change, professional development, transformation, Transformative Learning Theory, INTRODUCTION For many years, the demands of the growing student population in higher education were met by administrators hiring a significant number of adjunct faculty (Association for the Study of [...]

The writing retreat has been positioned as an effective response to the pressure to 'publish or perish' in higher education. An academic writing retreat is a professional development event that allows scholars to immerse themselves in writing for publication and to receive on-site support for that writing. In 2012, the Office of Research and Innovation Services at the University of Windsor in Windsor, Ontario, Canada introduced a biannual writing retreat for faculty and staff across the disciplines. This program evaluation examines 252 retreat evaluations submitted between 2015 and 2019. Our goal is to identify what participants perceive to be the benefits of the retreats. A review of the international research literature suggests primary benefits of retreats include protected writing time and space, the development of a sense of community, increased motivation to write, increased productivity during retreats, and organizational investment in follow-up support. These findings are consistent with our study. However, the overarching benefit of our retreats lies in their development of a supportive community of writing practice that extends back to campus. Participants report their retreat experience is reshaping the ways that they write elsewhere, and that they are collaborating on projects with other retreat participants. This research contributes a Canadian example to a growing body of evidence that suggests retreats can help academic writers prioritize the task of writing over other conflicting demands. A unique contribution of the study is its cost-effective, flexible, interdisciplinary, day-away retreat model, which is an alternative to the discipline-specific, residential retreats within the literature. Keywords: Community of practice; academic writing retreat; research administration, Introduction Academics in higher education are required to publish for promotion and tenure. However, many academics find it difficult to focus on writing because of competing administrative, research, and teaching [...]

The current study describes the design, implementation, and analysis of a professional development programme using a Lesson Study model to enhance awareness in preschool professionals regarding inclusive education for children with autism spectrum disorder. The mixed method approach included pre- and post-intervention questionnaires, audio-recordings of group seminars, and an interview. The results indicated an increase in autism awareness among the professionals, suggesting that professionals changed their practice as a result of the programme. This was particularly clear regarding making adjustments to the learning environment and taking measures to prevent challenging situations. In addition to describing the implementation of a professional development programme in a preschool, this paper emphasises the importance of appropriate conditions for such initiatives., Author(s): Linda Petersson Bloom [sup.1] Author Affiliations: (1) grid.32995.34, 0000 0000 9961 9487, School Development and Leadership, Faculty of Education and Society, The National Agency for Special Needs Education and [...]

Past studies have indicated shortcomings in the training of graduate students in the US, especially for practical career skills, teaching skills, and non-academic careers. Students thus find professional development and guidance lacking for the demands of the modern marketplace. This study extends this research to the unique situation of current graduate students in Korea, who represent an under-studied population and face further challenges from the demands of internationalization. From survey data at one representative university, this study examines (1) whether Korean graduate students feel that they receive sufficient guidance, training, and support for professional development and (2) whether Korean graduate students feel prepared for specific academic and professional careers and career skills. Additionally, English skills, motivation, and other factors are examined. Various shortcomings in these areas are reported, which parallel those found in the US, while unique problems also arise from the demands of English for academic and professional purposes. Korean graduate students require additional support and professional development programs to address these shortcomings., Author(s): Kent Lee [sup.1] , Hikyoung Lee [sup.2] Author Affiliations: (1) 0000 0001 0840 2678grid.222754.4Institute of Foreign Language Studies, International Studies Hall 208A, Korea University, 145 Anam-ro, Seongbuk-gu, 02841, Seoul, [...]

A Montreal Social and Health Service Centre (CSSS) has set up a learning community following the accreditation visit related to obtaining BabyFriendly Initiative certification. The evaluators of this program noted that parents did not retain much information from prenatal meetings. The article describes the professional development system established by the Perinatal Team that sought to refine its teaching practices. It also summarizes the two evaluations that allowed the professionals to improve on a continual basis. The discussion focuses on the conditions that have favoured the development of the skills of the teaching professionals. In particular, it appears that parents retain information and apply it when the professionals succeed in including them actively in the training and in reaching them emotionally in their learning: skin-to-skin contact between mother and baby and the reinforcement of breastfeeding goals are prime examples. KEY WORDS: Learning community; principles of andragogy; reflective practice; prenatal meetings Un Centre de services sociaux et de sante (CSSS) de Montreal a mis en place une communaute d'apprentissage des formateurs suite a la visite d'agrement relie a l'obtention de la certification Initiative Amis des bebes. Les evaluatrices de ce programme de qualite de soins avaient note que les parents retenaient peu l'information transmise lors des rencontres prenatales. L'article decrit le dispositif de developpement professionnel etabli aupres de l'equipe de perinatalite qui cherchait a ameliorer ses pratiques d'enseignement. Il resume aussi les deux evaluations qui ont soutenu de facon continue le perfectionnement des professionnelles. La discussion porte sur les conditions les plus susceptibles d'avoir favorise leur developpement des competences en enseignement. Il ressort notamment que les parents retiennent des informations et les appliquent lorsque les professionnelles reussissent a les rendre actifs et a les toucher emotivement dans leur apprentissage : le contact peau a peau et le renforcement des objectifs d'allaitement en sont des exemples eloquents. MOTS CLES : communaute d'apprentissage; principes d'andragogie; pratique reflexive; rencontres prenatales, Les professionnels de la sante sont regulierement appeles dans le cadre de leur travail a donner des formations. Pour ces professionnels, enseigner n'est pas le premier metier. Nombre d'entre eux [...]

