In the final section of this paper, I describe how the systematic evaluation of professional development helps us better understand the messages and meanings communicated in current expressions of professional development in architecture.
In order to improve the quality of EC teachers and to retain qualified teaching staff, researchers (e.g., Kagan & Kauerz, 2008; Mitchell & LeMoine, 2005) and professional organizations (e.g., NAEYC) argue that more systematic and ongoing professional development and retention initiatives need to be implemented.
One of the ways that we can provide support for the inclusion of integrated STEM in elementary classrooms is through systematic and high-quality professional development (Guzey et al. 2014; Brophy et al. 2008; Roehrig et al. 2012).
Only when these figures are available can the systematic planning of RN recruitment and resource allocation to match the needs of professional development be developed.
To date, the country has undertaken some initiatives to improve pedagogical practice of pre-school teachers, but a systematic approach in ensuring continuing professional development is missing.
More recently, the so called Riga conclusions proposed a concrete set of actions and called for the introduction of systematic approaches and opportunities for the professional development of VET teachers and trainers, both in school and work based settings (Ministers in charge of vocational education and training of EU Member States, Candidate Countries, European Economic Area Countries 2015).
However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences.
Our purpose in this section is not to provide a systematic analysis of the data from the professional development sessions.
Here, professional development was much more systematic, and I attended in-house product courses (covering clinical pharmacology, indications, and usage), along with workshops on drug development, clinical trials, the regulatory process, and the basics of pharmaceutical marketing.
Accordingly, systematic reflection is seen as essential for continuing professional development and lifelong learning [ 7, 14].
It is a useful approach for new nurses as it provides them with effective and systematic support in the nursing practice, facilitates their professional development, and enhances the coordination of care within the unique context of general practice[ 12].
