Dissertations / Theses on the topic 'Health education teachers – Training of'
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Fedorchak, Nancy E. "Perceived importance of new teacher training topics for trade and industry and health occupations career and technical education teachers /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052236.
Full textHiatt, Sara Renee. "Middle School Teachers' Knowledge and Training Regarding Anxiety Identification." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531384416690094.
Full textMorrison, Mary. "An Early Mental Health Intervention for Disadvantaged Preschool Children with Behavior Problems: The Effectiveness of Training Head Start Teachers in Child Teacher Relationship Training (CTRT)." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5311/.
Full textGoldspink, Dean. "The personal development of those who teach it." Connect to thesis, 2007. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0041.html.
Full textHerr, Scott William. "High School Health Education Teachers' Attitudes and Perceptions Related to Teaching HIV Prevention." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1311274350.
Full textMiller, Leah Fowlkes. "The Impact of Child Teacher Relationship Training for Early Childhood Educators: The Role of the Relationship." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538685/.
Full textKajiyama, Kentaro. "The effects of gender on preservice teachers' motivation on teaching physical education." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3012.
Full textClemons, Courtney. "Pre-service Education Teacher Perceptions of Needs, Training, and Self-efficacy for School Mental Health." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588954197384985.
Full textDuffy, Mark Steven. "Developing the Etiwanda Intermediate School physical education curriculum through inservices and staff development." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1262.
Full textTedesco, Maria F. "Concussion in School-aged Children: Evaluating the Effectiveness of an Online Concussion Training Program." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1501166656935177.
Full textDalton, Julie. "Time to talk in Initial Teacher Training : staff and students' perspectives on mental health." Thesis, University of Sheffield, 2014. http://eprints.hud.ac.uk/26239/.
Full textStatman-Weil, Katie. "The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4638.
Full textGilbert, Noah Aaron. "PRESERVICE TEACHERS’ ATTITUDES TOWARDS INDIVIDUALS WITH MENTAL HEALTH DISORDERS." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1555437639723371.
Full textYager, Karen M. "BODY IMAGE, BODY DISSATISFACTION, DIETING AND DISORDERED EATING AND EXERCISE BEHAVIOURS OF TRAINEE PHYSICAL EDUCATION TEACHERS: INVESTIGATION AND INTERVENTION." Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/2780.
Full textYager, Karen M. "BODY IMAGE, BODY DISSATISFACTION, DIETING AND DISORDERED EATING AND EXERCISE BEHAVIOURS OF TRAINEE PHYSICAL EDUCATION TEACHERS: INVESTIGATION AND INTERVENTION." University of Sydney, 2008. http://hdl.handle.net/2123/2780.
Full textUniversity students are known to have a high prevalence of body dissatisfaction, dieting and disordered eating and exercise behaviours. Those enrolled in food and exercise related degree areas have been found to be particularly vulnerable. Part 1 of this study compared the body image, body dissatisfaction, dieting, disordered eating and exercise behaviours of first year male and female trainee physical education [PE; N = 295] teachers and undergraduates enrolled in non food and exercise related degree areas [Non PE; N = 207]. Male and female PE participants had a lower body image and higher body dissatisfaction and were significantly more likely to be dieting and engaging in disordered eating behaviours than Non PE participants. These findings provide empirical evidence of anecdotal suspicions that trainee physical education teachers are susceptible to body image problems and eating disorders; and create a demand for for intervention programs to improve the body image, body dissatisfaction, dieting and disordered eating and exercise behaviours of this population. Part 2 of this study involved the development of a dissonance and self esteem based (Intervention 1) and a dissonance, and media literacy based intervention that built self esteem and used computer technologies (Intervention 2) to be implemented into trainee physical education teachers’ [N= 170] undergraduate training. Both interventions were successful in improving the body image, and disordered eating behaviours of trainee PE teachers compared to a control group; which suggests that the inclusion of intervention programs in trainee teacher’s undergraduate training is both feasible and effective. Further research should investigate the effects of intervention programs to improve body image and eating behaviours among trainee physical education teachers; and male university students. The development of standardised measures and approaches toward the improvement of body image, body dissatisfaction and disordered eating and exercise behaviours that are specifically designed for males is also encouraged.
Leieritz, Donald. "An intermediate school physical education curriculum: a guide and its development." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/538.
Full textWinchester, Geoff. "Understanding How High School Teacher-Coaches Learn to Coach." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28759.
Full textOrtaliz, Marie. "Impact of preceptor training on effectiveness of preceptors in delivery of knowledge and skills to nurse orientees." Thesis, New England College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702622.
Full textNursing shortage in the United States has led to difficulties in the orientation of new nurses in critical care units. Preceptors are experienced nurses who possess the necessary skills in the care of patients with complex problems but do not necessarily posses the required teaching skills.
