International experience in transformation of the professional development system in the context of digitalization by Anastasia Yu. Suvirova, Sergey M. Lesin, Natalia N. Sheveleva, Nikolay V. Antonov

Subjects: “…professional development…”
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Environmental Factors for the Advancement of Teachers’ Self-Efficacy in Professional Development by Mehmet Hilmi Saglam, Talha Goktenturk, Ibrahim Demir, Emre Yazıcı

Subjects: “…teacher professional development…”
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Teacher Professional Development Models and Practices in Foreign Educational Systems by L. Yu. Gracheva, E. R. Bagramyan, М. N. Tsygankova, Т. Ts. Dugarova, N. N. Sheveleva

“…The main stages, modules, key characteristics of teacher professional development models in Hong Kong and Finland are analysed systematically. …”
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Continuing Professional Development: Your Career in Your Own Hands by N. Francis, R. M. Henry

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Gamifying teacher professional development: an experience with collaborative learning design by Francesca Pozzi, Donatella Persico, Cesar Collazos, Francesco Dagnino, Jose Luis Jurado

“… Despite wide-scale uptake of gamification in professional training generally, application in Teacher Professional Development (TPD) is still in its infancy. The few experiences reported hitherto mainly concentrate on fostering participation and engagement in the training intervention itself. …”
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Youth Work Matters: Online Professional Development for Youth Workers by Kari Robideau, Karyn Santl

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Advancing the Adoption of Continuing Professional Development (CPD) in the United States by James A. Owen, Jann B. Skelton, Lucinda L. Maine

Subjects: “…continuing professional development (CPD)…”
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Teacher training on application of historical method in teaching and professional development by Deletić Zdravko M., Virijević Vladan A.

“…A teacher trains students methodologically through work with selected examples, which requires basic knowledge of historical method and source criticism. it is assumed that students use acquired knowledge for later continuous professional development and self-education. With the aim of satisfying these needs, teachers of history and of other socio-humanistic sciences should be trained to apply the historical method and source criticism - written documents - to their teaching practice. …”
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After the Pandemic: Teacher Professional Development for the Digital Educational Innovation by Maka Eradze, Delio De Martino, Andrea Tinterri, Laia Albó, Emanuele Bardone, Ayşe Saliha Sunar, Anna Dipace

Subjects: “…teacher professional development…”
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Model of management of professional development of teaching staff in educational institutions by Helena N. Gusarova

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Teachers’ Resources to Support School Lunch: Professional Development Is Warranted by Deborah A. Olarte, Pamela A. Koch, Randi L. Wolf, Isobel R. Contento

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THE MODERNIZATION OF THE EDUCATIONAL PROCESS IN THE CONTINUOUS PROFESSIONAL DEVELOPMENT OF HEALTH ADMINISTRATORS by V. A. Alekseev, K. N. Borisov, F. E. Vartanian, T. D. Lienko, I. S. Shurandina

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Role of Mentoring System in Professional Development of Entry-Level Teachers by Arzhanykh E.V.

“…The system of mentoring permits to eliminate the "gap" between the theoretical knowledge received by novice teachers during their university studies and the required qualification characteristics (described in the Russian Professional Standard for Teachers).This article presents the research data on the role of the system of mentoring in the professional development of young general education teachers.The data was obtained through a survey of entry-level and experienced teachers (490 participants) conducted in 6 regions of the Russian Federation in May-June 2016.According to the survey, most of the young professionals admit that more experienced colleagues can teach them a lot, but more than half of novice teachers believe that they "are often not up to date with current trends in pedagogy", and individual mentor assistance is not considered by novice teachers as a preferred form of professional development.The results of the survey showed that at present the institute of mentoring in the professional development has more importance for experienced teachers than for their young colleagues.…”
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Editorial: Technology for higher education, adult learning and professional development by Minhong Wang, Seng Chee Tan, Jyh-Chong Liang, Haisen Zhang

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Naturalistic Observation of Engagement and Disengagement within Professional Development in Education by Thomas G. Ryan

“…Overall, the audience was mostly distracted and not engaged which would logically diminish the utility of the professional development.…”
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Surface and Depth: Metalanguage and Professional Development in Canadian Writing Studies by Katja Thieme

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DIGITAL TWIN OF THE POSTGRADUATE EDUCATION INSTITUTION AS AN ECOSYSTEM OF PROFESSIONAL DEVELOPMENT by Tamara Sorochan, Lyubov Kartashova, Andrii Hurzhii

“…The article highlights new views on the possibilities of teachers’ professional development in postgraduate education system, due to the transition from learning management systems (LMS) to the next generation digital learning environment (NGDLE) as an ecosystem of digital tools to support the activities of subjects of the educational process. …”

The potential in student evaluation of teaching for EFL teacher professional development by Faisal Said Al-Maamari

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Voice of EFL mentor teachers: Mentorship for mutual professional development. by Firima Zona Tanjung, Bachrudin Musthafa, Yanty Wirza

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CONTINUING PROFESSIONAL DEVELOPMENT OF SOCIAL WORKERS IN PRACTICE: AN EXPLORATIVE INVESTIGATION by Roseline September

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