Zeitschriftenartikel: „In-service training“

1

Dilley, Carol. „In service training“. Nursing Standard 2, Nr. 7 (14.11.1987): 36. http://dx.doi.org/10.7748/ns.2.7.36.s82.

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2

Holder, Selby. „In-service Training“. Journal of Clinical Engineering 29, Nr. 4 (Oktober 2004): 169. http://dx.doi.org/10.1097/00004669-200410000-00004.

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3

Ghavidel, Ali, und Mohammad Safari. „Investigating Effectiveness of In-Service Training Courses: Applications for In-Service Training of Tehran Municipality“. International Letters of Social and Humanistic Sciences 57 (August 2015): 1–9. http://dx.doi.org/10.18052/www.scipress.com/ilshs.57.1.

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SMaking a responsive, favorable and efficient official system can be realized thorough training courses based on its current and future needs. The main aim of organizational trainings is facilitating organizations staff improvement in all aspects. On the other hand, what makes planning and administering organizational trainings legal, is their efficiency degrees. Since, the constant improvement of training system is a vital necessity in advancing organizational goals, this study tries to examine components affecting efficiency and effectiveness of in-service training in organizations. The results can be applied by authorities of short-term training courses of Tehran Municipality Organization. Outcomes of the present study revealed that some components like training need assessment and adjusting education system with organization strategies have key roles in improving efficiency and effectiveness of in-service training courses in organizations.

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James, Merlin Mary. „Skill Building in Nursing Students during Pre-service Training“. International Journal of Nursing & Midwifery Research 04, Nr. 04 (02.02.2018): 57–59. http://dx.doi.org/10.24321/2455.9318.201745.

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5

LEVY, D. „IN-SERVICE TRAINING FOR ADULT TRAINNG CENTRE STAFF“. Journal of the Institute of Mental Subnormality (APEX) 2, Nr. 3 (26.08.2009): 25–26. http://dx.doi.org/10.1111/j.1468-3156.1974.tb00109.x.

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6

McGinley, Patrick, und Brian A. Vickerman. „STAFF IN-SERVICE TRAINING“. Journal of the British Institute of Mental Handicap (APEX) 14, Nr. 1 (26.08.2009): 30–31. http://dx.doi.org/10.1111/j.1468-3156.1986.tb00345.x.

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7

Snow, Charles W., und Susan H. Creech. „Designing In-Service Training“. Journal of Children in Contemporary Society 17, Nr. 3 (26.03.1986): 73–83. http://dx.doi.org/10.1300/j274v17n03_08.

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8

Arslantaş, H. İsmail, und Metin Özkan. „TRAINING INSPECTORS` REQUIREMENTS OF IN-SERVICE TRAINING“. e-Journal of New World Sciences Academy 8, Nr. 2 (07.04.2013): 179–92. http://dx.doi.org/10.12739/nwsa.2013.8.2.1c0580.

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9

Mustafa, Saad Mohammed. „In-Service Training Programs: Iraqi Secondary School EFL Teachers‟ Motivation“. International Journal of Psychosocial Rehabilitation 24, Nr. 5 (25.05.2020): 6378–87. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020622.

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10

Kaya, Hülya, Burçin Işik und Figen Çalişkan. „Metaphors used by in-service training nurses for in-service training nurses in Turkey“. Journal of Advanced Nursing 69, Nr. 2 (26.04.2012): 404–14. http://dx.doi.org/10.1111/j.1365-2648.2012.06019.x.

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11

Hazel, T., I. Condamin und F. Audemard. „No-risk in-service training“. IEEE Industry Applications Magazine 12, Nr. 3 (Mai 2006): 56–66. http://dx.doi.org/10.1109/mia.2006.1628847.

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12

Adams, Steve. „In-Service Training for Tutoring“. Pastoral Care in Education 4, Nr. 1 (Februar 1986): 44–47. http://dx.doi.org/10.1080/02643948609470529.