New graduate nurses are hired to bridge the gap in staffing shortage and look upon preceptors as role models and mentors. When preceptors assume the role of teacher and mentor they need to demonstrate the necessary characteristics for effectively imparting knowledge and skills to new nurses. A preceptor training program is designed by some hospitals as a strategy to provide preceptors with the necessary guidance in the supervision of nurse orientees. Other hospitals do not provide preceptor training and depend solely on the clinical expertise of preceptors utilizing them as teachers and mentors. This study investigated the impact of preceptor training on the effectiveness of preceptors based on the core characteristics of effective teachers: teaching ability; nursing competence; evaluation; teacher personality; and interpersonal relationship.
Survey questionnaire developed by Knox and Mogan (1985) describing the core characteristics of effective teachers was used in the study. Sample participants were preceptors and orientees in critical care areas in four hospitals in New York. A quasi-experimental design was used in the study and data analyzed through correlation and multiple regression.
Keywords: preceptors. orientees, preceptor program, critical care
Smit, Elizabeth Johanna. "Evaluation of a pilot "registrar-as-teacher" faculty development program at Stellenbosch University." Thesis, Stellenbosch : Stellenboch University, 2014. http://hdl.handle.net/10019.1/96044.
Full textENGLISH ABSTRACT: A. Background - Registrars play a significant role as teachers for undergraduate medical students and junior doctors in the clinical setting. (Jack et al. 2010; Busari & Scherpbier 2004). Many however teach ineffectively as registrars are rarely taught how to teach (Morrison et al. 2002, Busari et al. 2002; Thomas et al. 2002). This has prompted a number of universities to implement “Registrar-as-Teacher” training programs as part of faculty development (FD) initiatives (Leslie et al. 2014; Post et al. 2009, Hill et al. 2009). Although available evidence has demonstrated a positive impact of these programs on the teaching performance of registrars, large differences exist in the interventions, curricula content and participant characteristics. Few studies identified a conceptual framework that informed the design. Most studies focused on a quantitative approach to evaluate outcome; ignoring contextual factors that may shape the successful implementation of new knowledge and skills gained. At Tygerberg Hospital, education is a key performance area of registrar’s staff performance management agreement but no formal training program for registrars as teachers exists. The Centre for Health Professions Education at Stellenbosch University thus piloted a half-day workshop for newly appointed registrars from various disciplines with the aim to develop the clinical supervision skills of registrars as clinical educators. B. Research Design and Methodology - The overall aim of this study was to evaluate the outcome of a pilot “Registrar-as-Teacher” workshop at the University of Stellenbosch. The specific objectives included: - To evaluate registrar perceived relevance of workshop content - To evaluate registrar self-evaluation of teaching practices - To identify factors affecting the teaching practices of registrars - To observe and evaluate registrar teaching practices in the clinical setting - To increase the “Registrar-as-Teacher” workshop effectiveness A two-phased mixed method design was used, using semi-structured interviews and observation of registrars. Phase one comprised of semi-structured interviews to elicit both numerical and text-based data. Phase two included observer ratings to further explore the application of knowledge, skills and attitudes gained. The “Registrar-as-Teacher” program content was informed by the teaching roles described by Harden and Crosby (2000). As educational strategy, Knowles’ adult learning theory (1980) was applied. The study was conducted at Tygerberg Hospital, a Stellenbosch University Faculty of Health Sciences affiliated teaching hospital in Cape Town, South Africa. The study population included newly appointed registrars (year 1 and 2) from the Departments of Internal Medicine, Paediatrics, Obstetrics and Gynaecology, Surgery, and Orthopaedics. An inductive approach was used to analyze the qualitative data. Demographic, registrar self- evaluations and workshop evaluation data was analyzed using descriptive statistics. This study was approved by the Health Research Ethics Committee of Stellenbosch University (protocol number S13/10/177). C. Results - Seven of the fifteen registrars attending the pilot workshop agreed to take part in phase 1 of the study; five from the Department of Paediatrics and Child Health, and one from Surgery and Obstetrics & Gynaecology respectively. Five agreed to take part in phase 2 of the study; all from the Department of Paediatrics and Child Health. Participants reported satisfaction with the program and experienced the workshop as a positive learning experience (Kirkpatrick level 