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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.
It derives professional skills as socially constructed, and not learned via didactics. Informal, versus formal, collaboration can be more effective for all, due to the Professional Trust embodied by the informal and non-directed nature of the work. Teachmeets are an example of this unmanaged unconference phenomena.
The term "soft skills" was created by the U.S. Army in the late 1960s. It refers to any skill that does not employ the use of machinery. The military realized that many important activities were included within this category, and in fact, the social skills necessary to lead groups, motivate soldiers, and win wars were encompassed by skills they had not yet catalogued or fully studied.
Career portfolios help document education, work samples and skills. People use career portfolios to apply for jobs, apply to college or training programs. They are more in-depth than a resume, which is used to summarize the above in one or two pages. Career portfolios serve as proof of one's skills, abilities, and potential in the future.
The phrase professional learning community began to be used in the 1990s after Peter Senge's book The Fifth Discipline (1990) had popularized the idea of learning organizations, [1] [2]: 2 related to the idea of reflective practice espoused by Donald Schön in books such as The Reflective Turn: Case Studies in and on Educational Practice (1991).
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Teaching is the practice implemented by a teacher aimed at transmitting skills (knowledge, know-how, and interpersonal skills) to a learner, a student, or any other audience in the context of an educational institution. Teaching is closely related to learning, the student's activity of appropriating this knowledge. [1]
Students are then encouraged to experiment to find ways to teach the material to the others. Along with ensuring that students learn the material, another goal of the method, is to teach students life skills like respect for other people, planning, problem solving, taking chances in public, and communication skills.