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development</title> <meta name="description" content="Search results for: professional development"> <meta name="keywords" content="professional development"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="professional development"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4342</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: professional development</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4342</span> Critical Issues Affecting the Engagement by Staff in Professional Development for E-Learning: Findings from a Research Project within the Context of a National Tertiary Education Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=J.%20Mansvelt">J. Mansvelt</a>, <a href="https://publications.waset.org/search?q=G.%20Suddaby"> G. Suddaby</a>, <a href="https://publications.waset.org/search?q=D.%20O%27Hara"> D. O'Hara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper focuses on issues of engagement by staff in professional development related to the delivery of e-learning. The paper reports on findings drawn from a New Zealand research project which is producing a sector-wide framework for professional development in tertiary e-learning. The research findings indicate that staff engaged in e-learning in tertiary institutions is not making the most effective use of the professional development opportunities available to them; rather they seem to gain their knowledge and support from a variety of informal means. This is despite an emphasis on the provision of professional development opportunities by both Government Policies and Institutions themselves. The conclusion drawn from the findings is that institutional approaches to professional development for e-learning do not yet fully reflect the demands and constraints that working in a digital context impose.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20development" title="Academic development">Academic development</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/search?q=tertiary%20education." title=" tertiary education."> tertiary education.</a> </p> <a href="https://publications.waset.org/9423/critical-issues-affecting-the-engagement-by-staff-in-professional-development-for-e-learning-findings-from-a-research-project-within-the-context-of-a-national-tertiary-education-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9423/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9423/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9423/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9423/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9423/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9423/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9423/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9423/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9423/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9423/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1448</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4341</span> Train the Trainer: The Bricks in the Learning Community Scaffold of Professional Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.%20Pancucci">S. Pancucci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Professional development is the focus of this study. It reports on questionnaire data that examined the perceived effectiveness of the Train the Trainer model of technology professional development for elementary teachers. Eighty-three selected teachers called Information Technology Coaches received four half-day and one after-school in-service sessions. Subsequently, coaches shared the information and skills acquired during training with colleagues. Results indicated that participants felt comfortable as Information Technology Coaches and felt well prepared because of their technological professional development. Overall, participants perceived the Train the Trainer model to be effective. The outcomes of this study suggest that the use of the Train the Trainer model, a known professional development model, can be an integral and interdependent component of the newer more comprehensive learning community professional development model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=change" title="change">change</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=learning%20community" title=" learning community"> learning community</a>, <a href="https://publications.waset.org/search?q=professional%0Adevelopment" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/search?q=school%20improvement" title=" school improvement"> school improvement</a>, <a href="https://publications.waset.org/search?q=technology%20coach" title=" technology coach"> technology coach</a>, <a href="https://publications.waset.org/search?q=Train%20the%0ATrainer." title=" Train the Trainer."> Train the Trainer.</a> </p> <a href="https://publications.waset.org/10870/train-the-trainer-the-bricks-in-the-learning-community-scaffold-of-professional-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10870/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10870/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10870/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10870/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10870/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10870/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10870/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10870/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10870/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10870/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10870.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2644</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4340</span> Teacher Professional Development–Current Practices in a Secondary School in Brunei Darussalam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Shanthi%20Thomas">Shanthi Thomas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper presents the current practices of teacher professional development, perceived as beneficial by teachers themselves, in a private secondary school in Brunei Darussalam. This is part of the findings of a larger qualitative study on teacher empowerment, using ethnographic methods for data collection, i.e. participant observation, interviews and document analysis. The field work was carried out over a period of six months in 2013. An analysis of the field data revealed multiple pathways of teacher professional development existing in the school. The results indicate that school leaders, the teacher community in the school, students, and the teachers themselves were the agents in a school that facilitated teacher empowerment. Besides contributing to the knowledge base on teacher professional development, the results of this study provide directions for educational policy makers in their efforts to enhance professional development in secondary schools of similar characteristics. For school leaders and the teacher community, these findings offer guidelines for maximizing the opportunities for these professional development practices, by strengthening collegiality and by using the existing structures optimally for the benefit of all concerned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Colleagues%20and%20the%20wider%20teacher%20community" title="Colleagues and the wider teacher community">Colleagues and the wider teacher community</a>, <a href="https://publications.waset.org/search?q=school%0D%0Aleaders" title=" school leaders"> school leaders</a>, <a href="https://publications.waset.org/search?q=self-driven%20professional%20development" title=" self-driven professional development"> self-driven professional development</a>, <a href="https://publications.waset.org/search?q=teacher%20professional%0D%0Adevelopment." title=" teacher professional development."> teacher professional development.</a> </p> <a href="https://publications.waset.org/10002302/teacher-professional-development-current-practices-in-a-secondary-school-in-brunei-darussalam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002302/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002302/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002302/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002302/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002302/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002302/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002302/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002302/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002302/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002302/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2695</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4339</span> A Retrospective Analysis of a Professional Learning Community: How Teachers- Capacities Shaped It</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.Pancucci">S.Pancucci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to describe the process of setting up a learning community within an elementary school in Ontario, Canada. The description is provided through reflection and examination of field notes taken during the yearlong training and implementation process. Specifically the impact of teachers- capacity on the creation of a learning community was of interest. This paper is intended to inform and add to the debate around the tensions that exist in implementing a bottom-up professional development model like the learning community in a top-down organizational structure. My reflections of the process illustrate that implementation of the learning community professional development model may be difficult and yet transformative in the professional lives of the teachers, students, and administration involved in the change process. I conclude by suggesting the need for a new model of professional development that requires a transformative shift in power dynamics and a shift in the view of what constitutes effective professional learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20community%20model" title="Learning community model">Learning community model</a>, <a href="https://publications.waset.org/search?q=professionaldevelopment" title=" professionaldevelopment"> professionaldevelopment</a>, <a href="https://publications.waset.org/search?q=teacher%20capacity" title=" teacher capacity"> teacher capacity</a>, <a href="https://publications.waset.org/search?q=teacher%20leadership." title=" teacher leadership."