Professional Practice Teaching Research Articles

Construction of an Inter-disciplinary and Cross-integration Compounding and Innovative Talent Training System

Changes in demand for new engineering talents for new trends such as Internet+ and China Manufacturing 2025, we constructed a new training system for inter-disciplinary and innovative talents with integration of four top-notch majors. This new training system comprehensively considered the interrelationship between professional knowledge and striving spirit, research type and skill type. Furthermore, in the aspects of general education module, subject basic module, professional basic module, professional course module and practical teaching module, we have considered the similarities and differences between the four majors and the division of labor in the knowledge system that China manufacturing 2025 talents should have, for these needs, we devised specific platform and special courses.

Perfil e análise sociocultural de professores de humanidades do Colégio Militar de Santa Maria – RS

O ensino de humanidades no Colégio Militar de Santa Maria é ministrado por professores de diferentes perfis, que possuem características e percepções diversas quanto a sua atuação profissional e às práticas docentes. Do ponto de vista prático, as características socioculturais desses diferentes perfis no espaço educativo refletem no ensino e, nesse sentido, torna-se importante analisar e refletir sobre o tema e contribuir com análises que auxiliem a gestão escolar. Neste artigo, o principal objetivo é obter e analisar dados que permitam descrever as diferentes características dos diversos perfis docentes existentes no Colégio Militar de Santa Maria-RS e, dessa forma, trazer contribuições para a gestão e para o corpo docente aperfeiçoarem o ensino de humanidades. A metodologia consistiu na análise quali-quantitativa documental e na aplicação de um questionário dirigido aos professores de humanidades. Pôde-se observar a importância do conhecimento de dados de cunho pedagógico e funcional referentes às trajetórias formativas dos professores e, por fim, apresentar considerações que refletem o ambiente escolar em aspectos como conhecimento pedagógico, experiência docente, função desempenhada na escola, objetivos profissionais como forma de criar um subsídio teórico quantitativo de apoio às decisões na área de humanidades.

Opening the horizons of clinical reasoning to qualitative research.

Clinical Reasoning (CR) is an important aspect of health professional education and effective practice. It is a complex series of factors and cognitive functions, involving higher-level thinking to define problems, examine the evidence and then making decisions and choices to improve the patient’s physiological and psycho-social state. CR consists of 3 interconnected and interdependent sub-processes: clinical experience and clinical context and Evidence-Based Practice. This essay focuses on the opportunities that Qualitative Research offers during the CR process when the doctor finds the evidence to address a patient’s health problem. Clinicians are often faced with questions that randomized clinical trials or systematic reviews of efficacy studies cannot answer. For this reason, we considered it necessary to offer an expanded view of the process of interpretation of the scientific literature used in daily clinical practice through the complex process of Clinical Reasoning, through the use of studies conducted with qualitative methods, which are able to respond to a different range of clinical questions, and to support studies based on the effectiveness of treatments. (www.actabiomedica.it)

Managing Interdisciplinary Links in the Educational Environment of Technical Colleges

The main methods of research are the analysis of scientific literature devoted to the problem of implementing interdisciplinary links of natural science, professional cycle disciplines, interdisciplinary courses in the institutions of secondary vocational education. To solve the integrated goal of implementing the requirements of the educational and professional standard of technical colleges we propose to use four types of interdisciplinary horizontal and vertical links, covering the subjects of natural science and general professional cycle, interdisciplinary courses, educational and industrial practice and professional standard requirements for education and training. It is proposed to distinguish four types of interdisciplinary links, aimed at solving the integrated goal of implementing the requirements of the educational and professional standard of technical colleges. In modern high-tech society there is a rapid dynamic growth of information on all branches of scientific knowledge, the emergence of new technologies and advanced forms and methods of work. These things make it difficult to identify the main and essential educational information, so the necessity to manage interdisciplinary links in the innovative educational environment of technical colleges is of primary consideration in developing modern professional Russian education.