1). Participants self-reported positive changes in attitudes, including motivation, self-confidence, enthusiasm, and conceptions of teaching. Knowledge and skills were gained, as self-reported and observed. Individual benefits such as increased self-awareness of teaching ability and increased awareness of student needs were reported (Kirkpatrick level 2). Participants self-reported behavior changes in their teaching practices. Participants, bar one, demonstrated appropriate educational practices and teaching skills (Kirkpatrick level 3). Participants in our study reported their expanded conceptions of the roles of a teacher as one of the most useful aspects of the workshop. Role modelling was singled out as the most useful session. Participants generally had a positive view on their contribution to student learning. They saw it as a formative influence on how students view the profession and discipline. Unique aspects of registrar teaching were highlighted as being more informal in nature, more practice orientated; and working in a closer relationship with students; thus complementary to the consultant teaching role. Participants recognized that they are still developing their clinical teaching skills. Most participants rely on observed teaching methods or borrow from their own experiences as students. Participants based their self-assessment of being a good teacher on their personal views that mirrored their conceptions of a good teacher; seldom asking for or receiving feedback on their teaching skills to shape their own learning or performance as clinical teachers. Most participants in our study asked for regular or follow up training where they could reflect on their development and also receive feedback on progress made. Few participants felt comfortable to give feedback to students or to use the ‘one-minute preceptor’ compared to other aspects of clinical teaching. Our FD program’s session on teaching in the clinical setting and the ‘one-minute preceptor’ thus worked less well. This speaks to how to increase the effectiveness of future workshops. Even though all participants enjoyed teaching students, reported barriers to effective teaching were many. Participants often felt frustrated and overwhelmed by their teaching task. Limited time with competing responsibilities such as huge service demands and administrative duties impacted negatively on participants’ ability to teach students. Participants mostly felt unsupported and undervalued as teachers by their various departments, with little guidance on the expected student teaching content, process or learning outcomes. Although the expectation to teach is clearly communicated by the various departments, there is no training, supervision structure, formative feedback, or appreciation of their teaching performance. This lack of orientation and communication was further highlighted by participants pointing to the explanation of the MBChB undergraduate curriculum structure as the second most useful component of the course after role modelling. D. Conclusion and Recommendations - Our study confirmed the important role of registrars as teachers in the clinical setting. Apart from sharing theoretical and on-the-job knowledge, registrars teach practical skills and act as role models for the profession. Participants perceived the pilot “Registrar-as-Teacher” workshop content as relevant and the workshop shaped their teaching conceptions and practices. But workplace barriers like limited time with competing responsibilities impacted negatively on participants’ ability to teach students. A reported lack of guidance and support from the respective departments further undermined their ability to develop as clinical teachers. Future “Registrar-as-Teacher” FD initiatives at Stellenbosch University should thus provide registrars with optimal approaches and best teaching practices for busy clinical settings; enabling them to merge teaching with work. Strengthening FD requires the adoption of a broader conceptual framework that does not just focus on the individual participant, but link FD to the development of the department or institution as a whole (Swanwick & McKimm 2012). Workplace communities that include departmental faculty members should be involved in FD programs; allowing for ongoing learning and professional development of registrars as clinical teachers (O’Sullivan & Irby 2011; Steinert et al. 2010; Webster-Wright 2009; Hunter et al. 2008; Thorndyke et al. 2006). This requires a longitudinal strategy. Our “Registrar-as-Teacher” FD program should thus move away from the one-time workshop and instead create multiple learning events with opportunities for application and reflection.
