Sentence examples for pedagogical professional from inspiring English sources

As previously mentioned, physicists were more likely to have attended pedagogical professional development programs than the biologists and chemists (Table 3).

In order to support university mathematicians with appropriate pedagogical professional development, we considered it important to incorporate Schoenfeld's (2010) theoretical framework characterizing decision-making, as outlined in the section "Theoretical backdrop and assertions".

Since taking office in 2007, Chancellor Eisen has transformed the education of religious, pedagogical, professional, and lay leaders for North American Jewry, with a focus on graduating highly skilled, innovative leaders who bring Judaism alive in ways that speak authentically to Jews at a time of rapid and far-reaching change.

On the other hand, teachers are wary of calls for greater pedagogical professionalism in an increasingly managed and de-motivating professional environment.

The aim of this study was to describe the reported experiences of Indonesian nursing teachers who participated in a two-year cross-cultural project designed to build pedagogical and professional competence after the tsunami in Aceh province in 2004.

This lack of pedagogical and professional development models related to telecare applications led Basu et al 23 conclude that education for telecare is an emergent field.

Furthermore, Estonian VET teachers have realised that their work requires better professional, pedagogical, social and computer skills (Loogma 2010).

The results showed that systemic school reform can be realized with a leadership that can align the curriculum, pedagogical framework, and professional development.

Based on Russian and foreign experience, a pedagogical model of professional training of bachelors in mechanical engineering on the basis of networking, which facilitates the demand for graduates in labor market was designed.

These teaching aids could be used by pedagogical students and professional social workers.

It also included discussion in large and small groups, (often in relation to a case study), and questions from professors directed at scaffolding teacher-participants' connections among personal, professional, pedagogical, and scientific issues relating to the HGP.