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Perhaps more than any force beside diligence, knowledge will impact one's success, translating into the capacity to make good decisions, to evade costly errors and to behave in a manner that is essentially ethical. This is why, according to Merriam's (2001) report, transformational educational strategies have emerged as among the preferred means of helping continuing learners through the process of professional educational engagement. Merriam remarks on the transition in conventional thinking which would move the discussion on professional education toward these transformational strategies.
Today, professional development education has attained a unique place in the discourse over learning philosophies and approaches. With respect to our consideration of transformative learning strategies, this is relevant because the needs of adult learners fall into their own distinct instructional and cognitive categories. One reason at the base of this distinction is the diversity of motives which inclines adults to seek education. Accordingly, Bash (2003) reported that adult learners age 25 years or older represent more than 47% of all students enrolled in higher education. These professional learners continue in their education for a variety of reasons. Among some of the reasons noted by our research...
This significant population of our educational system has long been relegated to secondary consideration and more frequently than not is lumped in with higher education age groups where theory is concerned.
However, organizations and firms have begun to push for a reconsideration of this approach, recognizing instead the direct correlation between the professional development of individual members of the firm and the growth of the firm's own knowledge economy. For many professional organizations, the logic has become yet more preeminent that the continually evolving employee is also an increasingly valuable asset to the firm. It is thus that the options for continuing education and the opportunities facilitated thereby are becoming greater all the time. As the discussion here denotes, the business and professional worlds are changing at an incredibly fast pace. It is the responsibility of the individual professional to keep up with this pace.
Works Cited:
Bash, L. (2003). Demographics and projections in adult learners in the academy. Bolton,
MA: Anker Publishing Company, Inc.
Carter, C.; Bishop, J. & Kravits, S.L. (2007). Keys to College Studying: Becoming an Active Thinker. Pearson Education.
Merriam, S. (2002). The New Update on Adult Learning Theory. San Francisco: Jossey-Bass
Works Cited:
Bash, L. (2003). Demographics and projections in adult learners in the academy. Bolton,
MA: Anker Publishing Company, Inc.
Carter, C.; Bishop, J. & Kravits, S.L. (2007). Keys to College Studying: Becoming an Active Thinker. Pearson Education.
Merriam, S. (2002). The New Update on Adult Learning Theory. San Francisco: Jossey-Bass
California ECE CompetenciesThe California Early Childhood Education (ECE) Competencies are a set of 12 areas that provide a comprehensive understanding of the knowledge, skills, and dispositions needed for early childhood education professionals to effectively support the development and learning of young children. The 12 areas are:1. Child Development and Learning: Understanding the physical, cognitive, language, social-emotional, and self-regulation development of young children.2. Families and Community: Understanding the diverse backgrounds, cultures,
Professional Development Seminar Curriculum development as an industry consists of curriculum concept, development, application (that is, direction), and assessment. Conventional, conceptual-empiricist, and reconceptualise are theoretical structures that regulate particular strategies to curriculum problems. Each of these structures can be distinguished by the dominant and subordinate presumptions that regulate the understanding and values which underscore their particular modes of questions. In this paper, we will construct content for professional development seminar where
Ascd.org/about-ascd.aspx). The organization hosts a variety of professional development seminars and workshops, including online offerings. It would be useful to take advantage of these opportunities. 5. Evaluating Progress I want to keep a teaching journal of my first few years so I can reflect on what I have done and what progress I have made as a teacher. I want to be sure to identify where I am making the same mistakes
Professional Development Activity Description and Summary The activity I completed was a professional development workshop. This particular workshop was focused on attendance in the New York State school system. It provided a plethora of information bout the various facets of attendance, from how to accurately report it to different stratifications of attendance -- by day and by period, for example. Each of these stratifications includes a different form on which to record
Professional Development Plan Personal Professional Development Plan In the future, I would like to be a teacher that is known for the ability to manage classroom behaviors effectively. I would like be able to develop close relationships with the students, yet maintain a certain level of respect from them. In order to be that kind of teacher, careful classroom planning will be essential. I want to be able to encourage students using
Professional Development and Research Figure 2 in Joyce and Showers (1995) means (to me), that awareness and concept understanding are much more significant in specific parts of teaching (and other helping or communication professions) than skill attainment or problem solving, at least where presentation of theory and modeling are concerned. That is not to say that these other areas are not important, but only that they are not as vital as