AFRIKAANSE OPSOMMING: A. Agtergrond - Kliniese Asssistente (KAs) speel ‘n belangrike rol as onderwysers vir voorgraadse studente en junior dokters in die kliniese omgewing (Jack et al. 2010; Busari & Scherpbier 2004). Baie gebruik egter oneffektiewe onderrigmetodes omdat hulle selde opleiding ontvang oor onderrig (Morrison et al. 2002, Busari et al. 2002; Thomas et al. 2002). Verskeie universiteite het die probleem aangespreek deur “KA-as-Onderwyser” opleidingsprogramme as deel van hul Fakulteitsontwikkelings inisiatiewe te loots (Leslie et al. 2014; Post et al. 2009, Hill et al. 2009). Alhoewel beskikbare bewyse dui op ‘n positiewe impak van die programme op die onderrig prestasies van Kliniese Assistente, kom groot verskille voor in die intervensies, kurrikulum inhoud en deelnemer eienskappe. Min studies het sover ‘n konseptuele raamwerk geidentifiseer wat die studie ontwerp belig. Meeste studies fokus ook op slegs ‘n kwantitatiewe benadering as evalueringsuitkoms; en ignoreer die kontekstuele faktore wat die suksesvolle implementering van nuwe kennis en vaardighede mag beinvloed. By Tygerberg Hospitaal is onderrig ‘n sleutel prestasie area vir Kliniese Assistente se personeel prestasie bestuur ooreenkoms, maar geen formele opleidingsprogram vir KAs bestaan nie. Die Sentrum vir Gesondheidsberoepe Onderwys by Stellenbosch Universiteit het dus ‘n halfdag werkswinkel geloots vir nuutaangestelde KAs van verskeie departemente met die doel om hul kliniese supervisie vaardighede te ontwikkel. B. Navorsingontwerp en Metodiek - Die oorkoepelende doel van die studie was om die uitkoms van die nuwe “KA-as-Onderwyser” werkswinkel by die Universiteit van Stellenbosch te evalueer. Die spesifieke doelwitte het ingesluit: - Om die KAs se relevansie van die werkswinkel inhoud te evalueer - Om KAs se self-evaluasie van hul onderrigpraktyke te evalueer - Om faktore te identifiseer wat onderrigpraktyke van KAs beinvloed - Om KAs se onderrigpraktyke in die kliniese omgewing te observeer en te evalueer - Om die effektiwiteit van die “KA-as-Onderwyser” werkswinkel te verbeter. ‘n Twee-fase gemengde metodiek ontwerp is gebruik wat die gebruik van semi- gestruktureerde onderhoude en observasies van KAs ingesluit het. Fase een het bestaan uit semi- gestruktureerde onderhoude om beide numeriese en teks-data te ontlok. Fase twee het ingesluit observasies en gradering van onderrig aktiwiteite om die toepassing van nuwe kennis, vaardighede en houdings te verken. Die “KA-as-Onderwyser” program inhoud is deur die onderwyser rolle soos beskryf deur Harden en Crosby (2000) toegelig. As onderrigstrategie is Knowles se volwasse leerteorie (1980) toegepas. Die studie is uitgevoer by Tygerberg Hospitaal, ‘n Stellenbosch Universiteit Fakulteit van Geneeskunde en Gesondheidswetenskappe geaffilieerde onderrighospitaal. Die studie populasie het ingesluit nuutaangestelde KAs (jaar 1 en 2) van die Departemente Interne Geneeskunde, Pediatrie, Obstetrie en Verloskunde, Chirurgie en Ortopedie. ‘n Induktiewe benadering is gevolg om die kwalitatiewe data te analiseer. Demografiese, KA self- en geobserveerde evaluasies, en werkswinkel evaluasie data is met behulp van beskrywende statistiese metodes geanaliseer. Die studie is goedgekeur deur die Gesondheids Navorsings Etiese Komitee van Stellenbosch Universiteit (protokol nommer S13/10/177). C. Resultate Sewe van die vyftien KAs wat die werkswinkel bygewoon het, het ingestem om deel te neem aan fase 1 van die studie; vyf van die Departement van Pediatrie en Kindergesondheid, en een elk van Chirurgie en Obstetrie en Verloskunde. Vyf het ingestem om deel te wees van fase 2 van die studie; almal van die Departement van Pediatrie en Kindergesondheid. Deelnemers was gelukkig met die program en het die werkswinkel as ‘n positiewe leerervaring beskryf (Kirkpatrick vlak 1). Deelnemers het positiewe veranderinge in houding, insluitend motivering, selfvertroue, entoesiasme, en opvattings van onderrig rapporteer. Beide selfbeskrywende en geobserweerde kennis en vaardighede is uitgebrei. Individuele voordele soos verhoogde self bewustheid van onderrig vermoeens en verhoogde bewustheid van studentbehoeftes is gerapporteer (Kirkpatrick vlak 2). Deelnemers het veranderinge in hul onderrig praktyke rapporteer. Alle deelnemers, behalwe een, het ook toepaslike onderrig praktyke en onderrig vaardighede demonstreer (Kirkpatrick vlak 3). Deelnemers van ons studie het die nuwe opvattings oor hul rol as kliniese onderwysers as een van die waardevolste aspekte van die werkswinkel beskryf. Rolmodellering was uitgesonder as die mees waardevolste sessie. Deelnemers het in die algemeen ‘n positiewe siening van hul bydrae tot studente onderrig gehad. Hulle sien dit as ‘n formatiewe invloed op hoe studente die mediese professie en spesifieke dissiplines beskou. Unieke aspekte van KA onderrig wat uitgelig is was die meer informele aard van hul onderrig, dat dit meer prakties georienteerd is, en dat hul ‘n nouer verhouding met studente het; dus ‘n komplementere rol tot die onderrig rol van die konsultant. Deelnemers erken dat hul steeds ontwikkel as kliniese onderwysers. Meeste deelnemers maak staat op geobserweerde onderrigmetodes of leen van hul eie ervarings as student. Deelnemers baseer hul siening oor hulself as goeie onderwysers op hul persoonlike siening van ‘n goeie onderwyser en vra selde terugvoer oor hul onderrig praktyke om sodoende hul eie leer en prestasie as kliniese onderwysers te vorm. Meeste deelnemers in ons studie het egter gevra vir gereelde