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Record W3186132715

THE SYSTEM OF CONTINUING PROFESSIONAL DEVELOPMENT OF SOCIAL WORKERS IN CANADA

2017· article· en· W3186132715 on OpenAlex
Sofiya Stavkova

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueBulletin of the Cherkasy Bohdan Khmelnytsky National University. Series "Pedagogical Sciences" · 2017
Typearticle
Languageen
FieldSocial Sciences
TopicEducation, Leadership, and Health Research
Canadian institutionsnot available
Fundersnot available
KeywordsProfessional developmentProfessional studiesContinuing professional developmentSocial workCompetence (human resources)Continuing educationProfessional ethicsPublic relationsProfessional associationPolitical scienceProfessional conductPedagogyEngineering ethicsLifelong learningMedical educationSociologyMedicinePsychologyEngineeringLaw
DOInot available

Abstract

fetched live from OpenAlex

Introduction. Today the system of continuing professional development of social workers in Canada is well developed. However, this concept in its new perspective is not yet fully and universally operationalised and it is still in the process of evolution. Social work as a distinct profession is recognized in Ukraine. However, national educational standards still need to be revised, approved and used more effectively, and the concept of continuing professional development should be specified in the the ongoing development of educational programs for the profession.  Purpose. The purpose of this article is to introduce Canadian experience in the area of continuing professional development of social workers as one of the best practices that should be explored and adapted in the area of professional education in Ukraine. Results. The majority of scientific works in the area of continuing professional development are found to be those published in English by foreign scholars; at the same time it should be noted that some Ukrainian scholars have proved their academic interest in this concept. Continuing professional development is defined as a process of ongoing education and development of professionals, from initial qualifying education and for the duration of professional life, and is aimed at maintaining competence to practice and increasing professional efficiency and expertise. A commitment to continuing professional development is grounded in the ethical principle articulated in the Canadian Association of Social Workers Code of Ethics that serves as the foundation for the Standards of Practice. It is focused on learning from experience, reflective learning and reviewing, and includes both formal and informal learning. It is often a self-directed process that driven by a professional, not by an employer. Originality. The article provides an insight into the definition of the notion of continuing professional education as a part of lifelong learning, which helps direct career development, uncover gaps in knowledge and skills, and open up further development needs. Conclusion. Following the above, the conclusion is made to the effect that the Canadian experience on continuing professional development helps social workers strive for personal and professional growth, inhance knowledge base and obtaine new skills.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.004
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.640
Threshold uncertainty score0.997

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0040.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0040.003
Scholarly communication0.0000.000
Open science0.0020.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.136
GPT teacher head0.384
Teacher spread0.248 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it