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International discussion on inclusive education has managed to identify various contextual, process and individual factors having an impact on implementation. In addition, learning and support assistants (LSAs) have been found to be a key element in enhancing participation and learning for all students in inclusive schools. The present cross-sectional study explored the impact of assistance services on the implementation of inclusive education from the perspective of 89 Styrian LSAs and, moreover, which contextual, process and individual factors are related to their impact. The results demonstrate that assistance services are perceived as being an effective resource for the successful inclusion of students with SEN, particularly regarding their participation in field trips and their class participation. Furthermore, individual LSA characteristics were found to be crucial for inclusion success. LSAs' with higher self-efficacy or those with more comprehensive professional knowledge see their impact on the implementation of inclusive education as being more effective. Our findings highlight the value of assistance services in inclusive education and provide unique insights into aspects necessary for success. The need to promote greater professionalisation among LSAs is one key finding. [ABSTRACT FROM AUTHOR]

This paper explores the different epistemologies that define the Professional Doctorate, paying close attention to how Postgraduate Researchers (PGRs) doing a Professional Doctorate reconcile academic and professional knowledge. Through a narrative exploration of the literature published since the first UK Professional Doctorates were awarded in 2000, the paper situates the Professional Doctorate within the confluence of the workplace, the profession and the university. From this stance, the paper explores distinct knowledge terrains between knowledge generated by Professional Doctorates in the context of application and knowledge generated in the context of disciplinary laws applied to sites of practice. The purpose of this discussion is to understand if, how and to what extent Professional Doctorates reconcile competing knowledge terrains. This study draws towards two broad conclusions. The first conclusion suggests that in the literature identified, the distinction between academic and professional epistemologies has little resonance. Instead of the dichotomous knowledge generated in the context of practice in contrast to knowledge generated in the context of disciplinary laws, Professional Doctorates were ensconced within several competing epistemologies. The literature identified focuses on impact and identity, concepts the study employs as lenses to guide a discussion. The paper thus views the process of reconciliation first through the lens of impact and then through the lens of identity. The investigation then draws a second conclusion: The epistemic landscape occupied by the Professional Doctorate is involved in a reconciliation of more significance that the putative academic and professional binary. The paper is compelled towards a diffractive re-reading of this academic-professional knowledge tension. This new reading allows a full recognition of both difference and mutual entanglement between knowledge generated in the context of practice and knowledge generated in the context of disciplinary laws. [ABSTRACT FROM AUTHOR]

Background: Improving female leadership will have a lasting impact on the development of future female leaders. With societal advancements, the knowledge and quality of female employee representatives have significantly improved, leading to increased effectiveness of female leaders. Female leadership is closely tied to company competitiveness and gaining a competitive advantage. Purpose: The aim of this study is to investigate the leadership of female SME owners by applying the hypothesis of competitiveness to analyze the leadership competencies that influence the competitiveness of SMEs. Design/methodology/approach: This research adopts a quantitative approach, focusing on SMEs in Batu City. Based on Slovin's formula, the sample size for this study was determined to be 100 respondents. Findings/Result: The research demonstrates that entrepreneurial competencies play a crucial role in business development and success, highlighting the importance of understanding the nature and role of competencies in SMEs. Strategic vision, operations management, professional knowledge, hands-on experience, and relationship building have a significant impact on performance. Conclusion: The rapid growth of SMEs clearly illustrates the importance of leadership in achieving success. However, while leadership is often seen as a personal attribute, and better leadership is believed to result from developing individual leader competencies, it is essential to explore the relationship between competence and leadership style. Originality/value (State of the art): This research emphasizes the importance of long-term growth over short-term profitability for SMEs. The capacity for long-term development is considered essential for SMEs, and this study investigates the impact of female leadership competencies on the growth and performance of SMEs. [ABSTRACT FROM AUTHOR]

