The comprehensive pedagogical approach of CDIO is designed to meet the current and future requirements for engineering education. CDIO integrates the disciplinary technical knowledge and the professional engineering skills required in order to operate as an engineer in industry. Accordingly, professional engineering skills need to be included in the syllabus of engineering courses and study pro...

This work develops a technology for knowledge evolution course (KEC) discovery in professional virtual communities as a decision support mechanism to discover effectively the KEC hidden inside of a professional virtual community, which can guide community members to retrieve required empirical knowledge quickly. This objective can be obtained by performing the following tasks: (i) design of an ...

If professional competencies were of any importance in any educational environment, they would be clearly and emphatically covered in teacher training and in-service training programs in that environment, leading to a common perception among both working teachers and student-teachers. To explore this situation here in Kordestan, a group of 16 student-teachers and 15 working teachers were interv...

We examine the impact of teacher professional development on knowledge growth and subsequent knowledge retention. Specifically we use English Language Arts teacher content and pedagogy assessments to determine whether the California Professional Development Institutes significantly improve teacher content knowledge and whether teachers retain that knowledge six months after the institutes are c...

BACKGROUND Continued aging of the population is expected to be accompanied by substantial increases in the number of people with dementia and in the number of health care staff required to care for them. Adequate knowledge about dementia among health care staff is important to the quality of care delivered to this vulnerable population. The purpose of this study was to assess knowledge about de...

The Royal Colleges and their Faculties have moved continuing professional development up the agenda of doctors in the UK. The low educational value and failure to change professional practice of much continuing medical education has led to criticism of its emphasis on formal, didactic teaching and academic knowledge. The ubiquitous scientific or technical bias in medical education makes questio...

BACKGROUND Modern healthcare is characterized by high complexity due to the proliferation of specialties, professional roles, and priorities within organizations. To perform clinical interventions, knowledge distributed across units, directorates and individuals needs to be integrated. Formal and/or informal mechanisms may be used to coordinate knowledge and tasks within organizations. Although...

this study was conducted in english for academic purposes (eap) context to explore iranian teachers' perceptions of their pedagogical content knowledge (pck) and their sense of professional identity (pi) as well as to scrutinize how their cognitions were practiced in eap classes. to this end, two elt teachers and two content instructors (i.e. subject experts who teach eap courses in addition to...

purpose: this paper aims to determine the individual factors that influence on knowledge sharing behavior of library & information science(lis) faculties that in this context refers to trust, cooperations, communications and it capabilities. methodology: the methodology of this study is based on survey research. the instrument for collecting data was questionnaire and the research population co...

Teachers need professional development to keep current with teaching practices; although costs for extensive professional development can be prohibitive across an education system. Mentoring provides one way for embedding cost-effective professional development. This mixed method study includes surveying mentor teachers (n=101) on a five part Likert scale and interviews with experienced mentors...