Research on the Operation Mode of Practical Teaching in Application-Oriented Universities based on the Orientation of Innovation and Entrepreneurship Education

Practical teaching plays an important role in the study of professional knowledge in colleges and universities. Based on the actual situation and related characteristics of professional practice in application-oriented universities, this paper investigates and analyzes students' cognition and demand orientation of professional practice teaching, and then constructs a professional practice service team mode integrating project design - task driven - ability oriented - practice innovation. In this way, students' learning enthusiasm can be aroused, their innovation consciousness and teamwork consciousness can be cultivated, their practical ability can be improved, and their comprehensive quality can be expanded.

Audiovisual no ensino técnico: o que pensam os estudantes?

The digital culture has enabled innovative approaches to communication in society. New professions, such as youtubers and vloggers, have conquered the labor market. In the classroom, teachers attempt to adapt teaching to that reality by stimulating research and knowledge by means of innovative methodologies. This study aims to investigate the use of audiovisual tools in the development of contents proposed by Technical Education teachers at Universidade do Vale do Taquari. Based on a questionnaire emailed to 306 students that have already concluded at least half of the courses, it was possible to analyze how that resource has enabled learning according to the students’ perception. As a descriptive, qualitative research, it aimed to obtain statistical data for a numerical analysis of results. Among the answers from 32 students we found out that part of the interviewed students positively evaluated the use of audiovisual tools in the learning process, as they both facilitate understanding and approach the content in a simple and practical way. It was also possible to understand that most students learned to use these tools by themselves or with the help from their classmates. When the students were asked about their willingness to use audiovisual tools more often in class, more than a half of them gave a positive answer, whether this use would be in theoretical disciplines, paper presentation or as a research instrument. Finally, we have considered the possibilities of articulation and interaction between teachers and students in order to reflect on the influence of the means of communication and information on the pedagogical practice in professional education.

Advancing Professional Teaching in South Africa: Lessons Learnt from Policy Frameworks That Have Regulated Teachers’ Work

Teaching and teacher education in South Africa have emerged from a highly fragmented past. Teachers from diverse backgrounds, experiences and qualifications find themselves working together in schools where they do not necessarily have access to a common language of practice, nor a shared understanding of professional teaching practices. To address these challenges, the South African Council of Educators (SACE) has developed a set of professional teaching standards for use in the South African context. This is not the first time a policy framework has tried to articulate and direct teachers’ work. This paper analyses four other frameworks that have been used to regulate, monitor and evaluate the work of South African teachers over the past two decades. These other frameworks are The Roles of the Educator and Their Associated Competences, the SACE Code of Professional Ethics, the Integrated Quality Management System (IQMS) and the Basic Competences of a Beginner Teacher. Our analysis shows how these frameworks present teaching in ways that constrain teacher professionalism in some ways. They address some aspects of professional teaching while ignoring others. In particular, none of them adequately acknowledge the relations between knowledge, skills, judgement and the ethical orientations that underpin professional teaching. The ways in which previous frameworks have constrained teacher professionalism has important implications for SACE if its set of professional teaching standards is to more successfully enhance teacher professionalism in the South African context.

Epistemologia na profissão docente: a perspectiva dos professores em formação sobre formação inicial, supervisão pedagógica e identidade profissional

This article presents the results of a qualitative investigation – case-study, multicase variable – that intended to understand the constructed conceptions about the identity and professional practice of teachers, through the interpellation of teachers in training. With the answers to a questionnaire, sixteen students, attending the fourth year (in five: 3 years of Bachelor's degree + 2 of Master's degree) of two courses for teachers' qualification, wrote a personal narrative, free and structured, exposing their representations, interpretations and opinions about three different themes: inicial education experienced in Higher Education, the pedagogical supervision process yet to be experimented, and the defining specificities of teachers' professional identity.In spite of being a slender sample, it is also the example that a case-study, in this instance centered in a particular educational institution, can offer an outlook of various perceptions. Thus, it becomes possible to think about the challanges that, in the 21th century and associated to the teaching epistemology, Higher Education institutions are faced with regarding the formation of teachers.