Purpose: We examined the variables of common content knowledge, specialized content knowledge, and performance that preservice teachers had acquired from their K–12 physical education and extracurricular experiences and the effects of a content course on improving their content knowledge and performance. Method: Nineteen preservice teachers were assessed during a half a semester long content course using pre- and posttests of common content knowledge, soccer performance, and two specialized content knowledge variables: instructional tasks and error analysis. Relationships between experience in playing and coaching for each assessment were conducted. Data are reported descriptively and inferentially. Results: Preservice teachers had poor pretest scores on all variables except performance. Posttest scores following the content class showed substantive, highly significant relationships with large effect sizes. Yet, the levels obtained were less than desirable for all common content knowledge and specialized content knowledge variables, except performance. A number of relationships were found between experience and the measures. Discussion/Conclusion: Our results suggest that more research needs to be conducted on the design of content courses in physical education teacher education. [ABSTRACT FROM AUTHOR]

This article examines the characteristics, implementation and contribution of narrative pedagogy to the professional development of novice teachers through the example of two case studies. A holistic analysis of each case reflects a narrative pedagogy model, which includes four stages of the teaching-learning process: telling a personal life story, eliciting and analysing issues, interpreting and contextualising, and reflecting/integrating personal and theoretical knowledge. Findings show that (1) narrative pedagogy relies on a dynamic curriculum (2) the role of the instructor is changed in the learning process (3) It can bridge the gap between emotional-personal and theoretical knowledge. [ABSTRACT FROM AUTHOR]

This article summarizes several studies on teachers' professional vision and the use of eye tracking technology to understand their visual attention in the classroom. The studies explore different aspects of professional vision, including noticing and reasoning, gaze behavior, instructional guidance, and the role of training. The findings emphasize the importance of integrating multiple data sources, such as eye tracking, to gain a comprehensive understanding of professional vision. The studies also highlight the need for training and support to enhance teachers' visual focus and interpretation of classroom events. [Extracted from the article]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ChatGPT presents a significant disruption in the ways of knowing that highlight the value of control and mastery of knowledge as a quest for certainty. ChatGPT, as a step toward Artificial General Intelligence (AGI) lets us surface Schön's prescient insight on the crisis of confidence in professionals. Instead of hastily asking questions about how to cope with the advances in artificial intelligence from the gaze of deficit and improvement, however, we resort to the nonrepresentational epistemologies that highlights reflection as seeing as. How might we reconceptualize a professional knowledge model that encourages ethical commitment to enacting practices that deploy relational forces within high-pressure, time-constrained professional environments? We attempt to answer the question by proposing a theory that cultivates conditions for experimenting with experiential encounters with others and creatively activating potentials, which we call generative knowing. Doing so, we suggest how compassionately disruptive condition mobilizes professional learners to engage the machinic creativity that collapses semiotic chains and effectuates diverse imaginations of the future of becoming-with ChatGPT. [ABSTRACT FROM AUTHOR]

This qualitative study aimed to identify the changes in a prospective' conceptions about the nature of mathematical tasks and pedagogy in video cases and to investigate the characteristics of the prospective' professional knowledge and views during task design/modification. The study used the mathematical task demand engagement process, which includes task-sorting activity, selecting tasks, reflecting on illustrative cases, and teaching and reflecting on tasks as enacted. The findings regarding one prospective, Kar, were reported. Focus group interviews, individual interviews, and two recorded lessons were used as data sources. The content analysis method was employed for the in-depth analysis of the data. The findings suggested a change in Kar's ideas about the nature of mathematical tasks, particularly about what characteristics low and high-level tasks possess and the efficiency of the Task Analysis Guide. Kar also generated detailed ideas on the pedagogy of high and low tasks and realized the role of teachers as facilitators while enacting high-level tasks. Another finding is that Kar's decisions regarding task adaptation and her reasons catalyze both situated and global knowledge and views. Our findings suggest that providing an opportunity for prospective to reflect on and discuss the nature of mathematical tasks as planned, implemented, and revisited in a professional context is beneficial. [ABSTRACT FROM AUTHOR]