Introduction I. The Imperiled Business-Profession Dichotomy II. Lawyers as Servants of the Public Good III. Lawyer Control of the Market for Legal Services IV. Reforming Legal Education V. Managing a [...]

I. The Rhetoric of Crisis II. The Rhetoric of Commercial Degeneration III. The Absent Object of Nostalgia and Other Anachronisms IV. The Modernist Turn: Law as a Useful Art I. [...]

4. Testing Hypothesis 1: Compliance Behavior of Respondent's Company In order to test Hypothesis 1, we evaluate the extent of influence of the type of professional in charge of compliance [...]

Professionals working inside companies may bring with them frames of mind set by their professional experience and socialization. Lawyers, in particular, are said to "think like a lawyer"--to have a [...]

A behavioral and systems view of professionalism that provides a practical approach for physicians and the organizations in which they work is presented. A better perspective on professional behavior which is profoundly influenced by the organizational and environmental context of contemporary medical practice provides an opportunity to improve the delivery of health care through education and system-level reform.

Assessing the effectiveness of educational technology professional development (ETPD) must go beyond obtaining feedback from participants about their level of satisfaction with a workshop presenter. Effective and meaningful assessment of ETPD requires that we design inservice learning activities that can be measured using methods that are consistent with what we know about teaching and learning, recognize teacher and student change as it relates to the larger teaching and learning context, and view evaluation as an inseparable component of ongoing teacher action. We therefore offer for consideration an ETPD assessment model that merges three theoretical constructs through which professional development consumers might interpret research findings: (a) technological pedagogical content knowledge (TPACK), (b) organizational learning, and (c) participant research and inquiry. (Keywords: professional development, assessment, TPACK, action research), We've all been there. As you gather your notes and belongings at the end of a long day of learning some trendy, new technology tips and tricks, someone hands you [...]

As the field of social work administration evolves, practitioners are increasingly expected to pull from management theory and to integrate business methods with social work values to meet not-for-profit missions. This article explores one management tool called 360-degree feedback, the factors that contribute to and hinder its successful implementation, and its potential use by social work administrators in a not-for-profit setting. If used appropriately, 360-degree feedback can increase self-awareness, promote skill development, and foster a collaborative organizational culture--outcomes that reflect social work values and ethics. KEYWORDS professional development, organizational culture, value-based management, staff management, staff development, self-awareness, not for-profit administration, social work administration DOI: 10.1080/03643107.2010.480933

This article examined school counselor dispositions (e g,, general self-efficacy, counselor, self-efficacy, openness to change, commitment to counseling improvement/professional development) that predict data usage among K-12 professional school counselors. For [...]

Teachers of students with low-incidence disabilities, such as students who are deaf or hard of hearing, face unique challenges in putting education policy into practice. The present article presents professional development findings from the Third Annual National Survey of Accommodations and Assessment for Students Who Are Deaf or Hard of Hearing (Cawthon, Hersh, Kim, & Online Research Lab, in press). A total of 391 participants described professional development they had experienced related to assessment of students who are deaf or hard of hearing. Teachers reported greater exposure to topics in school/district sessions and discussion with their colleagues than in their preparation programs. Teaching at a school for the deaf or teaching students in high school were significant predictors of an increased prevalence of professional development opportunities on assessment-related topics for students who are deaf or hard of hearing.

Research have found that professional development that lasted 14 or fewer hours showed no effects of learning, while programs that offered 30-100 hours over 6-12 months had the largest effects. Teachers also reported that training that were coherent and focused on content knowledge improved their knowledge and skills. Other information on teacher learning are presented.

