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Interprofessional relations --- Health care teams --- Professional education --- Interprofessional Relations. --- Patient Care Team. --- Education, Professional.
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Preparing professionals to meet the demands of changes in practice is a compelling issue for the development of society, professions and individual professionals. A key tenet of this book is that we currently prepare professionals for the world of work in ways that are generally limited in scope and inadequate for addressing contemporary professional practice. The book critically investigates professional education programmes and the assumptions upon which they are based. It argues for an ontological turn in which professional education attends not only to what students know and can do, but also who they are becoming as professionals. In a scholarly, well-grounded account, the book closely interweaves theory and empirical material on learning to be professionals. It provides a fresh, innovative approach to designing professional education programmes, as well as to research about this important enterprise. This book makes a timely, insightful contribution to debate about educating for the professions.
Education. --- Professional education. --- Professions. --- Professional education --- Education --- Social Sciences --- Education, Special Topics --- Medical education. --- Philosophy. --- Medical personnel --- Higher education. --- Professional & Vocational Education. --- Higher Education. --- Learning & Instruction. --- Medical Education. --- Educational Philosophy. --- Education, Higher. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Vocational education. --- Learning. --- Instruction. --- Education—Philosophy. --- Learning process --- Comprehension --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher
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Academic writing. --- Writing. --- Vocational qualifications. --- Professional education. --- Learned writing --- Scholarly writing --- Authorship --- Chirography --- Handwriting --- Language and languages --- Ciphers --- Penmanship --- Employee skills --- Job requirements --- Job skills --- Qualifications, Vocational --- Occupations --- Vocational guidance --- Employability --- Occupational aptitude tests --- Education, Professional --- Career education --- Education, Higher --- Technical education --- Vocational qualifications --- Writing --- Academic writing
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Business and medicine. --- Conflict of interests. --- Conflict of Interest. --- Biomedical Research --- Education, Medical --- Ethics, Clinical. --- ethics. --- Education, Medical - ethics. --- Business and medicine --- Conflict of interests --- Ethics --- Ethics, Clinical --- Conflict of Interest --- Education, Professional --- Ethics, Professional --- Morals --- Research --- Bioethics --- Education --- Health Care Quality, Access, and Evaluation --- Science --- Humanities --- Psychology, Social --- Behavior and Behavior Mechanisms --- Health Care --- Anthropology, Education, Sociology and Social Phenomena --- Natural Science Disciplines --- Psychiatry and Psychology --- Disciplines and Occupations --- Public Health - General --- Public Health --- Health & Biological Sciences
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Philosophers have warned of the perils of a life spent without reflection, but what constitutes reflective inquiry—and why it’s necessary in our lives—can be an elusive concept. Synthesizing ideas from minds as diverse as John Dewey and Paulo Freire, theHandbook of Reflection and Reflective Inquiry presents reflective thought in its most vital aspects, not as a fanciful or nostalgic exercise, but as a powerful means of seeing familiar events anew, encouraging critical thinking and crucial insight, teaching and learning. In its opening pages, two seasoned educators, Maxine Green and Lee Shulman, discuss reflective inquiry as a form of active attention (Thoreau’s "wide-awakeness"), an act of consciousness, and a process by which people can understand themselves, their work (particularly in the form of life projects), and others. Building on this foundation, the Handbook of Reflection and Reflective Inquiry analyzes through the work of 40 internationally oriented authors: Definitional issues concerning reflection, what it is and is not Worldwide social and moral conditions contributing to the growing interest in reflective inquiry in professional education Reflection as promoted across professional educational domains, including K-12 education, teacher education, occupational therapy, and the law, among others Methods of facilitating and scaffolding reflective engagement Current pedagogical and research practices in reflection Approaches to assessing reflective inquiry Educators across the professions as well as adult educators, counselors and psychologists, and curriculum developers concerned with adult learning will find the Handbook of Reflection and Reflective Inquiry an invaluable teaching tool for challenging times.