en opvolg opleiding sodat hulle oor hul eie onderrig praktyke kan reflekteer. Min deelnemers was gemaklik om terugvoer aan studente te gee of om die ‘one-minute preceptor’ strategie te gebruik in vergelyking met ander onderrig strategiee. Ons werkswinkel sessie oor onderrig en strategiee in die besige kliniese omgewing was dus minder suksesvol en sal in toekomstige werkswinkels aangespreek moet word. Alhoewel deelnemers studente onderrig oor die algemeen geniet, is baie hindernisse tot effektiewe studente onderrig beskryf. Deelnemers voel dikwels gefrustreerd en oorweldig deur hul onderrig taak. Min tyd, met kompeterende verantwoordelikhede soos dienslewering en administratiewe pligte beinvloed onderrig negatief. Deelnemers rapporteer dat hul nie voldoende ondersteuning ontvang van hul verskeie departemente nie, en voel ondergewaardeer as onderwysers. Min leiding word verskaf oor verwagte studente leeruitkomste, prosesse of kennis wat oorgedra moet word. Alhoewel die verwagting dat KAs moet onderrig gee duidelik gekommunikeer word deur die verskeie departemente, vind geen opleiding, supervisie of terugvoer oor hul prestasies plaas nie. Hierdie gebrek aan orientering en kommunikasie was verder uitgelig deurdat deelnemers die verduideliking van die MBChB voorgraadse kurrikulum struktuur as die waardevolste sessie naas rolmodellering beskryf het. D. Opsomming en Aanbevelings - Ons studie bevestig die belangrike rol van KAs as onderwysers in die kliniese omgewing. Behalwe dat teoretiese en praktiese kennis en vaardighede geleer word, tree hul ook as rolmodelle vir die mediese professie op. Deelnemers het die “KA-as-Onderwyser” werkswinkel inhoud as relevant beskou en rapporteer dat dit hul onderrig opvattings en praktyke positief beinvloed het. Werksplekhindernisse soos beperkte tyd en kompeterende verantwoordelikhede beinvloed onderrig van studente egter negatief. ‘n Gerapporteerde gebrek aan leiding en ondersteuning van hul onderskeie departemente ondermyn verder KAs se ontwikkeling as kliniese onderwysers. Toekomstige “Kliniese Assistent-as-Onderwyser” Fakulteitsontwikkelings-inisiatiewe by Stellenbosch Universiteit moet dus KAs voorsien van optimale strategiee en onderrig praktyke om werk en onderrig suksesvol te kan kombineer. Om Fakulteitsontwikkelings-inisiatiewe verder te versterk, moet ‘n breer konseptuele raamwerk aanvaar word wat nie net fokus op die individuele deelnemer nie, maar wat Fakulteitsontwikkeling koppel aan die ontwikkeling van departemente en instansies (Swanwick & McKimm 2012). Werksplek gemeenskappe wat departementele konsultante insluit, moet betrokke wees by Fakulteitsontwikkeling om KAs in staat te stel om professioneel te ontwikkel as kliniese onderwysers (O’Sullivan & Irby 2011; Steinert et al. 2010; Webster-Wright 2009; Hunter et al. 2008; Thorndyke et al. 2006). Hierdie vra vir ‘n longitudinale strategie. Ons “KA-as-Onderwyser” Fakulteitsontwikkelingsprogram moet weg beweeg van eenmalige werkswinkels en eerder veelvuldige leergeleenthede skep met geleenthede vir toepassing en refleksie.
Jacoby, Chelsea L. "Perceptions of Athletic Training students with and without self-disclosed hidden disabilities regarding quality indicators within their athletic training program." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428588445.
Full textLudwig, Christopher M. "A study on the self-efficacy and competence of approved clinical instructors on Athletic Training educational competencies." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/66.
Full textStone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals." Thesis, Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/350/.
Full textStone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002 : a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals /." Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/350/.
Full textWehrlin, Sonia E. "Teaching Interpersonal Communication Skills in Athletic Training Professional Education: A Mixed Methods Study." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1532450364663942.
Full textHovland, Jana A. "Elementary Teachers' Practices and Self-Efficacy Related to Technology Integration for Teaching Nutrition." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478697136860537.
Full textStarck, Jenna R., K. Andrew R. Richards, and Kason M. O’Neil. "A Conceptual Framework for Assessment Literacy: Opportunities for Physical Education Teacher Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4045.
Full textAguilera, Enrique. "Elements and skills of cooperative learning for student learning in physical education." CSUSB ScholarWorks, 2009. https://scholarworks.lib.csusb.edu/etd-project/1701.
Full textCaswell, Shane Vincent. "Individual moral philosophies and ethical decision-making of undergraduate athletic training education students and instructors." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1061327077.
Full textBuser, Stacey. "A CASE STUDY ON CRITICAL THINKING SKILLS AND PROBLEM-BASED LEARNING IN ATHLETIC TRAINING EDUCATION." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1491588873882199.
