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This article examines the opportunities for the professional development of professors of future teachers determined by the legal regulations concerning teacher education in higher education and the actions and programs of agencies related to the Ministry of Education dedicated to higher education. The analysis is supported by the concept of professional development outlined by Christopher Day, and by principles presented by Thomas Guskey and their significance for the concept of teacher professionalism. The analysis focuses on a set of official documents found in archives associated to the Ministry of Education, which constitute the empiric material for the study. Two perspectives were identified concerning the process of professional development of university professors. The first is that the university is a locus for the development of educators of future teachers, as the space for the realization of graduate and post-doctoral programs, and institutional and interinstitutional partnerships, and by providing professors-educators different professional experiences with teaching, research, extension and institutional administration. The second is the development of professors is realized through research and the production of knowledge, indicated by the fact that the incentives are found in the distribution of grants for research, and graduate and post-doctoral studies.

Managerial Communication for Professional Development offers a unique functions approach to managerial skills. It explores what the communication managers actually do in business across the planning, organizing, leading, and controlling functions when professional skills are needed the most. The windows into practical reality adds contemporary information pertinent to key concepts in the chapters. Focusing on topics such as public image, impression management, reprimanding employees' unproductive behaviors at work, effective presentations skills, employment communication best practices, and claims and argument missteps managers make during crisis. The contents of this book will help managers and future managers understand the professional development skills essential to management communication functions.

The routine dilemmas faced by teachers sometimes provoke heated reactions from colleagues, government and sections of wider civil society as to their practical resolution. Everyday tensions of teaching can produce polarised views about the ethics of decisions and actions that are taken in workplace contexts. How do teachers reach solutions and determine their own "right" or "best" answers to these dilemmas? Using the case of a professional development programme to raise awareness of the New Zealand Teachers Council Code of Ethics for Registered Teachers, this article illustrates how working through a range of carefully constructed, authentic, polarising real-life scenarios allows teachers to safely learn to challenge their assumptions, values and beliefs rationally. The learning process also helps teachers to articulate their tacit theories of "good" teaching practice (including curriculum and assessment), and permits them to justify their decisions and actions based on sound reasoning according to shared ethical principles and commitments.

There is increased concern to offer quality education in schools, especially at a time when the quality of education has been compromised owing to over enrolment in schools. This over enrolment has been occasioned by countries striving to achieve Education for All (EFA) and MDGs. Kenya, like many African countries in the Sub Saharan Africa is grappling with how to offer quality education against the backdrop of overpopulated classes. Teachers therefore need professional development to acquaint them with skills and knowledge of how to teach in the aforementioned conditions. However, lack of finances has continued to hamper these efforts, especially for teachers in the remote areas of the country. The government of Kenya has increased the access to mobile telephony to over 60% of the population. // This concept paper explores the various affordances and challenges therein, on using ICT and ODL to give professional development to teachers by use of short message services (SMS), face book to form information sharing forums, and internet generally to carry out open distance learning (ODL) courses. This capacity building of teachers will enable them to learn how to teach effectively large classes, while observing the current theories of learning like social constructivism and gender responsive pedagogy. These initiatives will all be geared towards offering equity and quality education to both boys and girls. // This paper will also explore readiness of teachers to take up ICT in supporting their professional development and if any, how they can use it to support pedagogy in class. // Paper ID: 162

This paper is a participatory action research progress memo and the after-action report of an exploratory case study. It describes an innovation in practical routine assessments and should not be generalized beyond the limits of the setting of the pilot project. However, the results are promising and suggest that other organizations may benefit from this broad approach to developing co-creative assessments of individual professional development between an advisor and a student, between a teacher and student, or between a mentor and mentee. It was developed during a Masters thesis inquiry at a military college, exploring innovative ways to improve talent management within a profession, and was piloted in a small cohort of students with several faculty members at a military college which educates mid-career organizational leaders. It has proven to be satisfying to faculty and students alike, and students who graduated last year that applied it in their next units of assignment report favorable reactions in the field. The model is being more broadly applied in a second pilot program in this year of the virus, and initial feedback looks promising for a wider application in the future. The author believes the method is easily adaptable to other professional domains based on application in private consulting among financial service professionals and in conjunction with business school faculty from a major university. The model was briefly presented during ABSEL 2020 Pre-conference workshop, and if accepted this abstract will be amplified with examples, a case study and instructions on how to adapt and apply the model.

Using information and communications technologies (ICT) in the classroom requires new skills on the part of educators. We have elicited current best practices for professional development of educators from the participants in this workshop, what knowledge teachers need and how it is best imparted. We found that even given their different starting points, teachers in different regions are often feeling unsure about how to use ICT in a pedagogical context, and there is no clear consensus on how to best train teachers in this use, but that the digitalisation of schools will require a long-term commitment from school management and political leadership. ; FICTION