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13

Pratt, Carlos W., und Kenneth J. Gill. „Developing interagency in-service training.“ Psychosocial Rehabilitation Journal 16, Nr. 1 (1992): 3–12. http://dx.doi.org/10.1037/h0095732.

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14

Nandwal, Preeti, und Dr Anukool M. Hyde. „e-Learning as a Tool for Corporate Training in Service Sector“. International Journal of Trend in Scientific Research and Development Volume-1, Issue-6 (31.10.2017): 1–6. http://dx.doi.org/10.31142/ijtsrd2455.

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OZUDOGRU, Melike. „The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms“. Eurasian Journal of Educational Research 20, Nr. 87 (30.05.2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.8.

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16

Drushlyak, Marina, Artem Yurchenko, Anatolii Rozumenko und Olena Semenikhina. „EFFECTIVE FORMS OF IN-SERVICE TEACHER TRAINING“. OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, Nr. 10 (2021): 77–88. http://dx.doi.org/10.28925/2414-0325.2021.108.

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Recently, when choosing types of in-service teacher training, the emphasis has shifted towards increasing the activity of participants in the educational process. Therefore, more effective are those types that are based on active interaction and intensive communication, based on unique life and professional experience and willingness to share it. Among such types of in-service teacher training, the authors distinguish participation in trainings, during which attention is paid to the practical development of skills through their own educational experience, and master classes, during which attention is paid to practical demonstration of creative solutions to a problem, new methodology, technology, author's model. The Department of Computer Science of Makarenko Sumy State Pedagogical University developed short courses of in-service teacher (computer science, physics, mathematics) training of Sumy region, which are focused on the formation / development of skills to create computer animations to support the educational process which was organized as trainings and master classes. The pedagogical experiment consisted in a comparative study of the effectiveness of selected learning forms (training or master class) for heterogeneous groups (groups of teachers with different experience). In addition, the following things were determined: degree of use of IT in professional activities, willingness to use computer animation at lessons, self-assessment of skills to develop computer animations for the learning purpose. According to the results of the experiment, it was found that the master class was more effective for teachers with less than 10 years of experience, and training – for teachers with more than 10 years of experience.

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Macaro, Ernesto, und Lynn Erler. „In-service training needs in MFL“. Language Learning Journal 18, Nr. 1 (Dezember 1998): 85–92. http://dx.doi.org/10.1080/09571739885200311.

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18

MIDORIKAWA, Nobuyuki. „In-Service Training in Medical Library“. Igaku Toshokan 46, Nr. 3 (1999): 261–63. http://dx.doi.org/10.7142/igakutoshokan.46.261.

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19

Martin, Randy. „In-Service training: Outside looking in“. Journal of Police and Criminal Psychology 3, Nr. 1 (März 1987): 21–28. http://dx.doi.org/10.1007/bf02806514.

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20

Rasor-Greenhalgh, Sue, Evelyn Taylor, Suellen Roberts und Deborah Marino. „Computer Training and Service Learning in School Nutrition Service“. Journal of Nutrition Education 30, Nr. 4 (Juli 1998): 235–36. http://dx.doi.org/10.1016/s0022-3182(98)70325-5.

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21

Taylor, R. „The production of training packs in in-service teacher training“. ELT Journal 46, Nr. 4 (01.10.1992): 356–61. http://dx.doi.org/10.1093/elt/46.4.356.

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22

Yücel, Nilgün, und Aysun Yavuz. „Rethinking Intercultural Training In Teacher Training“. Journal of Intercultural Communication 19, Nr. 3 (10.11.2019): 1–10. http://dx.doi.org/10.36923/jicc.v19i3.793.

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Often lauded for its role in language education, very little is said or written about the integration of intercultural education into language teacher training. This research spotlighted different approaches to interculturality as well as focusing on the processes that pre-service English language teachers went through during their intercultural training. The context of this study was one particular English Teacher Education Department in Turkey. The methodology rested on the use of focus-group interviews. 3 categories and 8 themes emerged from the analysed data indicated the importance of raising pre-service English language teachers’ awareness of different approaches to interculturality, including these approaches in language teacher training as and relating them to pre-service English language teachers’ future practice.