Challenges in Pediatric Cardiac Anesthesia in Developing Countries.

Introduction: Approximately 90% of a million children worldwide born with congenital heart defect do not have an access to adequate pediatric cardiac care. The World Society for Pediatric and Congenital Heart Surgery, established in 2006 shifted the focus from providing individual pediatric cardiac care to developing global standards for the practice of pediatric cardiac surgery and professional education of the local teams.Materials and Methods: After recognizing the challenges of the local team regarding providing safe anesthesia and functioning as a broader team, we have focused our education on simplifying anesthetic procedures and advancing structured team approach. The appropriate selection of patients and simplifying anesthetic technique should be the standard of care. We introduced structured approach to daily education using just in time teaching, case based discussions and simple skill training simulation sessions. Furthermore, we enhanced team-training approach applying tools such as WHO surgical safety checklist and implementation manual, SAFE communication, introducing KDD with SMART aim, SCAMPs, advanced protocols of care and culture change tools.Results: Following a significant number of short missions to developing centers we have, within NGO, succeeded to support building and maintaining several local pediatric cardiac centers with structured approach to anesthesia and team building.Conclusion: The appropriate selection of patients is one of the most important contributing factors for decreasing morbidity and mortality rate in pediatric cardiac surgery patients. The anesthesia technique for pediatric cardiac procedures should be aimed at fast-track surgery, with early extubation as a goal. Regional blocks such as paravertebral and caudal should be considered for perioperative pain control. By introducing structured approach to daily education and by enhancing team-training approach we have contributed evolving sustainable pediatric cardiac centers in developing countries.

Teacher identity, Professional Practice, and Inquiry (PPI) in teacher education

ABSTRACTThe Professional Practice and Inquiry (PPI) course was introduced to equip pre-service teachers with the knowledge, skills, and values required to develop them into reflective practitioners with a strong teacher identity. This study looks into the efficacy of the course in the preparation of thoughtful and reflective teachers. Self-reported questionnaires were administered to the pre-service teachers. Interviews were conducted to complement the quantitative findings. Findings suggested that pre-service teachers (1) were more aware of their teaching identity, (2) perceived themselves as teacher inquirers, (3) were more able to engage in cognitive self-regulation, and (4) were more cognizant of their Graduand Teacher Competencies.

Research on Engineering Professional Ability Improvement of Industrial Robot Based on CDIO Mode

The continuous development of robotics technology has put forward higher engineering capability requirements for industrial robotics. This paper analyzesthe status quo and existing problems of industrial robot technology practice teaching, and introduces the CDIO engineering education concept in professional teaching to enhance the engineering innovation ability and team cooperation ability of robot professional teachers and students; the progressive industrial robot practice teaching system has built a support system for robot professional practice teaching.

Formação inicial e atuação profissional em Educação Física

Este trabalho de natureza descritiva investigou as interfaces dos conhecimentos da dança na formação inicial e na atuação profissional em Educação Física em cursos de Licenciatura do Estado de São Paulo. Participaram da pesquisa vinte professores atuantes da área. Foram utilizados o questionário e a análise documental dos programas das disciplinas relacionadas a dança de quatro Instituições de Ensino Superior aos quais os sujeitos foram submetidos em suas formações iniciais. Os dados foram tratados por meio da Análise de Conteúdo e os resultados indicaram os conhecimentos necessários à atuação profissional, possibilitando a tessitura de algumas relações entre a formação e a atuação profissional. Destacamos ser necessário apresentar com clareza os processos metodológicos e avaliativos que envolvem a dança, as vivências criativas, a contextualização dos significados históricos, culturais e sociais que a permeiam, elementos fundamentais na formação de futuros professores de Educação Física.

