Future Professional Development Research Articles

Modeling of professional mobility of a specialist in a military university

The technique of pedagogical modeling is reasonably considered in education as a promising direction of the development of theoretical and practical knowledge. Modeling involves not only the creation of a theoretically based model of future professional development, but also a practical justification, confirmation of the functioning of the created model. Modeling professional mobility of a future officer of a military university is of practical interest not only in the pedagogical field, but is also determined by the tasks of national development and national security of the Russian state in the short term. An unambiguous determination of the algorithm for the formation of all components of the professional mobility of a military specialist includes the development of personal and social professional mobility. The structure of the model, proposed in this article, was formed as a result of the generalization of modern theoretical knowledge, as well as experimental research, based on the leading military universities of Russia.

Supervision and continuing professional development: Supervisors' hopes for meaningful, supervision-supported CPD.

Continuing professional development (CPD) is now embedded into the New Zealand Association of Counsellors (NZAC) practices, such as its members' supervision, processes for membership renewal and applications for annual practicing certificates. Since its implementation in 2017, a number of developments have been made to NZAC CPD requirements, and in 2020 the process went online. During the same year, six experienced supervisors participated in a small-scale study in which they were interviewed about their experiences of the CPD process and its effects on supervision. The research project was part of a postgraduate paper in professional supervision and worked to introduce and engage researcher-students, all of whom were experienced counselling practitioners, in a supervised collaborative project. This article offers a review of literature on CPD and supervision, and presents the new findings about supervisors' hopes for meaningful, supervision-supported CPD. The findings highlighted limitations with current competencies for CPD and questioned these competencies as reflecting dominant Pākehā constructions of counselling and therefore, having effects for Māori practitioners. The study also revealed a tension between treating professional development as a requirement to be accounted for and hopes for supervision as a space to reflect on and shape future professional development. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors 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.)

РЕФЛЕКТИВНА ПРАКТИКА ЯК ЗАСІБ РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ СТУДЕНТІВ УНІВЕРСИТЕТУ В УМОВАХ ДИСТАНЦІЙНОГО НАВЧАННЯ

Distance learning is getting one of the most popular and inevitable methods of learning and teaching nowadays, which insistently changes the vector in instructions. The education policy, nevertheless, is aimed to achiving the highest level in quality of learning and teaching, as the technologies are changing and requiring relevant level of professional competency, particularly, highly developed 21st-century skills from the graduate students. The teachers, practitioners, and university educators should look for efficient technologies in online learning, saving the students' motivation, and developing the important skills necessary for future professional development. The issue of finding the efficient ways in online learning is becoming one of the leading priorities in organization of the teaching and learning process. This study is sought to analyze the modern research sources about the effective methods teaching online not only develop critical thinking competency as an essential skill of professional portrait, but also enhance students' motivation to study. It also investigates the theoretical background related to reflective practice in university training, after that, it investigates the possible ways of applying reflective practice strategies as a tool for critical thinking skills development. The analysis of recent studies revealed the most sought-after ways of reflective practice strategies which can be widely used online. The result of the analysis provided support in favour of wide-spread methods, which proved their application in various experiments and practical implications, for example, e-portfolios, reflective journals, blogging, MOOCs, which significantly increase students' critical thinking. The implication of this study may be seen in practical development of online courses and assignments for students in todays' university educational process. Keywords: critical thinking; distance learning; reflective practice; university students; critical thinking skills development.

Entrepreneurial education influence on the development of self-efficacy and entrepreneurial competences

Purpose: This study aimed to evaluate entrepreneurship classes' influence on entrepreneurial self-efficacy and entrepreneurial competences in health academics.Design/methodology/approach: The model by De Noble, Jung, and Ehrlich (1999) was used to measure entrepreneurial self-efficacy and the model by Cooley (1990, 1991) to measure entrepreneurial competences. It is a quantitative, descriptive, and survey research. Two hundred sixty-seven undergraduate health students participated in the study. Statistical analysis used descriptive and correlational statistics with comparison tests.Findings: The results showed that the students who studied entrepreneurship presented higher self-efficacy and entrepreneurial competences, but there were no significant differences between those who studied and those who did not.Originality/value: This study presents the potential for promoting entrepreneurship in HEI for courses that are not directly associated with business management, especially health science courses. When analyzing the participants' behavioral characteristics, we seek to deepen the discussion on the central themes of the study and promote reflections on the importance of entrepreneurial education for the development of future health professionals.