> teacher leadership.</a> </p> <a href="https://publications.waset.org/1902/a-retrospective-analysis-of-a-professional-learning-community-how-teachers-capacities-shaped-it" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/1902/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/1902/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/1902/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/1902/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/1902/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/1902/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/1902/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/1902/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/1902/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/1902/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/1902.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1650</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4338</span> Voice in Pre-service Teacher Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pintipa%20Seubsang">Pintipa Seubsang</a>, <a href="https://publications.waset.org/search?q=Suttipong%20Boonphadung"> Suttipong Boonphadung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Recently, Thai education system is engaged in serious and promising reforms. One of the crucial elements in most of these educational reforms is the teacher professional development. Teachers today are under growing pressure to perform. However, most new teachers are not adequately prepared to meet the expectation. Consequently, this paper seeks to investigate the opinion of mentor teachers and university supervisors about professional development in the aspect of learning management skill of the preservice teachers in Rajabhat Universities, then compare the opinion between the mentor teachers and university supervisors about professional development in the aspect of learning management skill of the pre-service teachers. The study involved a cohort of 40 university supervisors and 77 mentor teachers. The research concludes by showing that mentor teachers viewed pre-service teacher as a professional teacher with an effective learning management skill. However, in the perspective of the university supervisor, pre-service teachers still have inadequate learning management skill.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20management" title="Learning management">Learning management</a>, <a href="https://publications.waset.org/search?q=Professional%20development" title=" Professional development"> Professional development</a>, <a href="https://publications.waset.org/search?q=Pre-service%20teacher." title=" Pre-service teacher."> Pre-service teacher.</a> </p> <a href="https://publications.waset.org/6564/voice-in-pre-service-teacher-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6564/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6564/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6564/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6564/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6564/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6564/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6564/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6564/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6564/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6564/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6564.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1954</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4337</span> CoP-Networks: Virtual Spaces for New Faculty’s Professional Development in the 21st Higher Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Eman%20AbuKhousa">Eman AbuKhousa</a>, <a href="https://publications.waset.org/search?q=Marwan%20Z.%20Bataineh"> Marwan Z. Bataineh </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The 21<sup>st</sup> century higher education and globalization challenge new faculty members to build effective professional networks and partnership with industry in order to accelerate their growth and success. This creates the need for community of practice (CoP)-oriented development approaches that focus on cognitive apprenticeship while considering individual predisposition and future career needs. This work adopts data mining, clustering analysis, and social networking technologies to present the CoP-Network as a virtual space that connects together similar career-aspiration individuals who are socially influenced to join and engage in a process for domain-related knowledge and practice acquisitions. The CoP-Network model can be integrated into higher education to extend traditional graduate and professional development programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Clustering%20analysis" title="Clustering analysis">Clustering analysis</a>, <a href="https://publications.waset.org/search?q=community%20of%20practice" title=" community of practice"> community of practice</a>, <a href="https://publications.waset.org/search?q=data%20mining" title=" data mining"> data mining</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=new%20faculty%20challenges" title=" new faculty challenges"> new faculty challenges</a>, <a href="https://publications.waset.org/search?q=social%20networks" title=" social networks"> social networks</a>, <a href="https://publications.waset.org/search?q=social%20influence" title=" social influence"> social influence</a>, <a href="https://publications.waset.org/search?q=professional%20development." title=" professional development."> professional development.</a> </p> <a href="https://publications.waset.org/10009142/cop-networks-virtual-spaces-for-new-facultys-professional-development-in-the-21st-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009142/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009142/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009142/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009142/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009142/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009142/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009142/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009142/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009142/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009142/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009142.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">973</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4336</span> The Mentoring in Professional Development of University Teachers </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nagore%20Guerra%20Bilbao">Nagore Guerra Bilbao</a>, <a href="https://publications.waset.org/search?q=Clemente%20Lobato%20Fraile"> Clemente Lobato Fraile</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Mentoring is provided by professionals with a higher level of experience and competence as part of the professional development of a university faculty. This paper explores the characteristics of the mentoring provided by those teachers participating in the development of an active methodology program run at the University of the Basque Country: to examine and to analyze mentors’ performance with the aim of providing empirical evidence regarding its value as a lifelong learning strategy for teaching staff. A total of 183 teachers were trained during the first three programs. The analysis method uses a coding technique and is based on flexible, systematic guidelines for gathering and analyzing qualitative data. The results have confirmed the conception of mentoring as a methodological innovation in higher education. In short, university teachers in general assessed the mentoring they received positively, considering it to be a valid, useful strategy in their professional development. They highlighted the methodological expertise of their mentor and underscored how they monitored the learning process of the active method and provided guidance and advice when necessary. Finally, they also drew attention to traits such as availability, personal commitment and flexibility in. However, a minority critique is pointed to some aspects of the performance of some mentors.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Higher%20education" title="Higher education">Higher education</a>, <a href="https://publications.waset.org/search?q=Mentoring" title=" Mentoring"> Mentoring</a>, <a href="https://publications.waset.org/search?q=Professional%20development" title=" Professional development"> Professional development</a>, <a href="https://publications.waset.org/search?q=University%20teachers." title=" University teachers."> University teachers.</a> </p> <a href="https://publications.waset.org/10006629/the-mentoring-in-professional-development-of-university-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006629/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006629/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006629/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006629/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006629/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006629/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006629/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006629/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006629/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006629/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006629.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">951</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4335</span> Building a Transformative Continuing Professional Development Experience for Educators through a Principle-Based, Technological-Driven Knowledge Building Approach: A Case Study of a Professional Learning Team in Secondary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Melvin%20Chan">Melvin Chan</a>, <a href="https://publications.waset.org/search?q=Chew%20Lee%20Teo"> Chew Lee Teo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>There has been a growing emphasis in elevating the teachers’ proficiency and competencies through continuing professional development (CPD) opportunities. In this era of a Volatile, Uncertain, Complex, Ambiguous (VUCA) world, teachers are expected to be collaborative designers, critical thinkers and creative builders. However, many of the CPD structures are still revolving in the model of transmission, which stands in contradiction to the cultivation of future-ready teachers for the innovative world of emerging technologies. This article puts forward the framing of CPD through a Principle-Based, Technological-Driven Knowledge Building Approach grounded in the essence of andragogy and progressive learning theories where growth is best exemplified through an authentic immersion in a social/community experience-based setting. Putting this Knowledge Building Professional Development Model (KBPDM) in operation via a Professional Learning Team (PLT) situated in a Secondary School in Singapore, research findings reveal that the intervention has led to a fundamental change in the learning paradigm of the teachers, henceforth equipping and empowering them successfully in their pedagogical design and practices for a 21<sup>st</sup> century classroom experience. This article concludes with the possibility in leveraging the Learning Analytics to deepen the CPD experiences for educators.