This systematic mapping review explored scholarly and educational literature on popular music voice teaching (PMVT) published in English, Finnish and Swedish between 2014 and 2020. The mapping included 177 publications, including peer-reviewed articles, book chapters, dissertations and educational books. The literature was categorized into four so-called dispositions, the findings suggesting that PMVT is perceived either as an independent field of work or as part of the broader disciplines of voice teaching (VT) or instrument teaching. The literature was also organized into seven key areas and 33 topics, encompassing disciplinary issues, education, genre-specific singing, pedagogical methods and tools, voice students, voice science, and health and well-being. The analysis highlights the influence of author context and acknowledges an English-language bias, resulting in an Anglo-American emphasis in the reviewed literature. [ABSTRACT FROM AUTHOR]

Digital collaboration in schools is becoming increasingly important in educational processes—for teachers as well as for students. Teachers’ competences, including professional knowledge (e.g., technological-pedagogical content knowledge; TPCK), attitudes (e.g., regarding the usefulness of digital collaboration), and their motivational orientations (e.g., intrinsic motivation and self-efficacy beliefs), are essential prerequisites for digital collaboration within the teaching staff and for teaching students how to learn collaboratively using digital media. Teacher education at universities plays a crucial role in the development of teachers’ professional competences, yet little is known about how teachers’ digital collaboration competences can be fostered effectively. Hence, the research aim was to investigate (a) the development of pre-service teachers’ TPCK, attitudes, and motivational orientations toward digital collaboration in general, (b) analyze the development of their intentions to use digital collaboration in the future, and (c) evaluate the effectiveness of interventions focused on digitally collaborative learning. In this multi-cohort quasi-experimental study with pre-post design, N = 439 students participated either in intervention group (IG) courses (nIG = 351) explicitly fostering digital collaboration or in regular university courses without explicit fostering of digital collaboration, who served as a control group (CG; nCG = 88). Results of conditional latent three-level growth models indicate a positive development of pre-service teachers’ TPCK and their intentions to use digital collaboration. This research contributes to the highly relevant question of how to prepare teachers for increasingly digitalized teaching and learning settings in school.

Our study's objective is to find out which factors to achieve as personal skills, cooperation, professional knowledge, rewards on innovation management in Mongolian public sector. There were 649 public servants who work in public sector participated in our study. We analyzedfor using SMARTPLS 3.0 software to attempted to prove analyze metrological, correlation, multi-factor, and path analysis. We tried to prove how the variables affect as personal skills, cooperation, professional knowledge, rewards on innovation management in our study. [ABSTRACT FROM AUTHOR]

Objective: This study explores the improvement of employability among undergraduate students in private colleges in Guangxi. It presents a comprehensive model that combines practical and innovative skills, professional knowledge, social adaptability, workplace self-confidence, and lifelong learning. Methods: The study utilized mixed-methods research to analyze the data collected from questionnaires and interviews. Exploratory and confirmatory factor analysis were employed to validate the employability enhancement model. Results: The research uncovers the crucial importance of practical and innovative abilities and emphasizes notable disparities in professional knowledge and skills based on gender. The model showcased its strength across a range of fit indices, indicating its potential to inform educational practices and policies that aim to enhance graduate employability. Implication: This research adds to the discussion on improving employability, providing practical insights for educators, policymakers, and students in Guangxi and similar settings. Conclusion: The study highlights the importance of taking a comprehensive approach to improving employability, focusing on the incorporation of various skills and competencies to adequately prepare students for the changing job market. [ABSTRACT FROM AUTHOR]