Full textHilton, Timothy J. "A historical synthesis and current respectives of high school athletics and its effects on student character/moral development." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527323.
Full textCoppard, Dorothea. "A comparison of the knowledge and attitudes of school counselors trained in the prevention and awareness in schools of HIV/AIDS project and untrained counselors in Tanga Region, Tanzania." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4825_1260533199.
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This study aimed to establish the effect of the training that was provided by PASHA on the knowledge and attitudes of school counsellors regarding HIV/AIDS. The research was conducted as a quantitative, observational KA(knowledge, attitude) study in 57 schools (37 or 32 % of the intervention schools,20 non-intervention schools) in Tanga region, using questionnaires to compare the knowledge and attitudes of trained counsellors with those of untrained counsellors towards HIV/AIDS, sexuality and reproductive rights of their students. Questionnaires were pre-tested and then administered face-to-face over a four week period in 2007. Eighty five counsellors were interviewed, 56 of these had received in-service training as counsellors, while 29 had not received any training by PASHA.
Lipsitt, Rosalyn S. "Occupational Therapy Level II Fieldwork: Effectiveness in Preparing Students for Entry-Level Practice." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/31186.
Full textPh.D.
Occupational therapy (OT) is a rehabilitation profession in which licensed therapists facilitate functional independence, to the greatest extent possible, of an individual with disabilities. Education for OT is at the Master’s level consisting of a two-year academic program followed by clinical Fieldwork II, a required 12-week internship under the mentorship of a licensed therapist with at least one year’s experience. In light of the fact that clinical fieldwork sites differ in size and resources, and clinical instructors may have only one year’s experience and no formal training in instruction, there is great variability in students’ clinical fieldwork experiences. The purpose of this study was to determine novice rehab OT’s perceptions of four key factors in clinical education: First, skill areas in which they felt most prepared; second, areas perceived as obstacles in adjustment to entry-level practice; third, essential elements of an ideal clinical learning environment; and fourth, the need for credentialing clinical instructors. Participants were 1-3 years post rehab fieldwork with first job in rehab. An online survey (N=45) and audiotaped interviews (N=9) were utilized to collect data on the perceptions of new OT’s on Fieldwork II experiences. Interviewees represented a convenience sample independent of survey participants. Most participants reported feeling prepared to perform basic clinical skills, communicate on interdisciplinary teams and seek mentorship in the workplace. Less proficiency was perceived in the areas of patient/family communication, and coping with reality shock (adjustment to real life practice). Over half of the participants felt that there should be some kind of mandatory credentialing for clinical instructors. There was consensus among OT’s regarding the ideal Fieldwork II setting which included well-trained instructors, availability for onsite learning and a well-equipped clinical site.
Temple University--Theses
Cox, Lisa N. "Learning Style Differences of Undergraduate Allied Health Students in the clinical and Classroom Setting." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1244737268.
Full textBarry, Julia. "Adapting and integrating elements of best practice in dancer wellness in elite adolescent pre-professional dance programmes into private dance studio contexts." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/214099/1/Julia_Barry_Thesis.pdf.
Full textPozner, Rochelle 1936. "How female physicians perceive their professional roles: What's gender got to do with it?" Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282352.
Full textSilva, Michele Silveira da. "Um estudo sobre a formação inicial de professores para a temática da saúde na região metropolitana de Porto Alegre." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/181390.
Full textThe concept of health used in societies has constantly changed throughout history. Nowadays, the processes of health and sickness are no longer associated in opposition. There are now concepts which encompass the physical, social, and environmental well-being of an individual. From this, other concepts have been developed which organize the education of the health theme: the Promotion of Health, which encompasses the social structure of access to health; Health Education (HE), which concerns itself with a schools focus that aims at the students’ independence in decision making regarding their own health and the environment they live in; and Health Literacy, a tool for implementing HE. For these health education tendencies to be applied, it is necessary for the education of the professionals to be in accordance. Thus, the objective of this work is to analyze how the teachers’ traning in the Metropolitan Region of Porto Alegre has been developing these themes. In order to do that, a quali-quantitative survey was carried out, which used as a method the contente analysis of bardin (2014). The documents analized were the Couse Pedagogics Plan (PPC), the BNCC (Brazil’s National Curriculum Basis). Mixed questionnaires developed from the courses’ pedagogical plans were applied to students in the final stages of these courses, besides performins a bibliografic reviem using the English term Health Literacy (HL) used in Brazil. This resulted in the elaboration of four articles. The first, presented in the XI Encontro Nacional de Pesquisa e Ensino de Ciências, investigated the PPCs and the courses’ curriculum. The second, analyses the conceptions of graduating students of the teaching courses of natural sciences and biology on health, as well as their difficulties in working with this topic. The third, analyses the BNCC regarding on the manner of the presentation of the health topic; whether it is according to the HE, or linked to the social hygiene movement and sanitarism. The fourth, presented in the II Encontro Regional de Ensino de Ciências, revises the term“health literacy” in researches developed in Brazil, and attempts to clarify how and by whom the research on this theme is being made in Brazil. We perceive that The recently graduated students feel insecure, especially regarding themes such as sexuality, which transcend the field of biology, but also regarding human physiology and diseases. Unfortunately, the BNCC, document that guides the curricular organization of Basic Education inthe country, also does now present a singular clear view on health. In its text, the approaches are puzzling, and several aspects are not presented. A lot of this is a consequence of the fact that the EeS still is not a concrete field of research in Brazil, which can be observed when a study on health literacy comes from an area such as nursing, areas connected to health, and not education.We have concluded that the formation of these professionals still has some gaps, especially in social and environmental contexts of health, and still strongly connected to biologic models and conceptions.
