Professional development support to promote stronger teaching and research links

2006 ◽  
Vol 2006 (107) ◽  
pp. 23-31 ◽  
Author(s):  
Andrew J. Castley
Keyword(s):  
Professional Development ◽  
Teaching And Research ◽  
Development Support

Professional development support for women engineering faculty with Lean In Circles

2021 ◽  
Author(s):  
Maria Rubi Forte-Celaya ◽  
Maria Yolanda Burgos-Lopez ◽  
Vianney Lara-Prieto ◽  
Cecilia Ramirez-Figueroa ◽  
Daniela Franco-Penuelas
Keyword(s):  
Professional Development ◽  
Engineering Faculty ◽  
Development Support

Naval Enlisted Professional Development Information Support System

1977 ◽  
Vol 6 (2) ◽  
pp. 133-141
Author(s):  
Douglass Davis
Keyword(s):  
Professional Development ◽  
Instructional Technology ◽  
Support System ◽  
Information Support ◽  
Design Development ◽  
Job Requirements ◽  
Enlisted Personnel ◽  
Development Support ◽  
Derived Data ◽  
Information Support System

The Navy has an impressive record in the application of instructional technology to the design, development, and delivery of training. An information support system is being designed within the Naval Education and Training Command to optimize the application of instructional technology, resulting in increased efficiencies in training, personnel utilization, and professional development for the Navy enlisted force. The Naval Enlisted Professional Development Support System (NEPDISS) will be based upon specific tasks performed by enlisted personnel and will display a complete audit trail from job requirements to subsequent appraisal of task performance on the job. Inherently, it will furnish objectively derived data upon which management and enlisted man alike can base decisions.

scholarly journals Corpus linguistics and continuous professional development: participants’ prior knowledge, motivations and appraisals / Linguística de corpus e formação profissional contínua: conhecimento prévio, motivações e avaliações dos participantes

2021 ◽  
Vol 29 (2) ◽  
pp. 1485
Author(s):  
Vander Viana ◽  
Lu Lu
Keyword(s):  
Professional Development ◽  
Prior Knowledge ◽  
Corpus Linguistics ◽  
Teaching Practice ◽  
Continuous Professional Development ◽  
Master's Programs ◽  
Language Teacher Education ◽  
Teaching And Research ◽  
Main Barrier

Abstract: Previous studies on the application of corpus linguistics (CL) to education have primarily examined language-related contexts where students are pursuing a formal degree (e.g. undergraduate and Master’s programs). Little do we know about the informal learning of CL especially by (but not limited to) academics/professionals who are not educated and/or do not work in language-oriented fields. The present study addresses these research gaps by examining the perspective of participants in a non-credit-bearing continuous professional development (CPD) project aimed at academics/professionals in a range of disciplines, who did not need to have any prior knowledge of CL. More specifically, we administered a questionnaire to 28 participants of a UK-based CPD project on CL with a view to researching four main aspects: (i) these participants’ CL background; (ii) their motivations to participate in this type of project; (iii) the advantages and barriers of employing CL in their teaching practice; and (iv) their appraisal of corpus analysis integration in their research practice. The results point out to the role of CPD projects in democratizing access to CL education both to language-oriented and non-language oriented academics/professionals and in potentially raising their interest in CL learning. Lack of knowledge is perceived to be the main barrier in embedding corpus approaches to teaching and research, thus reinforcing the relevance of developing formal and informal CL learning opportunities for academics/professionals in different fields.Keywords: corpus linguistics; continuous professional development; educational corpus integration; evaluation of corpus use in professional practices; corpus application to teaching and research; language teacher education; translator education; interdisciplinarity.Resumo: Estudos sobre a aplicação da linguística de corpus (LC) à educação examinaram uma série de contextos diferentes – principalmente aqueles em que os alunos recebem um diploma de colação de grau (por exemplo, cursos de graduação e mestrado). No entanto, pouco se sabe a respeito da aprendizagem informal da LC, especialmente por (mas não se limitando a) acadêmicos/profissionais que não tem uma formação educacional e/ou não trabalham em áreas relacionadas aos estudos da linguagem. A presente pesquisa preenche essas lacunas, examinando a perspectiva dos participantes de um projeto de formação profissional contínua destinado a acadêmicos/profissionais de várias disciplinas, que não precisavam ter conhecimento prévio de LC. Mais especificamente, administramos um questionário a 28 participantes de um projeto de formação profissional contínua na área de LC realizado no Reino Unido com o objetivo de pesquisar quatro aspectos principais: (i) a formação educacional em LC dos participantes; (ii) suas motivações para participar desse tipo de projeto; (iii) as vantagens e barreiras de empregar a LC em suas práticas pedagógicas; e (iv) suas avaliações sobre a integração da análise de corpus em suas práticas de pesquisa. Os resultados apontam para o papel dos projetos de formação profissional contínua na democratização do acesso à educação em LC para profissionais tanto da área de estudos da linguagem quanto de outras áreas e no potencial aumento do interesse desses profissionais na aprendizagem de LC. A falta de conhecimento é percebida como a principal barreira para a incorporação de abordagens de corpus para o ensino e a pesquisa, reforçando assim a relevância do desenvolvimento de oportunidades de aprendizagem formal e informal para acadêmicos/profissionais em diferentes áreas.Palavras-chave: línguística de corpus; formação profissional contínua; integração educacional de corpora; avaliação do uso de corpora em práticas profissionais; aplicação de corpora no ensino e na pesquisa; formação de professores de línguas; formação de tradutores; interdisciplinaridade. 