Abstract Background When deciding whether to implement an intervention, decision-makers typically have questions on feasibility and acceptability and on factors affecting implementation. Descriptions of programme implementation and of policies and systems are rich sources of information for these questions. However, this information is often not based on empirical data collected using explicit methods. To use the information in unconventional source materials in syntheses or other decision support products, we need methods of assessing their strengths and limitations. This paper describes the development and content of the Assessing unConventional Evidence (ACE) tool, a new tool to assess the strengths and limitations of these sources. Methods We developed the ACE tool in four stages: first, we examined existing tools to identify potentially relevant assessment criteria. Second, we drew on these criteria and team discussions to create a first draft of the tool. Third, we obtained feedback on the draft from potential users and methodologists, and through piloting the tool in evidence syntheses. Finally, we used this feedback to iteratively refine the assessment criteria and to improve our guidance for undertaking the assessment. Results The tool is made up of 11 criteria including the purpose and context of the source; the completeness of the information presented; and the extent to which evidence is provided to support the findings made. Users are asked to indicate whether each of the criteria have been addressed. On the basis of their judgements for each criterion, users then make an overall assessment of the limitations of the source, ranging from no or very minor concerns to serious concerns. These assessments can then facilitate appropriate use of the evidence in decision support products. Conclusions Through focussing on unconventional source materials, the ACE tool fills an important gap in the range of tools for assessing the strengths and limitations of policy-relevant evidence and supporting evidence-informed decision-making.

Competence is a structure that casts a shadow over all the weaknesses and excellent performances of a teacher like an umbrella. The purpose of this study is to identify the dimensions and components of teachers' professional competence in the level of the Islamic Republic of Iran. The grounded theory qualitative research method has been used. The community of this research included experts in educational sciences and all developmental documents and theoretical foundations, and 11 people were selected as the research sample based on the two factors of expertise and experience, from university professors until the data reached theoretical saturation through targeted sampling; The data collection tools were semi-structured interviews, focus group discussions and documents related to the topic. After the implementation of the interviews, primary data analysis was done through inductive content analysis using open, central and selective coding techniques and using Max QDA software for qualitative data analysis. Validity was confirmed by the three-way method of data sources, and its reliability was obtained by the agreement method between two coders of 86.03%, which shows high concordance and adequate reliability. The research findings were identified in 4 dimensions and 19 components and 96 sub-components, which are: professional knowledge, professional practice, professional commitment and professional identity development. Therefore, professional competence including professional ethics, adherence to religious values and professional competence has been explained and should be used in new methods of teacher training.

Purpose: To examine the relationships among demographic variables, common content knowledge (CCK), and specialized content knowledge (SCK) of Chinese physical education teachers in teaching soccer. Methods: One hundred twenty-nine physical education teachers' CCK was assessed using 27 multiple choice questions, and SCK was assessed using content maps using an SCK index score. The data were analyzed using descriptive statistics, and multiple regression analyses were conducted to determine the relationships to demographic variables as predictors of CCK and SCK. A Spearman test assessed the associations between variables. Results: For CCK, 88.4% of the teachers scored at or above 60% correct in the test. The teacher's gender (β = 0.22, t = −2.53, p <.05) and the number of soccer workshops attended (β = 0.33, t = 2.96, p <.001) significantly predicted CCK. About 92.2% of the teachers had an SCK index score of <2.9. The number of soccer workshops attended (β = 0.31, t = 2.74, p <.05) and teaching rank significantly predicted the SCK score. There was no relationship found between CCK and SCK. Conclusions: For these participants, their preservice education and their professional development did not serve them well in teaching CCK and SCK. [ABSTRACT FROM AUTHOR]