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Xu, Yan. „Exploration and Reflection on the Training Model of Customer Service Talents in Higher Vocational Education in the Digital Era“. East Asian Trade Association 5, Nr. 1 (30.06.2023): 39–51. http://dx.doi.org/10.47510/jeat.2023.5.1.39.

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Purpose - Higher vocational colleges need to promote the reform of customer service talent training mode to adapt to the new requirements of the digital age and train customer service talents that meet the needs of enterprises. Therefore, the training mode of customer service talents in higher vocational colleges is studied. Design/Methodology/Approach - Based on the basic theory of innovation and development, this paper studies the problems existing in the training of customer service talents in higher vocational colleges: there is a gap between the standards of school talent training and the needs of enterprises; The application ability of digital technology of higher vocational college graduates is insufficient; The community consciousness of both sides of school-enterprise cooperation is weak, so we put forward the path of talent training. Findings - This paper integrates digital skills into the goal of talent training, Build a customer service digital knowledge system according to customer service positions; To build a double-qualified teaching staff; Deepen the deep integration of production and teaching, optimize the practice of digital curriculum; University-enterprise joint development of industry-university-research cooperation platform and other paths to promote innovation and reform of customer service talent training model. Research Implications - The research of this paper is of great significance to reform the training mode of higher vocational customer service talents in the digital era. Also, it provides reference for the follow-up research of other scholars

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Santos, Maria Manuela Novais. „Distance Education In‐Service Teacher Training“. Educational Media International 30, Nr. 2 (Juni 1993): 55–57. http://dx.doi.org/10.1080/0952398930300202.

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25

Banerjee, Utpal K. „Civil Service Training in Computer Technology“. Indian Journal of Public Administration 34, Nr. 3 (Juli 1988): 579–601. http://dx.doi.org/10.1177/0019556119880313.

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26

Barrow, Marjorie, und Joan Lancaster. „In-service training for health visitors“. Health Education Journal 45, Nr. 2 (Juni 1986): 107–9. http://dx.doi.org/10.1177/001789698604500217.

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27

Mouawad, Maya, und Brian H. Kleiner. „New developments in customer service training“. Managing Service Quality: An International Journal 6, Nr. 2 (April 1996): 49–56. http://dx.doi.org/10.1108/09604529610109774.

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28

WALLBERG, BÖRJE. „Training for Service in Developing Countries“. European Journal of Engineering Education 10, Nr. 1 (Mai 1985): 23–56. http://dx.doi.org/10.1080/03043798508939208.

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29

Ahmed, Latheef N. „Graduate Training in Public Service Ethics“. News for Teachers of Political Science 45 (1985): 5–7. http://dx.doi.org/10.1017/s0197901900004049.

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Educating and training professional administrators in public service ethics is complex. Just one of the many questions is whether ethics can be taught in the classroom at all, particularly to graduate students at a late period in their lives. Essential life patterns of our MPS and MBA students have already been established during their formative years, and their jobs and other adult experiences influence their thinking, feeling and acting. What is “practical” administrative behavior vs. high sounding ethical prescriptions and codes? Recognizing such caveats, the following account documents the author’s classroom teaching experience.The unique student body involved combined MPA and MBA students, who were all part or full time practitioners and mature individuals. This setting provided an opportunity for government-business cross study and dialogue on administrative ethics.

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30

Ekeberg, Christina. „Introductory Training in Occupational Health Service“. AAOHN Journal 39, Nr. 7 (Juli 1991): 322–27. http://dx.doi.org/10.1177/216507999103900705.

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31

Heinerichs, Scott, und Alison M. Gardiner-Shires. „Incorporating Service Learning in Athletic Training“. Athletic Therapy Today 15, Nr. 1 (Januar 2010): 36–38. http://dx.doi.org/10.1123/att.15.1.36.