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Continual%20professional%20development" title="Continual professional development">Continual professional development</a>, <a href="https://publications.waset.org/search?q=knowledge%20building" title=" knowledge building"> knowledge building</a>, <a href="https://publications.waset.org/search?q=learning%20paradigm" title=" learning paradigm"> learning paradigm</a>, <a href="https://publications.waset.org/search?q=andragogy." title=" andragogy. "> andragogy. </a> </p> <a href="https://publications.waset.org/10011101/building-a-transformative-continuing-professional-development-experience-for-educators-through-a-principle-based-technological-driven-knowledge-building-approach-a-case-study-of-a-professional-learning-team-in-secondary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011101/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011101/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011101/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011101/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011101/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011101/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011101/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011101/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011101/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011101/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011101.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1013</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4334</span> Professional Burn out of Teachers: Reasons and Regularities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Dabyltayeva%20R.%20Y.">Dabyltayeva R. Y.</a>, <a href="https://publications.waset.org/search?q=Smatova%20K.B."> Smatova K.B.</a>, <a href="https://publications.waset.org/search?q=%D0%9Aabekenov%20G."> Кabekenov G.</a>, <a href="https://publications.waset.org/search?q=Toleshova%20U."> Toleshova U.</a>, <a href="https://publications.waset.org/search?q=Shagyrbayeva%20M."> Shagyrbayeva M.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In recent years in Kazakhstan, as well as in all countries, we have been talking not only about the professional stress, but also professional Burnout Syndrome of employees. Burnout is essentially a response to chronic emotional stress – manifests itself in the form of chronic fatigue, despondency, unmotivated aggression, anger, and others. This condition is due to mental fatigue among teachers as a sort of payment for overstrain when professional commitments include the impact of “heat your soul", emotional investment. The emergence of professional Burnout among teachers is due to the system of interrelated and mutually reinforcing factors relating to the various levels of the personality: individually-psychological level is psychodynamic special subject characteristics of valuemotivational sphere and formation of skills and habits of selfregulation; the socio-psychological level includes especially the Organization and interpersonal interaction of a teacher. Signs of the Burnout were observed in 15 testees, and virtually a symptom could be observed in every teacher. As a result of the diagnosis 48% of teachers had the signs of stress (phase syndrome), resulting in a sense of anxiety, mood, heightened emotional susceptibility. The following results have also been got:-the fall of General energy potential – 14 pers. -Psychosomatic and psycho vegetative syndrome – 26 pers. -emotional deficit-34 pers. -emotional Burnout Syndrome-6 pers. The problem of professional Burnout of teachers in the current conditions should become not only meaningful, but particularly relevant. The quality of education of the younger generation depends on professional development; teachers- training level, and how “healthy" teachers are. That is why the systematic maintenance of pedagogic-professional development for teachers (including disclosure of professional Burnout Syndrome factors) takes on a special meaning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Professional%20burnout%20syndrome" title="Professional burnout syndrome">Professional burnout syndrome</a>, <a href="https://publications.waset.org/search?q=adaptive%20syndrome" title=" adaptive syndrome"> adaptive syndrome</a>, <a href="https://publications.waset.org/search?q=stage%20of%20depletion%20syndrome" title=" stage of depletion syndrome"> stage of depletion syndrome</a>, <a href="https://publications.waset.org/search?q=symptoms%20and%20characteristics%20of%0D%0Aburnout" title=" symptoms and characteristics of burnout"> symptoms and characteristics of burnout</a>, <a href="https://publications.waset.org/search?q=prophylactic%20of%20professional%20destruction%20techniques." title=" prophylactic of professional destruction techniques."> prophylactic of professional destruction techniques.</a> </p> <a href="https://publications.waset.org/14275/professional-burn-out-of-teachers-reasons-and-regularities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14275/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14275/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14275/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14275/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14275/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14275/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14275/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14275/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14275/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14275/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14275.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2105</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4333</span> Modeling Brand Alliance Effects Professional Services</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kristina%20Maiksteniene">Kristina Maiksteniene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Various formal and informal brand alliances are being formed in professional service firms. Professional service corporate brand is heavily dependent on brands of professional employees who comprise them, and professional employee brands are in turn dependent on the corporate brand. Prior work provides limited scientific evidence of brand alliance effects in professional service area – i.e., how professional service corporate-employee brand allies are affected by an alliance, what are brand attitude effects after alliance formation and how these effects vary with different strengths of an ally. Scientific literature analysis and theoretical modeling are the main methods of the current study. As a result, a theoretical model is constructed for estimating spillover effects of professional service corporate-employee brand alliances and for comparison among different professional service firm expertise practice models – from “brains" to “procedure" model. The resulting theoretical model lays basis for future experimental studies.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Brand%20alliances" title="Brand alliances">Brand alliances</a>, <a href="https://publications.waset.org/search?q=professional%20services" title=" professional services"> professional services</a>, <a href="https://publications.waset.org/search?q=corporatebrand" title=" corporatebrand"> corporatebrand</a>, <a href="https://publications.waset.org/search?q=employee%20brand." title=" employee brand."> employee brand.</a> </p> <a href="https://publications.waset.org/11570/modeling-brand-alliance-effects-professional-services" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11570/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11570/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11570/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11570/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11570/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11570/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11570/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11570/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11570/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11570/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11570.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1763</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4332</span> Learning through Shared Procedures -A Case of Using Technology to Bridge the Gap between Theory and Practice in Officer Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=O.%20Boe">O. Boe</a>, <a href="https://publications.waset.org/search?q=S-T.%20Kristiansen"> S-T. Kristiansen</a>, <a href="https://publications.waset.org/search?q=R.%20Wold"> R. Wold</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this article we explore how computer assisted exercises may allow for bridging the traditional gap between theory and practice in professional education. To educate officers able to master the complexity of the battlefield the Norwegian Military Academy needs to develop a learning environment that allows for creating viable connections between the educational environment and the field of practice. In response to this challenge we explore the conditions necessary to make computer assisted training systems (CATS) a useful tool to create structural similarities between an educational context and the field of military practice. Although, CATS may facilitate work procedures close to real life situations, this case do demonstrate how professional competence also must build on viable learning theories and environments. This paper explores the conditions that allow for using simulators to facilitate professional competence from within an educational setting. We develop a generic didactic model that ascribes learning to participation in iterative cycles of action and reflection. The development of this model is motivated by the need to develop an interdisciplinary professional education rooted in the pattern of military practice.