The construction industry faces several technical, social, financial, political, and cultural challenges. Developments such as the growing volume of activity, increasing number of active stakeholders, advancement in technology, more intense global competition, and demand for fast-track completion, have created many distinct challenges for construction professionals. Consequently, there is a need to equip the professionals with hard (technical) as well as soft (management and leadership) skills. Construction professionals invariably work in teams and often assume leadership roles as the design manager, construction manager, procurement manager, contracts manager, or project manager. They deal with various project stakeholders and often get involved in sensitive decision making and dispute resolution processes. There is a broad sentiment in the industry that today's new graduates are not adequately trained to deal with the soft issues on complex construction projects. In particular, academic programs do not prepare professionals with an appropriate blend of hard and soft skills. In this paper, it is argued that in order to develop competent professionals who have strong leadership skills, the universities, the construction industry, professional organizations, and the government need to form a broad collaboration. A conceptual model of this potential ollaborative relationship is presented, and specific roles for the universities, the industry, professional bodies, and government in the lifelong professional development of the industry's human resources are discussed. DOI: 10.1061/(ASCE) 1052-3928(2008) 134:3(279) CE Database subject headings: Construction industry; Leadership; Professional development.

The article describes the speech given by Abraham Flexner, an American educator and the influence of speech on social work's early professional development.

Summary Cultural safety is one approach to integrating cultural components into nursing care. It is based on a broad definition of culture and on nurses' analysis of their cultural selves [...]

ABSTRACT: In this study, the authors used drawings and sentence completions to investigate how 118 preservice elementary teachers defined the environment. The authors also examined the influence of ethnicity and [...]

Psychologists are not immune to unfortunate, potentially devastating, life-changing events. The following article explores how a shared event, the loss of a child, impacted 2 different therapists and describes their individual changes in therapeutic perspectives and approaches. Vulnerabilities and lessons of resiliency are presented, with the direct impact on psychological practice discussed. The authors conclude that encountering personal struggles or challenges can have a transforming influence on therapists, including how therapists conceptualize and interact with their clients. Keywords: therapist variables, professional development, stillbirth, bereavement, phase model

Competence is an issue of vital importance for all practicing psychologists, and each spends his or her career seeking to develop it, achieve it, maintain it, and enhance it. But just what is competence, how is it best achieved, what are the factors that may adversely impact it, and what are each psychologist's ethical obligations with regard to clinical competence? These and other relevant questions are addressed for psychologists individually, for those who train them, and for those in the profession who establish professional standards. The article and 3 invited expert commentaries address these issues and make practical recommendations for action that will assist psychologists, trainers, and the profession to better achieve the ideal of competence so that they may best be able to meet the needs of those they serve. Keywords: competence, clinical competence, scope of practice, ethics

Previous research has found that the problem of sex inequity in higher faculty ranks may result from women taking longer to advance past associate professor. While statistical reports can isolate trends, they cannot identify reasons why women advance more slowly or suggest solutions for the situation. In this study, we conducted focus groups to learn how women tenured associate professors perceive their status as faculty women and their progress toward advancement to full professor. Questions explored career-related beliefs and practices, feelings about career progress, issues encountered while in the academy, and strategies used to manage these issues. Qualitative analysis of recurring themes and self-narratives of participants suggests that women associate professors are an overlooked or 'forgotten' group. Evidence refutes the common wisdom that the number of senior women faculty will grow if more women are hired at the junior levels. Women in the study expressed lack of agency and resignation to their status and felt demoralized based on their experiences in the academy. Recommendations to address the 'accumulation of disadvantages' are proposed including consistent application of promotion policies, development of workshops educating women about issues regarding their advancement, and equitable support for the activities of women faculty. Keywords: women faculty / promotion / associate professors / self-narrative, Having just gone through this [promotion to full professor]--I'm going to cry-reading those outside reviews was one of the most 'up' experiences I've had in many years. And you just [...]

The article describes the views of teachers on educational research with the effects on the researchers practice and the hindrances that prevent stronger connections.

Abstract With the advent of the Cancer Plan (DH 2000a) the organisation of cancer services has developed along the lines of a bureaucratic management structure, with 'top down' methods that [...]

Abstract This study evaluated professional development workshops delivered to eight partner school districts by interactive video conferencing (IVC), a technology new to these districts. This study focused on attendees' (a) [...]

Summary This article presents the findings of two studies undertaken during 2002 and 2003 that aimed to explore a range of professional issues facing research nurses. The results indicated that [...]