Titles, we assume, are significant, and while Jon Roberts's Language Teacher Education promises a broad sweep, Michael Wallace's Action Research for Language Teachers indicates a much narrower focus. We might nevertheless expect the two to offer complementary routes (formal provision vs self-directed classroom-based enquiry) to the same end (professional development), that there would be recogn...

The article contains analysis of processes and mechanisms for self-fulfillment in professional activities, describes its criteria. It includes results of empiric research of personal determinants behind the individual’s self-fulfillment, broaches the difficulties faced by an individual in his/her self-fulfillment. The work is oriented on the review of personal determinants of the professional s...

Tissue viability nursing has expanded and developed considerably in recent years. Julie Trudigan discusses a unique post which combines the role of the clinical practice educator with that of a specialist practitioner in tissue viability. This role focuses on practice development, which involves supporting and educating staff caring for patients with tissue viability needs, the development of m...

In a recent Viewpoint, LucindaMaine described how our graduates would be practicing in 2015. As we educate our graduates to become effective practitioners 10, 20, and 30 years from now, one of themost powerful tools we can help them develop is the skills to continue and direct their own learning. The recent developments concerning continuing professional development emphasize that our graduates...

Professional quality is the core element of training talents. Developing elegant professional qualities thirsty demand for students and great mission higher education. With main purpose to train would-be qualified English teachers, major supposed build an practice teaching system directed by teachers’ on basis Certification Standard Secondary Education, so that can gradually follow principles, ...

This study joins recent research that explores the phenomenon of teacher learning through complexity and variability . Our paper furthers this line enquiry by exploring how literacy unfolds in self-directed professional development. In particular, we use concepts from actor-network theory (ANT) to help understand ways two iterations a book club influenced participants’ learning. The first itera...