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Development%20in%20higher%20education" title="Development in higher education">Development in higher education</a>, <a href="https://publications.waset.org/search?q=experiential%0D%0Alearning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/search?q=professional%20education" title=" professional education"> professional education</a>, <a href="https://publications.waset.org/search?q=simulation." title=" simulation."> simulation.</a> </p> <a href="https://publications.waset.org/10169/learning-through-shared-procedures-a-case-of-using-technology-to-bridge-the-gap-between-theory-and-practice-in-officer-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10169/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10169/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10169/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10169/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10169/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10169/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10169/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10169/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10169/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10169/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10169.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1189</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4331</span> Developing Student Teachers to Be Professional Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Suttipong%20Boonphadung">Suttipong Boonphadung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Practicum placements are an critical factor for student teachers on Education Programs. How can student teachers become professionals? This study was to investigate problems, weakness and obstacles of practicum placements and develop guidelines for partnership in the practicum placements. In response to this issue, a partnership concept was implemented for developing student teachers into professionals. Data were collected through questionnaires on attitude toward problems, weaknesses, and obstacles of practicum placements of student teachers in Rajabhat universities and included focus group interviews. The research revealed that learning management, classroom management, curriculum, assessment and evaluation, classroom action research, and teacher demeanor are the important factors affecting the professional development of Education Program student teachers. Learning management plan and classroom management concerning instructional design, teaching technique, instructional media, and student behavior management are another important aspects influencing the professional development for student teachers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Developing%20student%20teacher" title="Developing student teacher">Developing student teacher</a>, <a href="https://publications.waset.org/search?q=Partnership%20concepts" title=" Partnership concepts"> Partnership concepts</a>, <a href="https://publications.waset.org/search?q=Professional%20teachers." title=" Professional teachers."> Professional teachers.</a> </p> <a href="https://publications.waset.org/11641/developing-student-teachers-to-be-professional-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11641/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11641/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11641/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11641/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11641/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11641/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11641/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11641/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11641/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11641/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11641.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2044</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4330</span> Professional Identity Construction in Higher Education: A Conceptual Framework of the Influencing Factors and Research Agenda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Alba%20Barbar%C3%A0%20Molinero">Alba Barbarà Molinero</a>, <a href="https://publications.waset.org/search?q=Rosal%C3%ADa%20Casc%C3%B3n%20Pereira"> Rosalía Cascón Pereira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We assert here that there might be some factors that influence professional identity construction at the university/higher education stage. In accord, we propose a conceptual framework of intervening factors in professional identity construction at university from a literature review and preliminary data from a qualitative pilot study using focus groups. This model identifies several factors that might influence university students- professional identity construction and group them into categories. In turn, we describe how these factors might contribute in strengthening or weakening their professional identity. Finally, we discuss the implications of strengthening students- PI for the university, individuals and organizations and we provide a roadmap for future empirical work in this area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Professional%20Identity" title="Professional Identity">Professional Identity</a>, <a href="https://publications.waset.org/search?q=Higher%20education" title=" Higher education"> Higher education</a>, <a href="https://publications.waset.org/search?q=influencing%20factors." title=" influencing factors."> influencing factors.</a> </p> <a href="https://publications.waset.org/1261/professional-identity-construction-in-higher-education-a-conceptual-framework-of-the-influencing-factors-and-research-agenda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/1261/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/1261/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/1261/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/1261/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/1261/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/1261/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/1261/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/1261/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/1261/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/1261/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/1261.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3385</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4329</span> Practices of Self-Directed Professional Development of Teachers in South African Public Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rosaline%20Govender">Rosaline Govender</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research study is an exploration of the selfdirected professional development of teachers who teach in public schools in an era of democracy and educational change in South Africa. Amidst an ever-changing educational system, the teachers in this study position themselves as self-directed teacher-learners where they adopt particular learning practices which enable change within the broader discourses of public schooling. Life-story interviews were used to enter into the private and public spaces of five teachers which offer glimpses of how particular systems shaped their identities, and how the meanings of self-directed teacher-learner shaped their learning practices. Through the Multidimensional Framework of Analysis and Interpretation the teachers’ stories were analysed through three lenses: restorying the field texts - the self through story; the teacher-learner in relation to social contexts, and practices of self-directed learning. This study shows that as teacherlearners learn for change through self-directed learning practices, they develop their agency as transformative intellectuals, which is necessary for the reworking of South African public schools.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Professional%20development" title="Professional development">Professional development</a>, <a href="https://publications.waset.org/search?q=professionality" title=" professionality"> professionality</a>, <a href="https://publications.waset.org/search?q=professionalism" title=" professionalism"> professionalism</a>, <a href="https://publications.waset.org/search?q=self-directed%20learning." title=" self-directed learning."> self-directed learning.</a> </p> <a href="https://publications.waset.org/10000472/practices-of-self-directed-professional-development-of-teachers-in-south-african-public-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000472/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000472/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000472/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000472/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000472/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000472/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000472/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000472/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000472/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000472/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000472.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2544</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4328</span> Professional Development of Pre-Service Teachers: The Case of Practicum Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=G.%20Lingam">G. Lingam</a>, <a href="https://publications.waset.org/search?q=N.%20Lingam"> N. Lingam</a>, <a href="https://publications.waset.org/search?q=K.%20Raghuwaiya">K. Raghuwaiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The reported study focuses on pre-service teachers’ professional development during the teaching practice. The cohort studied comprised participants in their final year in the Bachelor of Arts and Bachelor of Science with Graduate Certificate in Education programmes of a university in Fiji. Analysis of the data obtained using a survey questionnaire indicates that overall, the pre-service teachers were satisfied with the practicum experience. This is assumed to demonstrate that the practicum experience contributed well towards their professional preparation for work expected of them in Fiji secondary schools. Participants also identified some concerns as needing attention. To conclude, the paper provides suggestions for improving the preparation of teachers by strengthening the identified areas of the practicum offered by the university. The study has implications for other teacher education providers in small developing island states and even beyond for the purpose of enhancing learning in student teachers’ for future work.