Background: When deciding whether to implement an intervention, decision-makers typically have questions on feasibility and acceptability and on factors affecting implementation. Descriptions of programme implementation and of policies and systems are rich sources of information for these questions. However, this information is often not based on empirical data collected using explicit methods. To use the information in unconventional source materials in syntheses or other decision support products, we need methods of assessing their strengths and limitations. This paper describes the development and content of the Assessing unConventional Evidence (ACE) tool, a new tool to assess the strengths and limitations of these sources. Methods: We developed the ACE tool in four stages: first, we examined existing tools to identify potentially relevant assessment criteria. Second, we drew on these criteria and team discussions to create a first draft of the tool. Third, we obtained feedback on the draft from potential users and methodologists, and through piloting the tool in evidence syntheses. Finally, we used this feedback to iteratively refine the assessment criteria and to improve our guidance for undertaking the assessment. Results: The tool is made up of 11 criteria including the purpose and context of the source; the completeness of the information presented; and the extent to which evidence is provided to support the findings made. Users are asked to indicate whether each of the criteria have been addressed. On the basis of their judgements for each criterion, users then make an overall assessment of the limitations of the source, ranging from no or very minor concerns to serious concerns. These assessments can then facilitate appropriate use of the evidence in decision support products. Conclusions: Through focussing on unconventional source materials, the ACE tool fills an important gap in the range of tools for assessing the strengths and limitations of policy-relevant evidence and supporting evidence-informed decision-making. [ABSTRACT FROM AUTHOR]

Preservice teachers often find it difficult to apply professional knowledge to their teaching practice. The ability to connect professional knowledge with one aspect of practice – lesson planning – was assessed with the Lesson Analysis and Plan Template in (N = 18) preservice teachers after one year of teacher preparation. Lesson plans were analysed using qualitative and quantitative analyses. The results suggest that the Lesson Analysis and Plan Template can reveal several aspects of preservice teachers' attention to connecting professional knowledge with their lesson plans as well as areas in which they would benefit from additional support. Furthermore, preservice teachers' connections were compared with their ability to connect professional knowledge with another aspect of practice – observations of teaching – using a validated instrument that assesses professional vision. The relationships found between planning and observation abilities suggest ways for teacher education programmes to bring professional knowledge closer to practice. [ABSTRACT FROM AUTHOR]

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

French as a second language (FSL) teachers in Canada face unique circumstances and challenges in the profession, from their initial teacher preparation into the beginning years of teaching and beyond. These challenges play a role in the long-standing FSL teacher shortage across Canada. To better understand the complexity and nuance of issues facing teachers of FSL in minority settings, we conducted a study in 2021 across different regions in Canada that included 29 focus groups with a total of 89 participants from three key stakeholder groups: teacher educators working in faculties of education; school district and board representatives; and FSL teachers, with a focus on recently graduated novice teachers. In our analysis, we found that participants' unique and contextualized experiences are framed around two key points of convergence in our data: access and conceptualizations. We present and discuss these findings, considering practical and ideological elements stemming from these points of convergence. We then conclude the paper with a synthesis of the complexities and interconnectedness inherent in the factors related to FSL teacher preparation and support, including a reflection on what this might ultimately tell us about the FSL teacher shortage. [ABSTRACT FROM AUTHOR]

Teachers' professional knowledge and its implementation are part and parcel of the comprehensive students' academic achievements. This study aimed to assess the practice of teachers' professional knowledge of lesson plans for teaching Pakistan studies at the secondary school level. The study's research design was descriptive, using a quantitative method. The total population of the study comprised 56 male teachers of secondary schools. The researcher used a convenience sampling technique to select 40 male teachers teaching Pakistan studies to classes 9 and 10. Data were collected through a five-point Likert scale questionnaire using Google Forms using SPSS version 25, and frequencies and percentages were computed. The study's findings reveal that while teaching Pakistan studies, teachers develop logically structured lesson plans that engage all students in the classroom according to students' needs. It also focuses on the sequence of a single lesson and gives step-by-step instructions. However, it was also assessed that teachers do not identify clear learning objectives of the lessons, align content to appropriate cognitive skills, activities and assessment of lessons, use learning materials effectively in the classroom and plan various instructional strategies for different lessons. It is recommended that teachers be provided with professional training to improve their skills of developing lesson plan skills, and the teachers' education programs impart different instructional strategies for teaching social sciences subjects. [ABSTRACT FROM AUTHOR]