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32

Nemec, Pat. „In-service training: Making it stick.“ Psychiatric Rehabilitation Journal 30, Nr. 2 (2006): 151–53. http://dx.doi.org/10.2975/30.2006.151.153.

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33

Mulholland, Jane L. (Mosher). „In-Service Training for Residential Staff“. American Annals of the Deaf 134, Nr. 1 (1989): 41–44. http://dx.doi.org/10.1353/aad.2012.0625.

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34

Arthur, Gwen. „Customer-service training in academic libraries“. Journal of Academic Librarianship 20, Nr. 4 (September 1994): 219–22. http://dx.doi.org/10.1016/0099-1333(94)90102-3.

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35

Huhtala, Anne, und Marjo Vesalainen. „Challenges in developing in-service teacher training“. Apples - Journal of Applied Language Studies 11, Nr. 3 (26.10.2017): 55–79. http://dx.doi.org/10.17011/apples/urn.201712104584.

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Teacher education in Finland is widely respected and of high quality. However, there is a recognised need to develop the educational continuum from pre-service education to in-service training. This article deals with challenges connected to in-service teacher training. Based on two projects, consisting of seven one-month courses for teachers of Swedish in Finland, we reflect on the challenges we encountered during the three-year process. In our research, theory and practice, but also data and methods, have been intertwined, as we have studied the phenomenon by using exploratory practice (Allwright, 2003). The projects and the study were based on a thorough literature review. During the planning phase, we identified many issues that should be taken into consideration during in-service training projects for teachers of Swedish, e.g., challenges posed by the new national core curricula and the new distribution of lesson hours, declining results in middle-long Swedish (Syllabus B1), relatively low self-reported school satisfaction, and problems linked with teachers’ professional development. In this paper, we report on challenges we encountered during the process. These included challenges connected to (a) teacher co-operation, (b) traditional vs. modern teaching methods, and (c) teachers’ language skills. Based on our research, we wish to emphasise the importance of research-based planning and implementation of in-service training, as well as a genuine connection between in-service training, teachers’ everyday work and school reality.

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Butt, Norman. „In-service training in the new era“. Support for Learning 4, Nr. 2 (Mai 1989): 67–74. http://dx.doi.org/10.1111/j.1467-9604.1989.tb00345.x.

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Karagiorgi, Yiasemina, und Loizos Symeou. „Teachers' in‐service training needs in Cyprus“. European Journal of Teacher Education 30, Nr. 2 (Mai 2007): 175–94. http://dx.doi.org/10.1080/02619760701275487.

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Awasthi, Deepa. „Need of in Service Teacher Training in Primary Education to Enhance Learning Outcome of Students“. Global Journal For Research Analysis 3, Nr. 7 (15.06.2012): 87–88. http://dx.doi.org/10.15373/22778160/july2014/30.

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MATSUZAKI, Yasuhiro. „Teachers in In-Service Training in Special Education With and Without Pre-Service Teacher-Education Training : A Survey“. Japanese Journal of Special Education 41, Nr. 1 (2003): 3–13. http://dx.doi.org/10.6033/tokkyou.41.3.

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40

Mason, Katie, Malerie Fancher, Jennie L. Ivey, Lew G. Strickland, Troy N. Rowan, Elizabeth Eckelkamp, Justin D. Rhinehart et al. „178 Academic Quadrathlon as an In-Service Training Tool“. Journal of Animal Science 101, Supplement_1 (01.05.2023): 9. http://dx.doi.org/10.1093/jas/skad068.011.