English language teachers’ insights into continuous professional development: A cross-case exploration

This qualitative cross-case study explores and reflects on the insights of six English language teachers working at one secondary school and one tertiary level institution in Turkey regarding the Continuous Professional Development (CPD) practices offered by their institutions respectively. It also investigates what contextual factors interact with these teachers’ insights and experiences about CPD as part of teacher education regarding within-case and cross-case differences. The data were collected through semi-structured interviews, written reflections and program documents and analysed using a descriptive coding strategy. The findings reveal that the participant teachers consider CPD as a customized, practice-focused, collaborative and reflective endeavour. Implications for future continuous professional development programs are also discussed.

THEORETICAL ANALYSIS OF THE PROBLEM OF SOCIAL AND PSYCHOLOGICAL READYNESS OF SENIOR GRADE STUDENTS TO ENTER THE INSTITUTIONS OF HIGHER EDUCATION

Modern Ukrainian society is in various complex socio-economic and socio-political transformations that lead to changes in cultural and spiritual values, ideas about future professional development. The article from the standpoint of the social situation of personal development of early adolescence and the specifics of schooling highlights the problem of professional self-determination of modern high school students. It is important and relevant to study this problem in terms of understanding the choice of future profession by high school students, studying fluctuations in the process of building images of possible future professional self-determination under the influence of socio-economic and political situation in Ukraine, and taking into account age and intellectual maturity legalization of society, moral, socio-psychological pluralism in the media. The purpose of the article is a theoretical analysis of the problem of socio-psychological readiness of high school students to enter higher education institutions. Research methods: analysis of psychological and pedagogical literature; comparative-historical method of foreign and domestic experience in the formation of socio-psychological readiness of high school students to enter higher education institutions.

Dynamic Language Use in Bi/Multilingual Early Childhood Education Contexts

The population of bilingual students learning and using more than one language in the United States has more than doubled in the past 30 years. This is especially true in early childhood, which makes it crucial that educators of young emergent bilingual children understand and support these young children’s bi/multilingual development, including critically understanding the implication of adopting different perspectives of bi/multilingualism. Although much is known about classroom practices in support of emergent bilingual children in Kindergarten and beyond, little is known about those practices in the early years. This article provides a systematic review of relevant empirical studies that investigated teachers’ and children’s dynamic language use in bi/multilingual early childhood education settings. The authors identify several strategic languaging practices enacted by both teachers and children, and strategies for fostering these practices; as well as ways in which teachers leveraged their agency through their languaging practices. Implications for future research, practice, professional development, and policy are discussed.

‘Both sides now’: the meitheal method for professional development in higher education

ABSTRACT In 2017, the participants of a higher education professional development (PD) working group (meitheal) met face-to-face and remotely to examine the National Forum for the Enhancement of Teaching and Learning in Higher Education (NFTL) Framework for Professional Development. Through collaboration and mentorship, members of the meitheal successfully familiarised themselves with the PD framework document and built a community of practice of inter-disciplinary and inter-institutional practitioners. Using a self-study conceptual framework, this article reflects on the work of the meitheal, its establishment and organisation, its influences on the participants and its place in the national PD project. It draws on the shared reflections of the participants and feedback gathered throughout the project, by means of discussion, written reflections, focus groups, audio and video diaries, and NFTL feedback sheets. It draws conclusions and makes recommendations for future professional development projects, drawing on the epistemological, technological and social foundations of self-study theory.