In order to gain a deeper understanding of the relationship between teachers' individual professional quality and students' academic performance, a questionnaire survey has been conducted among the students and teachers in the typical middle schools in Harbin. By using teachers' teaching years, highest official academic credentials, and professional knowledge to represent their individual professional quality and students' final exam scores of mathematics and Chinese, the influence of teachers' individual professional quality on students' academic performance has been investigated from both theoretical and empirical perspectives. The research result indicates that students who are taught by multiple high professional quality teachers are more likely to achieve higher academic performance. Based on the fact that teachers' individual professional quality plays an indispensable role in improving students' academic performance, the research results of great significance to the reform of the teacher training, qualification recognition and the distribution policies in China and the construction of the school employing system. [ABSTRACT FROM AUTHOR]

Purpose: To identify and define a set of core practices for physical education teacher education (PETE), to situate these practices within existing conceptions of core practices in other subject matters, and to validate the core practices using expert opinion and the evidence-based pedagogy literature. Method: A total of 45 PETE teacher educators, consisting of 22 research experts and 23 faculty members, were purposely selected to establish a consensus on core practices. The procedures draw upon guidelines from evaluation and program planning, medicine, nursing, and health education. Data were collected over e-mail. Results: From an initial set of 18 core practices, 16 practices were further developed and refined by the experts. These 16 practices were further validated by seeking evidence from the physical education literature and by using meta-analytic effect sizes. Discussion/Conclusion: The results of this study can be used as an invitation to the field to improve the authors' teacher education efforts. [ABSTRACT FROM AUTHOR]

The training of specialists in the field of pharmacy is an urgent issue for a developed, social and legal state. Ukraine is no exception, in the educational policy of which a special place is given to pharmaceuticals. The purpose of the work concerned the definition of qualitative methods of teaching pharmaceutical chemistry, in particular, based on the use of calculation problems during practical classes. The research used the methods of analysis, synthesis, comparison and generalization. The experimental and scientific base of the research is the Uzhhorod National University. The developed provisions were tested on students pursuing higher education in the specialty «Pharmacy, industrial pharmacy» of the Faculty of Medicine. It was revealed which of the tasks should be performed by students in the course of their individual activities, for example during independent work, as well as within classroom classes. Various approaches to the organization of the educational process, namely teaching of pharmaceutical chemistry, were characterized. In addition, the content of the above-mentioned academic discipline was considered and its priority for pharmacy students was determined. Also, the main types and directions of calculation problems related to pharmaceutical chemistry were characterized. So, the influence of this type of tasks on the level of knowledge and professional training of students, as well as the possibility of implementing the latter's acquired skills in practical activities, is revealed. The obtained conclusions can be effectively used both by teachers, during preparation for classes with students of higher pharmaceutical education studying pharmacy, and directly by students for independent development.

Physical education (PE) is one setting in which pupils may acquire knowledge and skills to lead physically active lives. PE teachers play a key role in fostering respective health-related competences in pupils. For this, they themselves need appropriate professional competences. The purpose of this article is to highlight research trends on, and to propose a heuristic model for PE teachers’ health-related professional competence. Research trends and gaps are identified by a narrative literature review. The heuristic model describes several knowledge domains, beliefs, motivational orientations, and self-regulation as subdimensions of health-related professional competence. It is intended to provide an overview of important competence aspects and to serve as an orientation for further work.

Our research focuses on the processes of professional knowledge elaboration by physical education student trainees in an initial training system in France. This system combines classroom teaching situations and practice analysis situations, characterizing respectively the didactic and meta-didactic systems. The results reveal that, in their analyses, the student trainees jointly mobilize knowledge to be taught and for teaching, some of which are subject to a real co-elaboration supported by an evolution of their reflexive modalities. The discussion returns to the didactic and developmental stakes of the training situations at the articulation of the didactic and meta-didactic systems.