Critical thinking. --- Critical reflection --- Philosophy. --- Logic. --- Medical education. --- Learning & Instruction. --- Professional & Vocational Education. --- Medical Education. --- Reflection (Critical thinking) --- Reflection process --- Reflective thinking --- Thinking, Critical --- Thinking, Reflective --- Thought and thinking --- Reflective learning --- Medical personnel --- Professional education --- Argumentation --- Deduction (Logic) --- Deductive logic --- Dialectic (Logic) --- Logic, Deductive --- Intellect --- Philosophy --- Psychology --- Science --- Reasoning --- Education --- Methodology --- Learning. --- Instruction. --- Professional education. --- Vocational education. --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Learning process --- Comprehension
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Interprofessional relations --- Health care teams --- Professional education --- Interprofessional Relations. --- Patient Care Team. --- Education, Professional. --- Health care teams. --- Interprofessional relations. --- Professional education. --- Education, Professional --- Career education --- Education, Higher --- Technical education --- Cooperation --- Professions --- Health teams --- Medical care teams --- Patient care teams --- Team work in medicine --- Teamwork in medicine --- Medical cooperation --- Medical personnel --- Professional Education --- Healthcare Team --- Health Care Team --- Interdisciplinary Health Team --- Medical Care Team --- Care Team, Health --- Care Team, Medical --- Care Team, Patient --- Care Teams, Health --- Care Teams, Medical --- Care Teams, Patient --- Health Care Teams --- Health Team, Interdisciplinary --- Health Teams, Interdisciplinary --- Healthcare Teams --- Interdisciplinary Health Teams --- Medical Care Teams --- Patient Care Teams --- Team, Health Care --- Team, Healthcare --- Team, Interdisciplinary Health --- Team, Medical Care --- Team, Patient Care --- Teams, Health Care --- Teams, Healthcare --- Teams, Interdisciplinary Health --- Teams, Medical Care --- Teams, Patient Care --- Etiquette, Medical --- Medical Etiquette --- Relations, Interprofessional --- Interdisciplinary Communication --- Education, Professional --- Career education --- Education, Higher --- Technical education --- Health teams --- Medical care teams --- Patient care teams --- Team work in medicine --- Teamwork in medicine --- Medical cooperation --- Medical personnel --- Cooperation --- Professions
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Many resources are invested in the development and introduction of Quality Assurance Systems in educational institutions all over the world. Our assumption is that, as a result of quality assurance activities, practitioners obtain information about their own functioning and institutional performance which is new and valuable to them and which therefore will form a basis for them to improve performance. This assumption proves to be naïve; too often performance feedback is under-utilized, and evaluations become void, legitimizing rites instead of a basis for organizational learning and the improvement of institutions. The aim of this book was to find out when educational institutions do transform Quality Assurance data into actions to improve performance, and how the use of such data can be promoted. This volume reports on the study of Quality Assurance structures and activities in 36 educational institutes in 6 European Countries and presents guidelines for Quality Assurance.
Educational evaluation --Europe --Case studies. --- School management and organization. --- Vocational education --Europe --Case studies. --- Vocational education --Europe --Management --Case studies. --- Vocational education --- Educational evaluation --- School management and organization --- Education, Special Topics --- Theory & Practice of Education --- Education --- Social Sciences --- Management --- Educational administration --- Inspection of schools --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Educational assessment --- Educational program evaluation --- Evaluation research in education --- Instructional systems analysis --- Program evaluation in education --- Self-evaluation in education --- Education, Vocational --- Vocational training --- Work experience --- Inspection --- Management and organization --- Education. --- Assessment. --- Assessment, Testing and Evaluation. --- Professional & Vocational Education. --- Educational planning --- Evaluation --- Technical education --- Educational tests and measuremen. --- Professional education. --- Vocational education. --- Education, Professional --- Career education --- Education, Higher
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Christopher C. Langdell (1826-1906) is one of the most influential figures in the history of American professional education. As dean of Harvard Law School from 1870 to 1895, he conceived, designed, and built the educational model that leading professional schools in virtually all fields subsequently emulated. In this first full-length biography of the educator and jurist, Bruce Kimball explores Langdell's controversial role in modern professional education and in jurisprudence.Langdell founded his model on the idea of academic meritocracy. According to this principle, scholastic achie
Harvard Law School -- History -- 19th century. --- Langdell, C. C. --- Langdell, C. C. (Christopher Columbus), 1826-1906. --- Law - Study and teaching - United States - History - 19th century. --- Law -- Study and teaching -- United States -- History -- 19th century. --- Law teachers - United States. --- Law teachers -- United States -- Biography. --- Professional education - United States - History - 19th century. --- Professional education -- United States -- History -- 19th century. --- Law teachers --- Law --- Professional education --- Law - U.S. - General --- Law - U.S. --- Law, Politics & Government --- Study and teaching --- History --- Harvard Law School --- Education, Professional --- Acts, Legislative --- Enactments, Legislative --- Laws (Statutes) --- Legislative acts --- Legislative enactments --- Langdell, Christopher Columbus, --- Dane Law School --- Harvard University. --- Law School of Harvard University --- 哈佛法学院 --- Career education --- Education, Higher --- Technical education --- Jurisprudence --- Legislation
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