scholarly journals Teachers’ primary concerns in a case of educational innovation introduction in primary schools in Greece

2020 ◽  
Vol 8 (8) ◽  
pp. 203-215
Author(s):  
Dr. Charalabos Psaras
Keyword(s):  
Professional Development ◽  
Urban Areas ◽  
Primary Schools ◽  
Educational Innovation ◽  
Educational Programme ◽  
Book Reading ◽  
Teacher Concerns ◽  
Effective Manner ◽  
Development Support

By converting all-day primary schools of suburban and urban areas in Greece into schools that implement the Comprehensive Reformed Educational Programme (CREP), a set of innovations were implemented, significantly altering the Greek school. The purpose of this study was to investigate the effect of selected variables over concerns of teachers who work at such schools. Additionally, this research asked the teachers to identify the professional development support and interventions required to enable them to make better use of the Book-reading Advancement (Philanagnosia) Activities innovation. Teachers’ administrative and pedagogical guidance executives, based on the above, will design the necessary interventions to positively address teachers’ concerns and implement the specific innovation in the most effective manner. Overall, the study found that higher teacher concerns were task related, with a significant record of information and self-concerns, which may indicate that the introduction of the innovation was not properly designed to address teachers’ primary concerns.

scholarly journals Exploring Professional Development for New Investigators Underrepresented in the Federally Funded Biomedical Research Workforce

2019 ◽  
Vol 29 (Suppl 1) ◽  
pp. 123-128 ◽  
Author(s):  
Japera Hemming, PhD ◽  
Kristin Eide ◽  
Eileen Harwood ◽  
Ratib Ali ◽  
Zhu Zhu ◽  
...  
Keyword(s):  
Professional Development ◽  
Race And Ethnicity ◽  
Early Career ◽  
Federally Funded ◽  
Grant Application ◽  
Development Support ◽  
Conducting Research ◽  
Research Workforce ◽  
Core Facilities ◽  
Research Resources

Objective: The National Research Mentor­ing Network (NRMN) is a strategic partner­ship whose goals include remedying docu­mented disparities by race and ethnicity in the awarding of National Institutes of Health research grants. Our objectives were to offer a profile of early-career investigators who applied to NRMN’s Grantsmanship Coach­ing Programs (GCP) and test for differences in the research productivity, professional obligations, research resources, and motiva­tions of applicants from underrepresented groups (URGs) compared with applicants from well-represented groups (WRGs). We also evaluated how employment at a minority serving institution (MSI) influenced access to research resources and profes­sional obligations.Participants: 880 investigators who submit­ted online applications to join an NRMN GCP between August 1, 2015 and February 1, 2018.Methods: We used two-sample tests of pro­portions and logistic regression to explore differences in applicants’ characteristics and local research environment by group (URG vs WRG) and institution type (MSI vs Other).Results: URG and WRG applicants did not differ in grant application submission history. However, URG applicants had published fewer articles than WRG peers (9.8 vs 15.3, P<.001) and fewer articles as first/last author (4.4 vs 6.9, P<.001). URG appli­cants reported less access to core facilities to conduct research (74% vs 81%, P<.05). Investigators at MSIs reported less access to collaborators (P<.01) and departmental colleagues with federal funding (P<.001) and spent less time on conducting research (P<.001). URGs were more motivated to seek professional development support to expand their peer networks (P<.05) and advance their careers (P<.001).Conclusions: Our findings identified several points of intervention to help applicants from URGs to improve their future chances of obtaining competitive funding.Ethn Dis. 2019;29(Suppl 1): 123-128; doi:10.18865/ed.29.S1.123.

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