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Pre-service" title="Pre-service">Pre-service</a>, <a href="https://publications.waset.org/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/search?q=practicum" title=" practicum"> practicum</a>, <a href="https://publications.waset.org/search?q=teachers%E2%80%99%20world%20of%20work" title=" teachers’ world of work"> teachers’ world of work</a>, <a href="https://publications.waset.org/search?q=student%20teachers." title=" student teachers."> student teachers.</a> </p> <a href="https://publications.waset.org/9998738/professional-development-of-pre-service-teachers-the-case-of-practicum-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998738/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998738/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998738/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998738/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998738/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998738/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998738/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998738/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998738/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998738/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998738.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3837</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4327</span> Case Study of Obstructive Sleep Apnea and Methods of Treatment for a Professional Driver</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=R.%20P%C3%A4%C3%A4kk%C3%B6nen">R. Pääkkönen</a>, <a href="https://publications.waset.org/search?q=L.%20Korpinen"> L. Korpinen</a>, <a href="https://publications.waset.org/search?q=T.%20Kava"> T. Kava</a>, <a href="https://publications.waset.org/search?q=I.%20Salmi"> I. Salmi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study evaluates obstructive sleep apnea treatment through a case study involving a 67-year-old male driver who had a successful continuous positive airway pressure (CPAP) treatment at home but experienced difficulties with traveling and dental care. There are many cheap sleep apnea and snoring devices available, but there is little professional advice on what kind of devices can help. Professional drivers receive yearly specialized medical care follow-up.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Sleep" title="Sleep">Sleep</a>, <a href="https://publications.waset.org/search?q=apnea%20patient" title=" apnea patient"> apnea patient</a>, <a href="https://publications.waset.org/search?q=CPAP" title=" CPAP"> CPAP</a>, <a href="https://publications.waset.org/search?q=professional%20driver." title=" professional driver."> professional driver.</a> </p> <a href="https://publications.waset.org/10010810/case-study-of-obstructive-sleep-apnea-and-methods-of-treatment-for-a-professional-driver" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010810/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010810/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010810/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010810/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010810/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010810/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010810/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010810/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010810/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010810/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010810.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">773</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4326</span> An Exploration on Competency-Based Curricula in Integrated Circuit Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chih%20Chin%20Yang">Chih Chin Yang</a>, <a href="https://publications.waset.org/search?q=Chung%20Shan%20Sun"> Chung Shan Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this paper the relationships between professional competences and school curriculain IC design industry are explored. The semi-structured questionnaire survey and focus group interview is the research method. Study participants are graduates of microelectronics engineering professional departments who are currently employed in the IC industry. The IC industries are defined as the electronic component manufacturing industry and optical-electronic component manufacturing industry in the semiconductor industry and optical-electronic material devices, respectively. Study participants selected from IC design industry include IC engineering and electronic & semiconductor engineering. The human training with IC design professional competence in microelectronics engineering professional departments is explored in this research. IC professional competences of human resources in the IC design industry include general intelligence and professional intelligence.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=IC%20design" title="IC design">IC design</a>, <a href="https://publications.waset.org/search?q=curricula" title=" curricula"> curricula</a>, <a href="https://publications.waset.org/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/search?q=task" title=" task"> task</a>, <a href="https://publications.waset.org/search?q=duty." title=" duty."> duty.</a> </p> <a href="https://publications.waset.org/9996826/an-exploration-on-competency-based-curricula-in-integrated-circuit-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9996826/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9996826/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9996826/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9996826/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9996826/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9996826/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9996826/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9996826/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9996826/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9996826/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9996826.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1495</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4325</span> Teacher Culture Inquiry of Classroom Observation at an Elementary School in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tsai-Hsiu%20Lin">Tsai-Hsiu Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Three dimensions of teacher culture hinder educational improvement: individualism, conservatism and presentism. To promote the professional development of teachers, these three aspects in teacher culture should be eliminated. Classroom observation may be a useful method of eliminating individualism. The Ministry of Education in Taiwan has attempted to reduce the isolation of teachers to promote their professional growth. Because classroom observation discourse varies, teachers are generally unwilling to allow their teaching to be observed. However, classroom observations take place in the country in the form of school evaluations. The main purpose of this study was to explore the differences in teachers’ conservatism, individualism and presentism after classroom observations had been conducted at an elementary school in Taiwan. The research method was a qualitative case study involving interviews with the school principal, the director of academic affairs, and two classroom teachers. The following conclusions were drawn: (1) Educators in different positions viewed classroom observations differently; (2) The classroom teachers did not highly value classroom observation; (3) There was little change in the teachers’ conservatism, individualism and presentism after classroom observation.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Classroom%20observation" title="Classroom observation">Classroom observation</a>, <a href="https://publications.waset.org/search?q=Lortie%E2%80%99s%20Trinity" title=" Lortie’s Trinity"> Lortie’s Trinity</a>, <a href="https://publications.waset.org/search?q=teacher%20culture" title=" teacher culture"> teacher culture</a>, <a href="https://publications.waset.org/search?q=teacher%20professional%20development" title=" teacher professional development "> teacher professional development </a> </p> <a href="https://publications.waset.org/10008583/teacher-culture-inquiry-of-classroom-observation-at-an-elementary-school-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008583/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008583/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008583/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008583/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008583/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008583/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008583/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008583/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008583/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008583/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008583.