РОЛЬ СОЦІО-ДИДАКТИЧНОГО СЕРЕДОВИЩА У ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ДО НАПИСАННЯ ЕСЕ НА СОЦІАЛЬНО ЗНАЧУЩУ ТЕМАТИКУ

The article presents the results of a comprehensive study of the essence, the key characteristics and the role of the socio-didactic environment in the future teachers’ preparation for social and socio-pedagogical thematic essays writing. We analyzed the scientific and methodical literature that reveal the problems of educational space, the educational environment and positive microclimate formation in the process of professional development of a specialist and features of psychological support of educational activity of students in its context. The study of results of research of specified range of issues, as well as the practice of professional education, enables us to identify the functions implemented by the socio-didactic environment. These functions may be the following: unifying and consolidating, motivational and stimulating, emotional and energetic, regulatory and managerial. All of them contribute greatly to the development of the social and pedagogical competence of a teacher, his or her personal, professional and educational self-realization. The role of socio-didactic environment in the future teachers’ preparation for socially important topics of essays writing cannot be overestimated because it involves the formation of favorable conditions for creative, personally oriented educational activity of students in the process of mastering the profession, including the formation of socio-pedagogical and socio-reflexive competencies.The socio-didactic environment is a complex of psychological and emotionally rich form aimed at developing the creative educational activity of students, ensuring the creation of a defined set of didactic conditions adapted to the peculiarities of the implementation of the essay writing method, and, consequently, the development of the social competence of a future teacher in the system of personally oriented professional training.The article also presents the information on the main points that can be the basis for the development of the socio-didactic environment as a social and psychological support of the students’ preparation for the socio-pedagogical thematics essays writing, ensuring its effectiveness and guided by the standards of personally oriented professional education.

The Development of Multilingual EFL Teachers’ Professional Vision and Practical Teaching Capabilities in Video-Based Surroundings – Do Language Learning Biographies Have an Impact?

The present paper draws on research findings about ESL and EFL teachers’ language learning biographies. More precisely, the paper draws on major insights from prior research that investigated the effects teachers’ languages, other than the target language, English, have on their professional identities and development. The question is answered if existing research findings hold in German video-based training contexts that aim to develop pre-service teachers’ multilingual-sensitive Professional Vision and practical teaching capabilities. Questionnaire-based data (n = 39) indicates that participants rely on their language (learning) biographies when planning and reflecting on multilingual-sensitive EFL teaching videos, albeit with varying degrees. Further, participants tend to employ specific languages for particular purposes.

Art world strategies: neoliberalism and the politics of professional practice in fine art education

ABSTRACTThis paper explores how the expansion of professional practice on fine art courses in the UK could be detrimentally impacting on the critical and political ambitions of art education. I argue that the current student fees-debt regime institutes a neoliberal model of higher education with a focus on ‘enterprise’, directing student subjectivity towards competitive opportunity seeking market strategies. I examine the case of fine art professional practice through an analysis of two examples of expert advice directed to the would-be artist: the first which utilises a generic language of business management, recommending art students adopt an ‘entrepreneurial mindset’ in order to gain competitive advantage; the second which utilises the specific language of art world networking as a behavioural strategy for career success. I go on to identify problems with these strategic investor models, both at the level of contemporary art’s critical values, and also with regard to whether the entrepreneurial model offers more and better opportunities overall. I propose a critical professional practice capable of transcending the ‘reality’ of individualist, market competition whilst addressing real world issues of work, career and finance, and conclude with a discussion of where ethical responsibility lies for fine art educators.

Lessons Learned as a Student of Craniofacial Biology: What This Might Mean for Orthodontic Professional Education and Clinical Practice in the 21st Century

Lessons Learned as a Student of Craniofacial Biology: What This Might Mean for Orthodontic Professional Education and Clinical Practice in the 21st Century

Early Exploration and Practice of Professional Music Education during China's Modern Period 1912-1919

Cai Yuanpei, the frst Minister of Education, attached great importance to aesthetic education, which was a key part of the new aims developed under his guidance. It was Cai's focus on aesthetic and education that Beijing University Music Research Society and National Beijing Girls' Higher Normal School and the like began to explore and practice the modern Chinese professional music education.