‘(Non)dance and (non)math people’: challenging binary disciplinary identities in education

ABSTRACT In the disciplines of dance and mathematics, binary identities commonly split individuals into either (non)dance and/or (non)math people. However, these shorthand assessments become dangerous because they constrain disciplinary knowledge, and limiting one’s identity and capabilities remains antithetical to broad education goals. Capitalizing on dance as a situated, embodied form of knowledge, as well as an engaging, interactive, and social endeavor, we facilitate instruction that uses a dance-based approach to teach geometric transformations in a teacher education program. In this paper, we discuss findings from a case study intervention in a graduate-level geometry education course where we engaged participants in this transformations dance activity. We ask: What disciplinary practices did participants use in a dance-based intervention on geometric transformations? And, how did they use them? We found that the parallel disciplinary practices that the participants engaged in, in dance and mathematics, sheds light on a need in education to resist binary identities and to encourage inquiry-based practices. We aim to inspire future professional development and collaborative teaching opportunities for dance teachers in math and math teachers in dance, along with research that investigates intersections of learning, practice, and identity, particularly in dance + math.

Vicarious trauma and response art: A professional development workshop for psychotherapists working with survivors of trauma

Psychotherapists working with newcomers, refugees and asylum seekers, who have survived trauma, indisputably face challenges. Though rewarding, their work is not without strain on their wellbeing and professional development: They may experience and be transformed by vicarious trauma (VT). Reflexivity may improve self-awareness and help mitigate VT. In the art therapy literature, it is posited response art (RA) may facilitate self-awareness and redefine the therapist’s experience of VT. A research project was elaborated to develop, describe, and evaluate the application fidelity of a workshop aimed at raising awareness of VT and introducing RA (WAVT-RA) to psychotherapists working with newcomers who have survived trauma. This article aims to describe the design of the WAVT-RA as well as its unfolding from real-time observation. Results indicate most activities were carried out and 70 % percent of procedures were followed as planned. A disparity of 40 min was identified between planned and observed timings. Lines of inquiry for reproducibility, development, and implementation of future professional development workshops such as the WAVT-RA are explored. Results highlight the importance of continuing research merging the topics of vicarious trauma, art expression, and professional development.

Do teachers need to inhibit heuristic Bias in mathematics problem-solving? Evidence from a negative-priming study

Many learners often commit systematic errors in mathematics tasks because they rely on heuristics even when they are not applicable. This phenomenon is known as the heuristic bias, and it has been found in children, adolescents, and educated adults. However, it is still unclear whether mathematics teachers are still affected by heuristic biases and whether they still need to inhibit such biases. The present study employed a negative priming paradigm and compared the performance of overcoming heuristic bias among mathematics teachers (N = 32), pre-service mathematics teachers (N = 23), and non-mathematics undergraduate students (N = 43) in the case of overusing proportional heuristics. We found that all the participants were affected by the proportional heuristic bias, and they all demonstrated a cognitive process of inhibition when solving non-proportional problems. Moreover, we found that teachers with many years of teaching experience showed a stronger tendency to overuse proportionality than the other two groups. The present study highlights the importance of teachers’ ability to understand their cognitive processes in teaching practice. The results imply that inhibitory control plays an essential role in both mathematical teaching and learning. Interventions that aim at improving teachers’ metacognition and inhibition ability might be needed in future professional development programs.

A cross-campus professional development program strengthens graduate student leadership in environmental problem-solving

The growing urgency of environmental concerns around the world highlights the need to equip rising scientists with high-impact leadership and communication skills in order to effectively engage in interdisciplinary problem-solving. However, opportunities for authentic interdisciplinary professional development training for student scientists are not extensively available within single-institution programs. This study evaluates the impact of the Monterey Area Research Institutions’ Network for Education (MARINE), a regional cross-campus professional development program aimed at preparing graduate students for interdisciplinary leadership positions in environmental problem-solving. An online survey was conducted to evaluate students’ perceptions of whether MARINE effectively enhanced leadership, improved collaborative relationships, and prepared students for interdisciplinary environmental problem-solving. Overall, MARINE participants emphasized practical skill development, exposure to careers outside of academia, and interinstitutional networking as the most valued outcomes of the cross-campus professional development program. Based on survey results and the demonstrated practices of MARINE, we recommend a set of 4 key design principles for institutions to consider when creating future cross-campus professional development programs: (1) a student-led governance framework to ensure that the program’s focus is centered on topics and issues that participants find most relevant, (2) event planning committees that engage the larger pool of graduate students from across the network in authentic leadership, (3) professional development opportunities focused on interactive forms of activity, and (4) an annual colloquium for students to apply their training in leadership and interdisciplinary communication. Greater application of these practices and principles in cross-campus programs may present new opportunities for preparing rising leaders to take an active role in interdisciplinary problem-solving.