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">835</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4324</span> Engineering Education for Sustainable Development in China: Perceptions Bias between Experienced Engineers and Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Liang%20Wang">Liang Wang</a>, <a href="https://publications.waset.org/search?q=Wei%20Zhang"> Wei Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Nowadays sustainable development has increasingly become an important research topic of engineering education all over the world. Engineering Education for Sustainable Development (EESD) highlighted the importance of addressing sustainable development in engineering practice. However, whether and how the professional engineering learning and experience affect those perceptions is an interesting research topic especially in Chinese context. Our study fills this gap by investigating perceptions bias of EESD among first-grade engineering students, fourth-grade engineering students and experienced engineers using a triple-dimensional model. Our goal is to find the effect of engineering learning and experience on sustainable development and make these learning and experiences more accessible for students and engineers in school and workplace context. The data (n = 138) came from a Likert questionnaire based on the triple-dimensional model of EESD adopted from literature reviews and the data contain 48 first-grade students, 56 fourth-grade students and 34 engineers with rich working experience from Environmental Engineering, Energy Engineering, Chemical Engineering and Civil Engineering in or graduated from Zhejiang University, China. One-way ANOVA analysis was used to find the difference in different dimensions among the three groups. The statistical results show that both engineering students and engineers have a well understanding of sustainable development in ecology dimension of EESD while there are significant differences among three groups as to the socio-economy and value rationality dimensions of EESD. The findings provide empirical evidence that both engineering learning and professional engineering experience are helpful to cultivate the cognition and perception of sustainable development in engineering education. The results of this work indicate that more practical content should be added to students’ engineering education while more theoretical content should be added to engineers’ training in order to promote the engineering students’ and engineers’ perceptions of sustainable development. In addition, as to the design of engineering courses and professional practice system for sustainable development, we should not only pay attention to the ecological aspects, but also emphasize the coordination of ecological, socio-economic and human-centered sustainable development (e.g., engineer's ethical responsibility).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Engineering%20education" title="Engineering education">Engineering education</a>, <a href="https://publications.waset.org/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/search?q=experienced%20engineers" title=" experienced engineers"> experienced engineers</a>, <a href="https://publications.waset.org/search?q=engineering%20students." title=" engineering students."> engineering students.</a> </p> <a href="https://publications.waset.org/10012187/engineering-education-for-sustainable-development-in-china-perceptions-bias-between-experienced-engineers-and-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012187/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012187/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012187/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012187/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012187/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012187/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012187/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012187/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012187/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012187/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012187.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">591</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4323</span> Collaborative Professional Education for e-Teaching in Networked Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ken%20Stevens">Ken Stevens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Networked schools have become a feature of education systems in countries that seek to provide learning opportunities in schools located beyond major centres of population. The internet and e-learning have facilitated the development of virtual educational structures that complement traditional schools, encouraging collaborative teaching and learning to proceed. In rural New Zealand and in the Atlantic Canadian province of Newfoundland and Labrador, e-learning is able to provide new ways of organizing teaching, learning and the management of educational opportunities. However, the future of e-teaching and e-learning in networked schools depends on the development of professional education programs that prepare teachers for collaborative teaching and learning environments in which both virtual and traditional face to face instruction co-exist. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Advanced%20Placement" title="Advanced Placement">Advanced Placement</a>, <a href="https://publications.waset.org/search?q=Cybercells" title=" Cybercells"> Cybercells</a>, <a href="https://publications.waset.org/search?q=Extranet" title=" Extranet"> Extranet</a>, <a href="https://publications.waset.org/search?q=Intranet." title=" Intranet."> Intranet.</a> </p> <a href="https://publications.waset.org/3740/collaborative-professional-education-for-e-teaching-in-networked-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3740/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3740/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3740/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3740/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3740/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3740/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3740/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3740/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3740/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3740/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3740.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1410</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4322</span> Rapid Development of Sport and Sport Management at the Beginning of the Third Millennium</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Irena%20Durdov%C3%A1">Irena Durdová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Most people know through experience and intuition what the word &bdquo;sport“ means. Sport includes a combination of these configurations when it involves team competitions, tournaments, or matches in dual sports or individual sports. Sport management - it is an area of professional endeavor in which a variety of sport-related managerial careers exist and it is also an area of academic professional preparation. Exists three unique aspects of sport management: sport marketing, sport enterprise financial structures and sport industry career paths. The aim of the paper was to highlight the growing importance of sport in contemporary society, especially to emphasize its socio-economic benefits and refer to the development of sport management and marketing. The article has shown that sport contributes 2-3% to gross domestic product in the Czech Republic and that the demand for experts, specialists educated for the sports manager profession is growing.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=management" title="management">management</a>, <a href="https://publications.waset.org/search?q=sport" title=" sport"> sport</a>, <a href="https://publications.waset.org/search?q=sport%20management" title=" sport management"> sport management</a>, <a href="https://publications.waset.org/search?q=marketing" title=" marketing"> marketing</a> </p> <a href="https://publications.waset.org/3010/rapid-development-of-sport-and-sport-management-at-the-beginning-of-the-third-millennium" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3010/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3010/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3010/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3010/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3010/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3010/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3010/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3010/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3010/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3010/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3010.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1954</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4321</span> The Use of Webquests in Developing Inquiry Based Learning: Views of Teachers and Students in Qatar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abdullah%20Abu-Tineh">Abdullah Abu-Tineh</a>, <a href="https://publications.waset.org/search?q=Carol%20Murphy"> Carol Murphy</a>, <a href="https://publications.waset.org/search?q=Nigel%20Calder"> Nigel Calder</a>, <a href="https://publications.waset.org/search?q=Nasser%20Mansour"> Nasser Mansour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper reports on an aspect of e-learning in developing inquiry-based learning (IBL). We present data on the views of teachers and students in Qatar following a professional development programme intended to help teachers implement IBL in their science and mathematics classrooms. Key to this programme was the use of WebQuests. Views of the teachers and students suggested that WebQuests helped students to develop technical skills, work collaboratively and become independent in their learning. The use of WebQuests also enabled a combination of digital and non-digital tools that helped students connect ideas and enhance their understanding of topics.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Digital%20technology" title="Digital technology">Digital technology</a>, <a href="https://publications.waset.org/search?q=inquiry-based%20learning" title=" inquiry-based learning"> inquiry-based learning</a>, <a href="https://publications.waset.org/search?q=mathematics%20and%20science%20education" title=" mathematics and science education"> mathematics and science education</a>, <a href="https://publications.waset.org/search?q=professional%20development." title=" professional development."> professional development.</a> </p> <a href="https://publications.waset.org/10010801/the-use-of-webquests-in-developing-inquiry-based-learning-views-of-teachers-and-students-in-qatar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010801/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010801/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010801/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010801/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010801/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010801/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010801/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010801/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010801/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010801/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010801.