The contribution of non-formal science education spaces to improving the interest and understanding of science by visitors depends mainly on the mediation between the exhibition and the audience carried out by the mediators. The mediation of guided tours is a complex task that requires mobilizing different types of mediator knowledge, which shape their educational practices, and therefore the experience of visitors. That is why this work sought to characterize the perception of mediators from Brazilian science centers and museums, aquariums, botanical gardens and zoos about their knowledge. To achieve this objective, a knowledge perception questionnaire was applied to 78 mediators from different Brazilian educational spaces. This allowed us to characterize their perception of knowledge of the content, of the context, of the visitors and their learning, and of facilitation strategies, recognizing differences in these perceptions according to the years of experience of the mediator. Likewise, it allowed us to recognize three stages of professional development of mediators (insertion, stabilization and diversification), and to discuss the different training needs in these stages and their potential impact on the educational practices of mediators. [ABSTRACT FROM AUTHOR]

Copyright of Noria Investigación Educativa is the property of NORIA, Investigacion educativa de la Universidad Distrital Francisco Jose de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Scientiae (1517-4492) is the property of Acta Scientiae and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A study on the integration of professional knowledge with ideological and political elements in the course of Pharmaceutical Separation Engineering was carried out to better foster virtue through education in professional courses, advocate and cultivate students to establish a correct world outlook, outlook on life and values, cultivate students'sense of social responsibility and thus enhance students' internal motivation for learning. Guided by the concept of green pharmaceutical, the ideological and political elements as well as moral education functions contained in this course were explored and refined deeply, the entry point was reasonably designed by starting from the new trends of technology and industrial development, historical figures, deeds of outstanding scientists, and hot social issues, and thematic cases of moral education were constructed to achieve effective integration of professional knowledge with ideological and political elements, which thereby cultivate students'craftsmanship spirit, scientific spirit, and establish socialist core values and scientific outlook on development. With the implementation of the ideological and political teaching activities, the coordinated development of students'knowledge, ability and quality was realized, and the benefits of classroom teaching were maximized in Pharmaceutical Separation Engineering. At the same time, this paper also has reference value for the ideological and political teaching of other professional courses of pharmaceutical engineering. [ABSTRACT FROM AUTHOR]

This study investigates teachers' understanding of how conversations between colleagues can promote the development of knowledge. Its purpose is to supplement previous research in the field of knowledge processes in respect of conversation as an integral part of teachers' everyday work. On the basis of interview data obtained from teachers in a Norwegian school context, the study concludes that conditions for knowledge development in conversations between colleagues exist because teachers set the agenda for their collaboration and they raise issues from their pedagogical practice and explore and challenge these in depth. Based on theoretical perspectives and international research in the field, it is argued that, despite the fact that teachers themselves are being challenged to take responsibility for knowledge development in the teaching profession through collective knowledge processes at a micro level in the school organisation, it will be important to have support structures at different levels of the educational system to prevent them from standing in a vacuum. [ABSTRACT FROM AUTHOR]

This study endeavors to illustrate how research on the professional development of mathematics teachers can help to enhance and nurture the professional knowledge of mathematics teacher educators (MTEs), thus becoming a potential source of professional growth for MTEs. To achieve this, a professional task was administered to 38 prospective secondary teachers from two Spanish public universities to explore their level of development in professional noticing. Specifically, the study focused on their skill of attending to children's strategies in relation to transformations between semiotic representations as well as their awareness of the role of the semiotic register in task design. Drawing from the responses provided for the task, we offer a range of insights regarding expected or desirable Pedagogical Content Knowledge (MTEPCK) aimed at fostering the development of professional noticing, such as several challenges to be overcome by pre-service teachers or the identification of three potential levels of progression in their skill to attend to children's strategies. [ABSTRACT FROM AUTHOR]