Связь между силой нервной системы студентов и их академической успеваемостью

The future professional development of student depends on his university learning process’s effectiveness. The learning process’s effectiveness at another point may be depends on strength of the nervous system. We haven’t found any associations between students’ progress in studies and theirs strength of the nervous system in our research, when we used tapping test. But we have found correlation between respondent’s gender and progress in studies. There are questionable associations between progress in studies and departure in our research.

Defining the roles and responsibilities of the kidney transplant medical director: A necessary step for future training, mentoring, and professional development.

The management of a kidney transplant program has evolved significantly in the last decades to become a highly specialized, multidisciplinary standard of care for end-stage kidney disease. Transplant center job descriptions have similarly morphed with increasing responsibilities to address a more complex patient mix, increasing medical and surgical therapeutic options, and increasing regulatory burden in the face of an ever-increasing organ shortage. Within this evolution, the role of the Kidney Transplant Medical Director (KTMD) has expanded beyond the basic requirements described in the United Network for Organ Sharing bylaws. Without a clear job description, transplant nephrology trainees may be inadequately trained and practicing transplant nephrologists may face opaque expectations for the roles and responsibilities of Medical Director. To address this gap and clarify the key areas in which the KTMD interfaces with the kidney transplant program, American Society of Transplantation (AST) formed a Task Force of 14 AST KTMDs to review and define the role of the KTMD in key aspects of administrative, regulatory, budgetary, and educational oversight of a kidney transplant program.

The role of generic examples in teachers’ proving activities

This paper explores how in-service teachers enrolled in a graduate proof course interpret, understand, and use generic examples as part of their proving and justification activities. Generic examples, which are capable of proving and justifying with strong explanatory power, are particularly important for teachers considering teaching proof in their classrooms. The teachers in our study used generic examples to produce three types of proof: example-based arguments enhanced with generic language; incomplete generic examples; and complete generic examples. We found that teachers conflate generic examples and visual representations, prefer visual generic examples for teaching, and consider a generic example with symbolic representation to be more convincing than a generic example without. We conclude with implications for secondary school teaching, as well as suggestions for future professional development efforts.

The University digital educational environment potential in the future teacher professional and personal development

The transition to digital education is associated with economic, political changes in society, as well as with changes in infrastructural, communicative, and cultural nature. The University digital educational environment role in a professional and personal development system is being updated. The "professional and personal development a future teacher" scientific and theoretical analysis concept made it possible to consider professional and personal development as a becoming a teacher dynamic process, which entails the subject inner essence transformation through the interaction of self-improvement motivation, professional orientation and competence, creativity, personality traits and activities. This study purpose was to study different approaches to understanding this category, disclosing its essence and structure, establishing the basic requirements for its organization. The main research question was in which case the digital educational environment provides professional and personal development, competitiveness formation, communicative equality, the future teacher social experience interactivity. The leading methods in the research were: theoretical and methodological analysis, scientific research interdisciplinary analysis, system analysis, pedagogical interpretation method, comparison, generalization, concretization; experience in organizing multi-level education study, questionnaires, testing. It is shown that a teacher at a university professional and personal development effectiveness largely depends on the students, teachers, the digital educational environment and various conditions’ optimal interaction.

What Do Preschool Teachers Know About Attention-Deficit/Hyperactivity Disorder (ADHD) and Does It Impact Ratings of Child Impairment?

