Directions For Professional Development Research Articles

From Traditional Librarian to Scholar in the Field of Information and Documentation Sciences

"The present article comprises the results that synthesise the current professional training preferences of the members of the Romanian Library Association (RLA). The directions of professional development have emerged from a survey conducted between September and November 2022, on a national-level representative sample. The professionals in the field were approached on the matter of their motivation to participate in the training programmes and of the extent of the importance they confer to professional training, as well as their expectations after the completion of the aforementioned programmes and the level of their involvement in such endeavours over the past 3 years (financial resources, allotted time). The analysis focused on the training topics chosen by the respondents, the criteria based on which the programmes had been selected, the difficulties that had been encountered etc. In order to outline a comprehensive view on the evolution of the RLA members’ preferences, a comparison was made between the current results and the ones obtained in 2016 by a similar study. The analysis also covers the differences that occurred during the pandemic period, which emphasised the necessity for certain approaches that were different with respect to the means of exercising the profession, which implicitly led to the acquisition of new skills and abilities."

Перспективные направления профессионального развития преподавателя высшей школы: опыт экспертного изучения

Introduction. Modern educational environment demands that those working in higher education sphere should hone their professional skills throughout their careers. In the conditions of rapidly developing educational technology, traditional teaching practices oftentimes become obsolete and the role of further development of a teacher’s skills cannot be overestimated. The aim of our research is to identify the areas of professional development that teachers in higher education would like to follow. Methodology and methods: the survey we conducted covered 51 university teachers, the latter describing their intentions in this respect and demonstrating a variety of opinions. By interpreting the data obtained through the quantitative method, followed by the method of expert evaluation, we identified those ways of development in the profession that are most rel-evant for today's teachers of higher education. The results of the research: the majority of the survey participants emphasized particular importance of developing IT skills, while many teachers pointed to the significance of honing the knowledge of the English language. Also, the intention to develop communication and leadership skills was ex-pressed. In addition to this, pedagogical knowledge was mentioned among the possible directions of professional development. A number of teachers emphasized the necessity of having more profound knowledge of psychological and social characteristics of their learners. A small number of teachers felt that there was no need to further develop their professional skills. The data obtained throughout our study can be successfully used when determining the contents of professional development courses for university teachers which can contribute to better efficacy of such courses.

Explanation of the professional development process of general surgery residents in the operating rooms: A situational analysis.

Introduction: Numerous factors and elements are effective in the professional development of any field of study, including the educational structure, the individual characteristics of learners, and the educational atmosphere prevalent in the educational environment. Understanding each of these factors and elements and the relationships among them can guide educational system administrators in the direction of professional development. Surgical residents’ professional development is no exception to this rule. As a consequence, the present research sought to explain and suggest a model for surgical assistant professional growth in Iranian operating rooms.Methods: The present research was a grounded theory study based on a post-positivist approach, in which data analysis was performed using Clark’s situational analysis methodology by drawing three maps, situational map, social worlds/arenas map, and positional map.Results: In the presence of human and non-human factors, cultural, political, historical, and social components, the ordered situational map demonstrated the complexity of the operating room learning environment. The social worlds/arenas map confirmed the existence of several communities of practice wherein surgical residents were present with different power roles, and the positional map showed role of the educational level in the acquisition of the competence in the professional development pathway. Finally, the Triple Helix model of professional development was extracted, which has three components: psychological identity, social identity, and surgical competency.Conclusion: The surgical residents’ professional development in operating rooms occurs due to the acquisition of surgical competency along with the growth of individuals and socialization. As a result, all factors and components impacting the residents' competence development process in this learning environment must be identified and their linkages clarified.

Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study

This article presents a study on in-service professional development of Lithuanian secondary school language teachers. The motivation is based on the understanding of language education as a highly interactive, complex process that requires a teacher’s digital literacy skills combined with integrated instructional approaches. This requires the implementation of a set of professional development activities. As a research methodology, we use a mixed method approach based on collecting eye tracking data in the first phase and, then, focus on comparative teacher self-reflection using data analysis and qualitative interviews. Finally, based on the collected qualitative and quantitative data, educational experts develop and present recommendations on the scope and direction of professional development. As a result of this study, a comprehensive set of the eye tracking data from the experiment involving 93 participants in total and 23 recorded lessons is presented. This includes variables such as number of visits, time to first fixation, number of fixations, and fixation duration vertically and horizontally. The discussion presents the results of the qualitative part of the study, including comprehensive teachers’ feedback. In conclusion, an integrated training program for in-service language teachers is presented, including an eye tracking experiment that provides data for extensive self-reflection and feedback.

