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Professional development, also known as professional education, is learning that leads to or emphasizes education in a specific professional career field or builds practical job applicable skills emphasizing praxis in addition to the transferable skills and theoretical academic knowledge found in traditional liberal arts and pure sciences education.
Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. [ 1 ]
Florida State University initially developed the ADDIE framework in 1975 [3] to explain, “...the processes involved in the formulation of an instructional systems development (ISD) program for military interservice training that will adequately train individuals to do a particular job and which can also be applied to any interservice curriculum development activity.” [4] The model ...
The existence of multiple intelligences is proposed by psychologist Howard Gardner, who suggests that different kinds of intelligence exists in human beings. [51] It is a theory that has been fashionable in continuous professional development (CPD) training courses for teachers.
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
Certified Professional in Talent Development: CPTD: Association for Talent Development: Associate Professional in Talent Development: APTD: Association for Talent Development: Certified Performance Technologist: CPT: International Society for Performance Improvement: Certified Professional in Training Management [115] CPTM Training Industry [116]
Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement.
The UK government policies dictate that education in higher education institutes look to profit-making organisations for models that would help with performance improvement (Galloway, 1998). [11] This would mean that there is a need for strengthening of the partnership between educational institutes and business.