Trevaskis, Douglas F. "At the heart of change : teachers and studies in Asia." Thesis, View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/43426.
Full textJarrett, Jennifer Ann. "Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 /." Connect to full text, 2003. http://hdl.handle.net/2123/5673.
Full textEsteves, Daniela da Motta. "Elaboração e aplicação de instrumento avaliativo sobre a prática docente em uma escola pública de saúde em Porto Alegre, Rio Grande do Sul." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/106859.
Full textDebates around the need for pedagogical training of teachers of the health field have gathered space within the discussion agenda of educational institutions and scholars. Faculty have a primary role in the process of teaching and learning, so that the lack of didactic and pedagogical knowledge directly affects the education of future professionals. The present study aimed to investigate teaching practices within a health school of the Unified Health System, in Porto Alegre, RS, through the production and application of an original assessment tool. The specific objectives were to develop a survey instrument with the specific purpose of describing the sociodemographic characteristics of teachers, to know their training trajectories, what pedagogical paradigms and trends they follow, how they describe their teaching practices, and to analyze how theory and practice mingle in the various activities of everyday teaching. This is a descriptive cross-sectional study in which quantitative and qualitative data were collected through a self-administered survey, carried out entirely on the Internet. The instrument included questions relating to sociodemographic characteristics, as well as issues related to professional development and the practice of teaching. Data analysis was descriptive and presented in graphs and tables. The research subjects were the faculty of Escola do Grupo Hospitalar Conceição (GHC) who agreed to participate in the study. The response rate to the survey was 48%. Most were female (61%), with stricto sensu graduate formation (72%), mostly under an employment contract of 180 hours per month (61%), and variable time dedicated to teaching activities. As to the respondents’ perceptions of preparation for teaching, 30% feel very well prepared and 67% satisfactorily prepared. As to teacher training, 55% of teachers reported having initiated their activities without such formal training. Among the difficulties encountered by teachers, 39% cite sharing the workload of teaching and patient care duties. Lack of teaching training is considered to cause little or no difficulty by 57%. Among the facilities, support and encouragement is indicated by 30% of teachers. In the comparative analysis between faculty from patient care and administration sectors, the latter seem to have fewer difficulties in exercising teaching. Finally, we demonstrate that specific training is required for the teaching profession in healthcare, because we believe that its absence interferes with the quality of teaching. So, to develop and apply evaluation tools is necessary to make as a way to assist and monitor the performance of teaching and the institution itself.