Li Chen,1,&ast; Qin Chen,2 Xueping Chen,3,4 Pengli Zhu,5 Meinan Chen,6 Wei Wang,7,8 Shandong Ye,7,8 Mao Zheng7,8,&ast; 1Department of Endocrinology, The Third Affiliated Hospital of Anhui Medical University (The First People’s Hospital of Hefei City), Hefei, People’s Republic of China; 2Department of Pharmacy, Taihe County People’s Hospital, Taihe, People’s Republic of China; 3Department of Pharmacy, Hefei Fourth People’s Hospital, Hefei, People’s Republic of China; 4Psychopharmacology Research Laboratory, Anhui Mental Health Center and Department of Pharmacy, Affiliated Psychological Hospital of Anhui Medical University, Hefei, People’s Republic of China; 5Department of Pharmacy, The First Affiliated Hospital of USTC, Division of Life Sciences and Medicine, University of Science and Technology of China, Hefei, People’s Republic of China; 6Ethics Committee on Medical Research, The First Affiliated Hospital of USTC, Division of Life Sciences and Medicine, University of Science and Technology of China, Hefei, People’s Republic of China; 7Department of Endocrinology, The First Affiliated Hospital of USTC, Division of Life Sciences and Medicine, University of Science and Technology of China, Hefei, People’s Republic of China; 8Laboratory of Diabetes, Department of Endocrinology, The First Affiliated Hospital of USTC, Hefei, People’s Republic of China&ast;These authors contributed equally to this workCorrespondence: Shandong Ye; Mao Zheng, Department of Endocrinology, The First Affiliated Hospital of USTC, Division of Life Sciences and Medicine, University of Science and Technology of China, Hefei, Anhui, 230001, People’s Republic of China, Tel +86 189 6378 9135 ; +86 13215603125, Fax +86 0551-62283524, Email ysd196406@163.com; zhengmao1999@foxmail.comPurpose: Given the importance of metformin, reasonable utilization is essential. We designed a cross-sectional survey on physicians’ attitude and clinical application of metformin in Anhui Province, China.Methods: The survey was distributed via an electronic questionnaire among endocrinologists and general practitioners. Seven representative questions were used to evaluate professional levels.Results: Among the 477 valid responses, 72.75% of the respondents preferred to prescribe metformin extended-release, while only 34.38% of them would prescribe metformin extended-release at the correct frequency. More than half of the respondents thought that estimated glomerular filtration rate ˂ 45 mL/min/1.73 m² should be the contraindication of metformin prescription. Less than 10% of the physicians selected correct responses for two questions regarding metformin usage and contrast agent. Physicians with higher levels of hospital grades, education background and professional titles as well as working in general hospitals and in the Department of Endocrinology achieved high scores (P˂0.05). Logistic regression showed that department was an independent predictor for high scores.Conclusion: Physicians, especially non-endocrinologists, are not at a professional level for prescribing metformin. Physicians should be highly vigilant in terms of standardized prescription for metformin. The guidelines or consensuses about diabetes care for physicians should be promoted.Keywords: metformin, professional knowledge, clinical application, diabetes mellitus, physicians

Background. The article considers and analyzes the main modern requirements for the professional training of these students at the level of FSES 3++ and needs of the labor market for the occupations corresponding to International Relations under the modern social conditions. Purpose. The purpose of the research is to model the process dealing with the translation competence formation of the bachelor students in International Relations. The scientific novelty of the study is to clarify the foreign language professional communicative competence (IPCC) components. Materials and methods. The main research methods used are the methods of scientific description (the study of specialized literature, its systematization and interpretation) and experimental methods of study (the identification of the competence formation model stages and its implementation). Results. The paper reveals the concept of translation competence and its components. The language training of the bachelor students in International Relations at the undergraduate stage without thorough translation competence formation and training in written translation skills is not very productive. The ways to solve the problem are seen in the highlighting of stages in the model of the translation competence formation of the students in International Relations. This implies the underlining of two levels: 1) basic level – teaching students to translate educational texts on the main educational programs; 2) professional level – a training course in the translation of professionally oriented texts as part of implementation of the additional education program “Translator in the field of professional communication”. Practical implications. The result of the study is to practice the translation competence formation model in the course of foreign language training for students in International Relations taking into account these two levels.