Search Results for
"Teaching"

In this paper new conception of technical teachers' professional competency improving is considered. There are several examples of different ways for young or experienced teachers training. Projective education, working with projects and other training forms of pedagogical-psychological competency upgrading are described. © 2013 IEEE.

This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factor was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided. © Springer Science+Business Media Dordrecht 2013. All rights are reserved.

The purpose of this paper is to determine the effects of hands-on exposure to an educational electronic health record (EHR) system upon undergraduate health informatics (HI) student competency development. We undertook a quasi-experimental study (i.e. pre-test, post-test design), where students were given the opportunity to do hands-on work with an educational EHR over a 10 week period. HI student competencies were measured pre and post educational EHR exposure. Several HI student competencies improved significantly following hands-on work with the EHR. As well, students provided more higher quality case study answerfollowing EHR use. © 2013 IMIA and IOS Press.

In many countries around the world there is a clear policy about the competency-based education. As a result, several formative approaches have emerged, the socio-formative approach being one of them, which is becoming a reference point in Latin America for the formation and assessment of competencies. Since the assessment in education is considered a complex process, it is necessary to design models that support the pedagogical and methodological guidelines for the assessment. This article presents a model aimed at the assessment of competencies under the socio-formative approach. The model is structured taking into account the pedagogical and methodological guidelines from CIFE University Corporation, in Mexico, which has been supporting the remodeling process of the education by competencies in Mexico, and it has advised several Latin American governments in the implementation of actions oriented towards the change of the teaching practices. © 2013 IEEE.

Background. Many factors affect student learning throughout the clinical education (CE) component of professional (entry-level) physical therapist education curricula. Physical therapist education programs (PTEPs) manage CE, yet the material and human resources required to provide CE are generally overseen by community-based physical therapist practices. Purpose. The purposes of this systematic review were: (1) to examine how the construct of quality is defined in CE literature and (2) to determine the methodological rigor of the available evidence on quality in physical therapist CE. Methods. This study was a systematic review of English-language journals using the American Physical Therapy Association's Open Door Portal to Evidence-Based Practice as the computer search engine. The search was categorized using terms for physical therapy and quality and for CE pedagogy and models or roles. Summary findings were characterized by 5 primary themes and 14 subthemes using a qualitative-directed content analysis. Results. Fifty-four articles were included in the study. The primary quality themes were: CE framework, CE sites, structure of CE, assessment in CE, and CE faculty. The methodological rigor of the studies was critically appraised using a binary system based on the McMaster appraisal tools. Scores ranged from 3 to 14. Limitations. Publication bias and outcome reporting bias may be inherent limitations to the results. Conclusion. The review found inconclusive evidence about what constitutes quality or best practice for physical therapist CE. Five key constructs of CE were identified that, when aggregated, could construe quality. © 2013 American Physical Therapy Association.

Developing a high-quality education system in Malaysia is among the country's top priorities. The architects of this system are focused on developing human capital that is experienced, skilled, progressive and exhibits high moral and ethical values. The Education Development Master Plan 2006 to 2010, adopted by the Malaysian Ministry of Education, introduced 22 electives for Vocational Subjects (VS) in the secondary-school curriculum to help students develop vocational skills that will prepare them for skilled and semi-skilled work after they have completed school. It is hoped that the use of these skills will expedite the economic development of Malaysia. This study identifies the key elements that support the sustainability of VSs in secondary schools in Malaysia based on the strategies outlined by the International Centre for Technical and Vocational Education and Training, an organisation based in Bonn, Germany. The study which used methods developed by the Delphi group was undertaken with 12 experts in the field of technical vocational education. An interview and questionnaire were used and. The findings revealed 16 elements that contributed to the framework. These elements are creativity, innovation, networks and partnerships, staff development programmes, teaching methods, generic skills, industrial relations and internships, counselling, entrepreneurship, information and communication technology skills, interest, recognition, knowledge, competency-based training, articulation and the commitment of management. Researchers argue that all these elements are necessary for the sustainability of the subject which further will enhance sustainable development efforts nationally and globally. © 2013, Medwell Journals.

Earlier, extracted inquiry-based science teaching competency elements and domains from the international literature were compared to the United States' National Science teaching Standards. The present Delphi study aimed to validate the findings for the Netherlands, where such standards are lacking. Experts (N= 33) were asked about the importance of 23 identified competencies. They confirmed the importance; proposed to add one competency and to differentiate between novice and experienced teachers. They suggested that teachers be provided with opportunities to integrate competence development regarding science knowledge, attitude and teaching skills throughout their career. © 2013 Elsevier Ltd.

This conceptual reviewed paper looks critically at the trend of information and communication technology especially now that the implementation of e-learning is gaining more relevance in Nigerian tertiary institutions. It discusses the level of preparedness in terms of the required skills by Technical and Vocational Education (TVE) teachers, availability of infrastructures and other constraints in using the ICTs for effective teaching and learning. Beside, leadership strategies ranging from school administration, executive leaders and policy makers roles were also discussed as a vital component in line with the outlined barrier to TVE teacher preparedness to e-learning. Specifically, the study sought to answer four among the most critical questions that need to be addressed for effective implementation of e-learning in Nigerian tertiary institutions. The paper concluded by suggesting strategies based on the four questions stated in this study. Amongst are urgent step needs be taken by school and executive administrators and policy makers in the training of TVE teachers in the relevant ICTs areas through in-service training and seminars/workshops. © 2013, Czech University of Life Sciences Prague. All rights reserved.

Chinese has become the world's strongest language, and that has also set off a learning trend. It is critical to know how to improve teaching methods and strategies to effectively help non-native speakers to overcome the language barrier. With the Internet's and e-Learning's popularity, learning technologies have led both learning activities and the environment into a multi-dimensional world. Recently a new trend has emerged, called context-aware technology, for developing a ubiquitous learning environment with features that emphasize real life learning situations and problem solving practices. This study has integrated situated learning strategies and context awareness technology to develop a basic Chinese language learning system for exchange students at a large university in northern Taiwan. The pilot test results show that these students are highly satisfied with the system and their learning attitude was also positive, while using this system. © 2013 ACADEMY PUBLISHER.

INTRODUCTION: Undertaking training in rural areas is a recognised way of helping recruit staff to work in rural communities. Postgraduate year two medical doctors in New Zealand have been able to undertake a three-month placement in rural practice as part of their pre-vocational training experience since November 2010. AIM: To describe the experience of a rural general practice team providing training to a postgraduate year two medical trainee, and to describe the teaching experience and range of conditions seen by the trainee. METHODS: A pre- and post-placement interview with staff, and analysis of a logbook of cases and teaching undertaken in the practice. RESULTS: The practice team's experience of having the trainee was positive, and the trainee was exposed to a wide range of conditions over 418 clinical encounters. The trainee received 22.5 hours of formal training over the three-month placement. DISCUSSION: Rural general practice can provide a wide range of clinical experience to a postgraduate year two medical trainee. Rural practices in New Zealand should be encouraged to offer teaching placements at this training level. Exposure to rural practice at every level of training is important to encourage doctors to consider rural practice as a career.