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Abstract The Animal Science Extension team at the University of Tennessee Institute of Agriculture provides a yearly joint in-service training for county agents. In previous years, in-service trainings were held on a regional basis, with one one-day training in each region of the state for a total of 3 trainings. In 2021, the Animal Science team took a difference approach by offering a centrally located, conference style in-service training that lasted for 3 days. There were separate tracks for 4-H and Agriculture and Natural Resources (ANR) with concurrent sessions, and a few combined sessions with general program updates. A range of topics were covered in species-specific sessions, covering beef, dairy, small ruminant, equine, and poultry. On day 3, to increase agent interaction during the in-service training, the Animal Science Extension team created a mini-academic quadrathlon (AQ) to test the agents in a friendly competition. The AQ had species-specific hands-on lab sections and a quiz bowl competition. Teams were created by Specialists to ensure that each team comprised agents with varying levels of knowledge and experience. In December 2021, fifty-two agents participated in the training. An evaluation was administered at the end of the training to gauge effectiveness of each session. Of the 28 respondents, 15 were ANR agents, 7 were 4-H agents, 5 were ANR/4-H agents, and 1 was an area specialist. When asked to give an overall rating for the quiz bowl session of AQ on scale of 1 to 5, with 1 being poor and 5 being excellent, 71% of respondent responded “5: excellent.” When asked the same for hands-on lab portions of AQ, 95% of agents responded “5: excellent.” Selected comments regarding the AQ during in-service training included: “Day 3 by far was the most fun I have had at an in-service. I loved it.” and “I thought the stations and quiz bowl was a great way to tie in everything that was covered in the first two days. Fun and educational!” Specialists concluded that the AQ was a highly effective way to deliver in-service training to agents in an exciting way. Due to the success of the program, the 2022 in-service training taking place in December, will follow the same format.

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Ray, P. N. „Imperatives of In-Service Training and Staff Development in Indian Forest Service“. Indian Journal of Public Administration 41, Nr. 4 (Oktober 1995): 782–92. http://dx.doi.org/10.1177/0019556119950405.

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Shalev, Daniel, und Nuri Jacoby. „Modernizing Psychiatry Training for Neurologists—From Off-Service to In-Service“. JAMA Neurology 79, Nr. 2 (01.02.2022): 113. http://dx.doi.org/10.1001/jamaneurol.2021.4456.

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NODA, Megumi, Toru WATANABE und Nobuo TANAKA. „Teachers' In-Service Training on Learning Disabilities“. Japanese Journal of Special Education 35, Nr. 4 (1998): 29–34. http://dx.doi.org/10.6033/tokkyou.35.29.

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Solovey, Mykola. „IN-SERVICE TEACHER TRAINING COURSES: ORGANIZATIONAL COMPONENTS“. Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, Nr. 2 (28.09.2017): 121–29. http://dx.doi.org/10.25128/2415-3605.17.2.17.

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田, 晋绮. „An In-Service Teacher Training Course Design“. Overseas English Testing: Pedagogy and Research 04, Nr. 03 (2022): 119–32. http://dx.doi.org/10.12677/oetpr.2022.43014.

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46

Raman, Ravi, Shireen Lawania, Birajit Mohanty und Saurabh Sharma. „Training and Development in Tata Consultancy Service“. RESEARCH HUB International Multidisciplinary Research Journal 8, Nr. 12 (15.12.2021): 6–8. http://dx.doi.org/10.53573/rhimrj.2021.v08i12.002.

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47

Blackhall, Amanda, Tim Schafer, Lyn Kent und Maxine Nightingale. „Service user involvement in nursing students’ training“. Mental Health Practice 16, Nr. 1 (12.09.2012): 23–26. http://dx.doi.org/10.7748/mhp2012.09.16.1.23.c9280.

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48

Polishchuk, Mykola. „Neurosurgical service in Ukraine and neurosurgical training“. Ukrainian Neurosurgical Journal, Nr. 3 (17.09.2014): 88–89. http://dx.doi.org/10.25305/unj.47501.

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Dayal, Ishwar. „Methodology of Civil Service Training in India“. Indian Journal of Public Administration 34, Nr. 3 (Juli 1988): 482–87. http://dx.doi.org/10.1177/0019556119880305.

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50

Brown, A. F. „Failure in service. university training of engineers“. IEE Review 34, Nr. 9 (1988): 359. http://dx.doi.org/10.1049/ir:19880144.

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Zeitschriftenartikel zum Thema „In-service training“

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