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">753</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4320</span> The Analysis of Knee Joint Movement During Golf Swing in Professional and Amateur Golfers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.Somjarod">M.Somjarod</a>, <a href="https://publications.waset.org/search?q=V.%20Tanawat"> V. Tanawat</a>, <a href="https://publications.waset.org/search?q=l.%20Weerawat"> l. Weerawat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The understanding of knee movement during swing importance for golf swing improving and preventing injury. Thirty male professional and amateur golfers were assigned to swing time by time for 3 times. Data from a vedio-based motion capture were used to compute knee joint movement variables. The results showed that professional and amateur golfers were significantly in left knee flexion angle at the impact point and mid follow through phase. Nevertheless, left knee external rotation in both groups was also significant. The right knee were no significant different in all variable. However, pattern of knee joint movement are also likely between professional and amateur golfers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Golfer" title="Golfer">Golfer</a>, <a href="https://publications.waset.org/search?q=Knee%20joint" title=" Knee joint"> Knee joint</a>, <a href="https://publications.waset.org/search?q=Movement" title=" Movement"> Movement</a>, <a href="https://publications.waset.org/search?q=Swing" title=" Swing"> Swing</a> </p> <a href="https://publications.waset.org/12501/the-analysis-of-knee-joint-movement-during-golf-swing-in-professional-and-amateur-golfers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12501/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12501/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12501/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12501/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12501/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12501/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12501/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12501/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12501/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12501/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12501.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4407</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4319</span> Leadership Competences: The Case of Slovenian Healthcare</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Helena%20Kova%C4%8Di%C4%8D">Helena Kovačič</a>, <a href="https://publications.waset.org/search?q=Andrej%20Rus"> Andrej Rus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The authors of this paper compared ratings for leadership competences of managers in the healthcare sector and professional managers in Slovenia. Managers’ competence scores were analyzed for Slovenia and compared with some other EU countries. Comparisons of correlations yielded significant differences in leader/non-leader healthcare professionals in their relational competences. Cross-cultural comparisons also point to these differences in many countries included in the survey. Comparing these managers with the professional managers, one of the relational competences significantly distinguishes the two groups, namely the competence of taking initiative in establishing contacts with experts outside the organization. What is surprising from our analysis is the high number of competences that significantly differentiate leaders in healthcare from professional managers. Empirically based assessment provided a robust method for assessing and comparing leadership competences and point out significant results for leadership development.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Leadership" title="Leadership">Leadership</a>, <a href="https://publications.waset.org/search?q=competences" title=" competences"> competences</a>, <a href="https://publications.waset.org/search?q=healthcare." title=" healthcare."> healthcare.</a> </p> <a href="https://publications.waset.org/9996632/leadership-competences-the-case-of-slovenian-healthcare" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9996632/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9996632/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9996632/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9996632/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9996632/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9996632/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9996632/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9996632/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9996632/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9996632/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9996632.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1698</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4318</span> Personal Factors and Career Adaptability in a Call Centre Work Environment: The Mediating Effects of Professional Efficacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nisha%20Harry">Nisha Harry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study discussed in this article sought to assess whether a sense of professional efficacy mediates the relationship between personal factors and career adaptability. A quantitative cross-sectional survey approach was followed. A non–probability sample of (N = 409) of which predominantly early career and permanently employed black females in call centres in Africa participated in this study. In order to assess personal factors, the participants completed sense of meaningfulness and emotional intelligence measures. Measures of professional efficacy and career adaptability were also completed. The results of the mediational analysis revealed that professional efficacy significantly mediates the meaningfulness (sense of coherence) and career adaptability relationship, but not the emotional intelligence–career adaptability relationship. Call centre agents with professional efficacy are likely to be more work engaged as a result of their sense of meaningfulness and emotional intelligence.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Call%20centre" title="Call centre">Call centre</a>, <a href="https://publications.waset.org/search?q=professional%20efficacy" title=" professional efficacy"> professional efficacy</a>, <a href="https://publications.waset.org/search?q=career%20adaptability" title=" career adaptability"> career adaptability</a>, <a href="https://publications.waset.org/search?q=emotional%20intelligence." title=" emotional intelligence."> emotional intelligence.</a> </p> <a href="https://publications.waset.org/10011185/personal-factors-and-career-adaptability-in-a-call-centre-work-environment-the-mediating-effects-of-professional-efficacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011185/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011185/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011185/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011185/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011185/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011185/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011185/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011185/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011185/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011185/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011185.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">637</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4317</span> Communicative Competence: Novice versus Professional Engineers' Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ena%20Bhattacharyya">Ena Bhattacharyya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The notion of communicative competence has been deemed fuzzy in communication studies. This fuzziness has led to tensions among engineers across tenures in interpreting what constitutes communicative competence. The study seeks to investigate novice and professional engineers- understanding of the said notion in terms of two main elements of communicative competence: linguistic and rhetorical competence. Novice engineers are final year engineering students, whilst professional engineers represent engineers who have at least 5 years working experience. Novice and professional engineers were interviewed to gauge their perceptions on linguistic and rhetorical features deemed necessary to enhance communicative competence for the profession. Both groups indicated awareness and differences on the importance of the sub-sets of communicative competence, namely, rhetorical explanatory competence, linguistic oral immediacy competence, technical competence and meta-cognitive competence. Such differences, a possible attribute of the learning theory, inadvertently indicate sublime differences in the way novice and professional engineers perceive communicative competence.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Communicative%20competence" title="Communicative competence">Communicative competence</a>, <a href="https://publications.waset.org/search?q=technical%20oral%0D%0Apresentation" title=" technical oral presentation"> technical oral presentation</a>, <a href="https://publications.waset.org/search?q=linguistic%20competence" title=" linguistic competence"> linguistic competence</a>, <a href="https://publications.waset.org/search?q=rhetorical%20competence." title=" rhetorical competence."> rhetorical competence.</a> </p> <a href="https://publications.waset.org/10474/communicative-competence-novice-versus-professional-engineers-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10474/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10474/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10474/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10474/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10474/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10474/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10474/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10474/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10474/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10474/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10474.