Among preschool children referred for psychological assessment and intervention, attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed disorder. In order to create school-based interventions that are consistently and effectively implemented by teachers, it is important to understand teachers’ knowledge and beliefs about ADHD, as studies have identified lack of knowledge as a barrier to treatment integrity. The present study seeks to fill the important gaps of previous work and gain an understanding of preschool teachers’ knowledge and opinions of ADHD, and how knowledge of ADHD impacts teachers’ perceptions of child impairment across domains. The present study includes teachers (n = 107; 97.2% female; 59.2% Hispanic or Latino; 16.8% Black or African-American) of ethnically and linguistically diverse preschool students in an urban school setting who were being referred for a summer treatment program. Teachers’ knowledge of ADHD was investigated and related to teacher characteristics (i.e., education, years of experience, classroom type, professional development) and ratings of child impairment across domains. Overall, preschool teachers achieved 38.3% accuracy on the knowledge of ADHD measure, with highest levels of inaccurate knowledge related to the symptoms and treatment for ADHD. Generally, teachers with more misperceptions and knowledge gaps regarding ADHD rated children as more impaired on several domains. The results of the current study reveal large gaps in preschool teacher knowledge of ADHD. As such, there are important implications for future teacher training and professional development.

Teacher Beliefs and Pedagogical Practices of Integrating Multimodality into First-Year Composition

The study intends to provide insights into First-year Composition (FYC) instructors’ beliefs and practices of integrating multimodal writing into the curriculum. Of particular interest is how the beliefs are translated into practices and how such process is mediated by various factors. The study was conducted with nine graduate teaching assistants at one of the largest public universities in the United States. Data were collected through online surveys, face-to-face interviews, and teaching materials. The study has identified four categories of pedagogical agendas on teaching multimodal writing. In addition, teachers generally lack the coping mechanism against students’ negative affective responses, even if such attitudes were acknowledged as an impediment to learning. We find that different aspects of the belief system have a reciprocal and profound impact on teaching practices and that the supportive institutional culture serves as a positive factor. The article concludes with suggestions for future research and professional development.

Глобаллашув жараёнида олий ҳарбий таълим муассасаларида бўлажак офицерларнинг касбий компетентлилигини такомиллаштириш

Ушбу мақолада олий ҳарбий таълим муассасаларида бўлажак офицерларнинг касбий компетентлилигини ривожлантиришнинг ўзига хос хусусиятлари, бўлажак офицерлар касбий компетентлилигини ривожлантиришнинг шарт-шароитлари ва имкониятларидан унумли фойдаланиш тўғрисида сўз юритилган.

Ethnobotany for Beginners - a review

Ethnobotany for Beginners . Ulysses Paulino Albuquerque, Marcelo Alves Ramos, Washington Soares Ferreira Junior, Patricia Muniz de Medeiros. Springer, Cham, Switzerland 2017. xii + 71 pp. (paperback). Price: € 57.19, ISBN 978-3-319-52871-7. doi: 10.1007/978-3-319-52872-4 Are you a beginner of Ethnobotany Research? If ‘YES’, I want to recommend to you a very useful, reliable, and a valuable guide for the research in this discipline and that is a booklet “ Ethnobotany for Beginners” by Albuquerque et al (2017) . This booklet is a part of book series, Springer Briefs in Plant Science (Volume 16). Twenty-five volumes of this book series have been published since 2012 till now (September 2020). The book under review ( Ethnobotany for Beginners) is the translation from the Portuguese language edition: Introducao a Etnobotânica (Introduction to Ethnobotany) by Ulysses Paulino de Albuquerque that was published in 2005. With just 71 pages, written by the authors well recognized in the field of ethnobotany and forwarded by Prof. Julio Alberto Hurrell of National University of La Plata (UNLP) Argentina, the booklet is especially designed for the beginners that features a quick and easy-to-read discussion of ethnobotany along with its major developments. In the foreword, Prof. Hurrell says, “the accessible language of this book brings ethnobotany closer to a broad and diverse audience consisting of academics as well as the layman and acts as an effective incentive for students who see in this science an interesting opportunity for their future professional development”. As the title ( Ethnobotany for Beginners) suggests, the book has been prepared especially for the those who are learners, beginners and/or new to the field of ethnobotany and interested in a quick and pleasant read containing an overview of ethnobotany and its major developments. The booklet fills the gap of an introductory text that aims to prepare the reader for denser and complex readings of the topic.