Teaching Social Work and Social Policy in the Era of Hyperpartisanship

ABSTRACTFor social work educators, teaching social policy in the current political climate in the United States may seem daunting and energizing at the same time. Students are often acutely aware of the political and policy-related controversies raging in Washington, D.C. and local governments, and yet their position on these issues may be unexplored or conflicted. The social policy classroom can be a productive place to explore these conflicts, but instructors may be especially wary of undertaking these difficult conversations in the current hyperpartisan era. This article explores how to ground these conversations in social work’s professional values, pedagogical theory, and educational best practices to help students build skill and confidence in developing their own well-informed assessments about policies and politics.

Initiating communities of practice for teaching and education scholarship in hospital settings: a multi-site case study.

This article was migrated. The article was marked as recommended. Background and Rationale: Numerous calls have been made for faculty development programming to better address faculty members' ongoing needs, to situate training strategies within the workplace and to utilize social learning perspectives, communities of practice in particular. Reviews have pointed to a paucity of published qualitative research on faculty development communities of practice and, more generally, on the processes of change and the organizational contexts in which interventions are implemented. Intervention: An initiative was started to instigate education scholarship communities of practice in three highly distinct academic health care settings, to address faculty members' ongoing needs for community and, ultimately, to serve as a source of support for the application of new knowledge to routine education activities. A research project was launched jointly to describe the process and progress of attempting to develop communities of practice at the three sites and to identify common and unique influences on sites' progress. Data Collection: Phone interviews were conducted with group facilitators from each site following group meetings, for the duration of the initiative. Analysis: Multiple case study methodology was employed to describe and compare the processes and progress of attempting to initiate communities of practice at the three sites and to identify obstacles related to organizational context. Findings: All three sites made limited progress in developing a shared domain of interest and a shared history of regular interaction (i.e. regular meetings). Participants identified different professional backgrounds and different education practices as challenges to establishing shared interest. More prominently, they identified busy schedules, geographic barriers, and absence of protected time as obstacles to regular and consistent meetings. Discussion: Difficulty establishing shared interest and shared history are considered in light of the unclear meaning of "education scholarship", cognitive and ethical boundaries between professions, and time constraints within modern, highly complex academic healthcare settings. Conclusions: While CoPs may appeal as self-sustaining, low-cost alternatives to formal programming, limited progress is possible without institutional investment and allowance commensurate with the implied scope and challenges.

Interiors of pedagogy

In this text, I have elaborated my thoughts on some of the contemporary challenges in higher education and how they relate to teaching and learning within the discipline of the interiors. I see the field of interiors deeply rooted in multisensory ways of knowing. The predominant condition of the discipline in my view is a certain persistence towards ambiguity, towards a professional and creative field that is in constant state of being in-between and becoming. I have also elaborated that the embedded approach in education cannot fall under a specific theory of learning, but rather celebrate the diversity of activities in teaching and learning that go beyond singular didactics. I have structured the text around three case examples of different pedagogical situations in order to reflect on various teaching and learning conditions within interiors education. The examples wish to buttress the necessity for holistic discourse for comprehending the pedagogy of interiors, that span from encountering of an individual to curriculum development. I wish to draw attention to the potential in the discipline of interiors itself, that may embed inherent pedagogical qualities as abilities for shared approaches towards the uncertain; Interiors of pedagogy. Thus, arguing that the practice of interiors may leap far beyond vocational didactics as an active agent continuously defining its own way of learning. The text wishes to contribute further discussion on how to approach and find ways of knowing and learning in interiors. This hopefully springs debate around professional practice and pedagogy in higher education.