September/October 2002, Volume 56, Number 5 For some of us, professional activity is part of who we are as an occupational therapist or occupational therapy assistant. It is respected in the milieu of academia, clinical practice, and administration. However, the type and amount of professional activity we are involved in is and has been an issue for discussion and debate for decades along with ...

Health care and social care in the UK, as elsewhere, is increasingly expected to organise its service delivery in inter-professional arrangements. A burgeoning body of research on this work is examining the different forms that inter-professional practice actually takes. This marks a distinct departure from an early unitary view of the demands of interprofessional practice (IPP), with correspon...

A Standard Model for Measuring Professional Competencies of Teachers in the Islamic Republic of Iran   S. Askari Matin* G.R. Kiyaani, Ph.D. **   Professional development and learning for teachers is an effective approach to guaranteeing the quality of output in educational systems. Such an undertaking could lead to higher levels of competency among teachers as an important interm...

Reflection is considered an inherent part of teacher practice. However, when used within professional development activity, it is fraught with issues associated with teacher confidence and skill in reflective action. Coupled with anxiety generally associated with technological competency and understanding the nature of blogging, constructive reflection is difficult for teachers. This paper focu...