Professional Development Of A Teacher Of Foreign Languages - Electronic Educational Resources

Currently, the use of electronic educational resources in the field of teaching foreign languages in higher educational institutions has evolved from a fashion curiosity into an extremely effective tool. Possession of modern technology has become a mandatory requirement for university specialists. This article describes the general principles of the effective use of information technologies, as well as the classification of teachers in accordance with the approach to their use in the learning process, which is designed to simplify the choice of direction of professional development and suggest possible ways to correct deficiencies in the use of electronic resources, depending on the characteristics of the specialist.

On the issue of forms of professional development of scientific and pedagogical workers

Problem setting. Current trends in education, related to the social importance of the development of human resources in science and education, ready for continuous professional growth and mobility require modernization of the professional development of research and teaching staff, which entails the addition of existing mechanisms with new formats and technologies of formal , non-formal, informal learning, implementation of flexible modular training programs. Analysis of recent research. Research on the professional development of employees can be found in the works of such scholars in the field of labor law: M.G. Alexandrov, A.S. Barsky, Y.M. Burnyagina, N.M. Vapnyarchuk, K.M. Gusov, V.V. Zhernakov, V.L. Kostyuk, O.M. Krymska, O.S. Pashkov, K.M. Plesnyov, O.I. Protsevsky, A.M. Slyusar, V.I. Shcherbyna, O.M. Yaroshenko, and etc. The purpose of this article is to consider the issues of professional development of research and teaching staff of higher education institutions. Article’s main body. Orientation of Ukraine to the innovative economy, state-initiated changes in the system of vocational education (level model of higher education, employer participation in the development and implementation of programs, etc.). Require a new quality of scientific and pedagogical activities, and, accordingly, ways of training and professional development of personnel for higher education. Effective professional development will help improve the employment potential of staff in higher education. One of the traditional mechanisms for the development of research and teaching staff of higher education institutions is the system of advanced training, represented by both internal in the institution of higher education and field additional professional educational programs. The article considers the problem of formation of actual directions of professional development of scientific and pedagogical workers of institutions of higher education. The main directions of professional development of scientific and pedagogical workers on the basis of the analysis of a situation in system of professional development of scientific and pedagogical workers, normative-legal base are allocated. The conclusion about necessity of updating of the maintenance and forms of realization of programs of advanced training of scientific and pedagogical workers, development of new courses, educational modules in the context of the allocated directions is made; increasing the role of research and teaching staff, management staff of higher education institutions in the formation of orders for professional development programs of research and teaching staff of higher education. Conclusions and prospects for the development. We must emphasize that in addition to instrumental, technological support of innovative system of professional development, taking into account all forms and types of education, it is necessary to develop validation of independent non-formal, informal learning and certification of modern programs of additional vocational education. We see that this should be regulated in the context of the development and adoption of the Law of Ukraine «On Adult Education».

Promoting statewide discipline reform through professional development with administrators

Researchers and policymakers have written extensively about the lack of evidence for the use of suspension and expulsion in schools and the disproportionate impact among racial and ethnic minorities and children in special education. As a result, states across the country have passed legislation to reform school discipline practices, with varying provisions for providing professional development within the reforms. The current study provides findings from a content analysis of activities completed as part of a day-long interdisciplinary professional development implemented within one state in the throes of sweeping discipline reform legislation. Lessons learned and future directions for professional development in school discipline reform are offered.

델파이 기법을 적용한 진로 및 전환교육 교사 재교육의 방향성 탐색 연구

델파이 기법을 적용한 진로 및 전환교육 교사 재교육의 방향성 탐색 연구

School Counselors' Attitudes regarding Statewide Comprehensive Developmental Guidance Model Implementation

The pilot study in this article identified facilitators and barriers to implementing the Massachusetts Model for Comprehensive School Counseling Programs. The Concerns-Based Adoption Model served as a framework to understand how school counselors perceive the Massachusetts Model's impact on their professional roles, and how those perceptions indicate varying levels of adoption of the model. The majority of respondents indicated that their concerns were “personal,” such as how the model will change their day-today lives and how working under the new model is different from their current roles as school counselors. Results of this study suggest directions for professional development regarding state and ASCA National Model® implementation.