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2266</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4316</span> A Study of the Views of Information Technologies Teachers Regarding In-Service Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Halit%20Arslan">Halit Arslan</a>, <a href="https://publications.waset.org/search?q=Ismail%20Sahin"> Ismail Sahin</a>, <a href="https://publications.waset.org/search?q=Ahmet%20Oguz%20Akturk"> Ahmet Oguz Akturk</a>, <a href="https://publications.waset.org/search?q=Ismail%20Celik"> Ismail Celik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Today, the means of following the developments in the area of science and technology is to keep up with the pace of the advancements in this area. As is in every profession, apart from their personal efforts, the training of teachers in the period after they start their careers is only possible through in-service training. The aim of the present study is to determine the views of Information Technologies (IT) teachers regarding the in-service training courses organized by the Ministry of National Education. In this study, in which quantitative research methods and techniques were employed, the views of 196 IT teachers were collected by using the “Views on In-service Training” questionnaire developed by the authors of the paper. Independent groups t-test was used to determine whether the views of IT teachers regarding in-service training differed depending on gender, age and professional seniority. One-way analysis of variance (ANOVA) was used to investigate whether the views of IT teachers regarding in-service training differed depending on the number of in-service training courses they joined and the type of inservice training course they wanted to take. According to the findings obtained in the study, the views of IT teachers on in-service training did not show a significant difference depending on gender and age, whereas those views differed depending on professional seniority, the number of in-service training courses they joined and the type of inservice training course they wanted to take.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=In-service%20training" title="In-service training">In-service training</a>, <a href="https://publications.waset.org/search?q=IT%20teachers" title=" IT teachers"> IT teachers</a>, <a href="https://publications.waset.org/search?q=professional%0D%0Adevelopment" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/search?q=personal%20development." title=" personal development."> personal development.</a> </p> <a href="https://publications.waset.org/9999056/a-study-of-the-views-of-information-technologies-teachers-regarding-in-service-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999056/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999056/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999056/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999056/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999056/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999056/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999056/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999056/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999056/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999056/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999056.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1648</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4315</span> Differences and Similarities between Concepts of Good, Great, and Leading Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/search?q=Vaida%20Jurgile"> Vaida Jurgile</a>, <a href="https://publications.waset.org/search?q=Roman%20Balandiuk"> Roman Balandiuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Good, great, and leading teachers are expected to be the role models for students, society, professional community. Their role model includes expertise, trustworthiness, originality, facilitating, cooperation and communication. Teachers demonstrate their professional passion through their professionalism and professional attitudes. Usually, we call them teacher(s) leaders by integrating three notions such as good, great, and leading in a one-teacher leader. Here are described essences of three concepts: ‘good teacher,’ ‘great teacher,’ ‘and teacher leader’ as they are inseparable in teaching practices, teacher’s professional life, and educational interactions with students, fellow teachers, school administration, students’ families and school communities.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Great%20teacher" title="Great teacher">Great teacher</a>, <a href="https://publications.waset.org/search?q=good%20teacher" title=" good teacher"> good teacher</a>, <a href="https://publications.waset.org/search?q=leading%20teacher" title=" leading teacher"> leading teacher</a>, <a href="https://publications.waset.org/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10013414/differences-and-similarities-between-concepts-of-good-great-and-leading-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013414/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013414/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013414/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013414/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013414/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013414/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013414/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013414/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013414/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013414/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013414.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">174</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4314</span> A Comparative Study on the Creativity of Organizations in Office Management and Secretarial Work and the Assessment of Creativity among Students Training in This Field</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mehmet%20Alt%C4%B1n%C3%B6z">Mehmet Altınöz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Today, the working areas put forward the administration of change. In order to provide this; it is required from the organizations to be creative. Professional creativity in offices depends on an environment that enables the development of the organization only after the individual or collective exertions within the organization. By providing this environment, the organization will gain efficiency, productivity, and work pleasure. In order to bring up the workforce appropriate to the related expectations, the professional creativity of the office management and secretarial profession candidates should be evaluated, education programs appropriate to this and related directly with the service quality should be prepared and the future of this profession should be directed. The aim of this study is to ensure the attention to improve the prepared education program as well as the creative thoughts and their applications, when carrying out an office management and secretarial training. 144 students took place in this research and a questionnaire of 48 questions was carried out.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Creativity" title="Creativity">Creativity</a>, <a href="https://publications.waset.org/search?q=professional%20creativity" title=" professional creativity"> professional creativity</a>, <a href="https://publications.waset.org/search?q=creativity%20evaluation" title=" creativity evaluation"> creativity evaluation</a>, <a href="https://publications.waset.org/search?q=office%20management" title=" office management"> office management</a>, <a href="https://publications.waset.org/search?q=secretarial" title=" secretarial"> secretarial</a> </p> <a href="https://publications.waset.org/8688/a-comparative-study-on-the-creativity-of-organizations-in-office-management-and-secretarial-work-and-the-assessment-of-creativity-among-students-training-in-this-field" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8688/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8688/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8688/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8688/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8688/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8688/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8688/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8688/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8688/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8688/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1200</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4313</span> The Emerging Global Judicial Ethics: Issues and Problems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Caroline%20Foulquier-Expert">Caroline Foulquier-Expert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In many states around the world, actions to improve judicial ethics are developing significantly through the production of professional standards for judges. The quest to improve the ethics of judges is legitimate. However, as this development tends to be very important at the moment, some risks it presents must be highlighted. Indeed, if the objective of improving Judges’ Ethics is legitimate, it can also lead to banalization of justice, reinforcement of criticism against the judiciary and to broach incidentally the question of the limits of judgment, which is most perilous for the independence of the judiciary. This research, based on case studies, interviews with judges and an analysis of the literature on this topic (mainly from the United States of America and European Union Member States), tends to draw attention to the fact that the result of the development of these professional standards is that the ethical requirements of judges become ethical requirements of justice, which is an undesirable effect of which we must be aware, in order to prevent it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Judicial%20Ethics" title="Judicial Ethics">Judicial Ethics</a>, <a href="https://publications.waset.org/search?q=Codes%20of%20conduct" title=" Codes of conduct"> Codes of conduct</a>, <a href="https://publications.waset.org/search?q=Independence" title=" Independence"> Independence</a>, <a href="https://publications.waset.org/search?q=Limits%20of%20Judgment." title=" Limits of Judgment."> Limits of Judgment.</a> </p> <a 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