Sentence examples for professional development participants from inspiring English sources

At the beginning of the professional development, participants reflected on the prompt, "What is STEM?

In terms of using technology-mediated teaching practices to facilitate the development of lifelong learning and continuing professional development, participants reported that ICTs (Information and Communication Technology) offered a more flexible approach to learning.

Facilitated through Harvard Graduate School of Education's Programs in Professional Education, online courses offer practitioner-based professional development for participants around the world.

Note: Some embassies may ask that you apply for a student visa, but because this program is non-degree, professional development and participants are visiting the US on business, you should request the B1 visa.

Note: Some embassies may ask that you apply for a student visa, but because this program is non-degree, professional development and participants are visiting the US on business, you may want to request the B1 visa.

By the end of the professional development, the participants described a readiness to draw on MEA design features (Maiorca and Stohlmann 2014) in lieu of the more complex design principles (Lesh et al. 2000) in their curriculum design and a recognition of a place for mathematics content and curriculum within STEM.

The program focused on the professional development of its participants.

Building on classroom research that highlights the interaction between the curricular materials, teachers, students, and the local context (Ball and Cohen 1996; Cohen et al. 2003), PD has correspondingly been described as consisting of four key elements: the professional development program, teacher participants, the facilitator, and the local context (Borko 2004; Knapp 2003; see Fig. 1).

As a particular manifestation of practice-based professional development, videos focus participants' thinking and talk on artifacts from real classrooms and capture teaching in all of its complexity while, at the same time, affording space and time for guided reflection (Miller & Zhou, 2007; Sherin, 2004).

Tools, used as part of the programme's research and teaching activities also contributed to the personal and professional development of the participants.

In addition to continuing professional development, by attracting participants to the subspecialty group website, it provides networking opportunities across a huge geographical area, a potentially valuable resource for other subspecialty groups.