Pinho, Carolina Santos Barroso de 1981. "Educação física e saúde = necessidades e desafios nos currículos de formação profissional." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251189.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta pesquisa se insere na temática geral da Formação de Professores e na luta política pela qualidade dessa formação, especialmente no campo da Educação Física. Neste trabalho, delimitamos como objetivo principal identificar e analisar os fundamentos teórico-metodológicos que sustentam os currículos para formação de professores de Educação Física, particularmente no trato com o conhecimento da relação educação física/saúde. Este estudo se justifica pela necessidade de superar o "colonialismo epistemológico" que determina historicamente a dependência da área de conhecimentos oriundos de outros campos do saber, caracterizando a Educação Física como um campo de ciências aplicadas, dificultando sua autonomia e desenvolvimento epistemológico. A construção de uma nova proposição teórica já vem acontecendo quando abordamos com prioridade os problemas concretos da prática profissional e as necessidades do desenvolvimento educacional e social da realidade brasileira. Espera-se contribuir com a reconceptualização dos currículos dos cursos de formação de professores de Educação Física, especialmente acerca da relação educação física/saúde. Tomamos como referência a proposição elaborada pelo grupo conhecido como "Coletivo de Autores" fundamentada na teoria crítico superadora. Os projetos de formação de professores de educação física são entendidos como a expressão da luta de perspectivas diferenciadas no campo da educação e, no âmbito mais geral, dos interesses em conflito dentro da sociedade. A compreensão do conflito entre diversos projetos de sociedade é perpassada pela análise das contradições das relações de produção e se expressam através de diversas mediações, dentre elas, nos currículos para formação de professores em geral, e em particular, da Educação Física. Neste sentido, entendemos que para compreender melhor esses conflitos e para sustentar a busca de alternativas para problemática da formação do profissional dos educadores no Brasil é necessário identificar os fundamentos teóricos que dão suporte a esses projetos de formação profissional. Com base nessa problemática, perguntamo-nos: como se apresentam os fundamentos teóricos metodológicos acerca da relação educação física/saúde nos currículos de formação de professores no Brasil? Para responder esta questão, realizamos uma pesquisa bibliográfica e documental sobre os conteúdos delimitados nas legislações, com enfoque nas resoluções das Diretrizes Curriculares Nacionais para a Educação Física (DCNEF), e sobre os programas dos cursos de Educação Física dos cursos de formação profissional em educação física da UNICAMP, a fim de identificar as diversas compreensões da relação entre Educação Física e Saúde nos currículos dos cursos de formação profissional. Com base na referência do materialismo histórico dialético, buscamos identificar relações com os projetos em conflito na sociedade e os interesses, visões e perspectivas que poderão influenciar as diversas compreensões do currículo na formação profissional e o trato com o conhecimento sobre a relação educação física/saúde.
Abstract: This research falls within the general theme of teacher education and in the political struggle for the quality of that training, especially in the field of Physical Education. In this work, delimited as main objective to identify and analyze the theoretical and methodological foundations that underpin the curriculum for training physical education teachers, particularly in dealing with knowledge about the relationship Physical Education / Health. This study is justified by the need to overcome the "epistemological colonialism" that historically determines the dependence of the area of knowledge from other fields of knowledge, characterizing the physical education as a field of applied sciences, hindering their autonomy and epistemological development. The construction of a new theoretical proposition has been happening when we deal with priority concrete problems of professional practice and the needs of educational and social development of the Brazilian reality. Expected to contribute to the reconceptualization of the curriculum of training courses for physical education teachers, especially about the relation Physical Education / Health. We refer the proposal prepared by the group known as the "Collective Author" theory based on super critical. The projects to train teachers of physical education are understood as the expression of the struggle of different perspectives in education and in the more general framework of conflicting interests within society. The understanding of the conflict between different projects of society is permeated by the analysis of the contradictions of production relations and express themselves through various mediations, among them, the curricula for teacher education in general and in particular of Physical Education. In this sense, we believe that to better understand these conflicts and to support the search for alternatives to the problem of professional training of teachers in Brazil is necessary to identify the theoretical foundations that support these projects for vocational training. Based on these problems, we ask: how to present the theoretical methodology of the relationship Physical Education / Health in the curricula of teacher training in Brazil? To answer this question we conducted a literature review and documentary about the contents defined in the legislation, focusing on the resolutions of the National Curriculum Guidelines for Physical Education (DCNEF), and programs of physical education courses from five universities located in different regions of the country - to identify the different understandings of the relationship between Physical Education and Health and between the formal proposals, and their actual practice in the curricula of vocational training. Based on the reference of historical and dialectical materialism, we will seek to identify relationships with the projects at issue in society and the interests, views and perspectives that may influence the different understandings of the curriculum in vocational training and dealing with knowledge about the relationship between physical education and health.
Mestrado
Filosofia e História da Educação
Mestre em Educação
Jarrett, Jennifer Ann. "Catholic bodies : a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930." Phd thesis, School of Policy and Curriculum Studies in Education, 2003. http://hdl.handle.net/2123/5673.
Full textLima, Patrícia Acioli de Barros. "Desafios e possibilidades no exercício da preceptoria do PRÓ-PET-Saúde." Editora da Universidade Federal de Alagoas, 2014. http://www.repositorio.ufal.br/handle/riufal/1315.
Full textTrabalho Acadêmico de Conclusão de Curso, apresenta um artigo intitulado “ Desafios e Possibilidades no Exercício da Preceptoria do PRÓ-PET-SAÚDE”, cujo objetivo foi fazer uma análise desses desafios e possibilidades na preceptoria do Programa de Reorientação Profissional e Programa de Educação pelo Trabalho para Saúde (PRÓ-PET-SAÚDE) da Universidade Federal de Alagoas (UFAL). Utilizou-se a entrevista semiestruturada para coleta dos dados e a análise de conteúdo para interpretá-los. Os resultados apontaram dentre os desafios: o despreparo pedagógico, em trabalhar com grupos, com metodologias ativas, desenvolver pesquisa; o desafio do trabalho interprofissional (TIP); dificuldades na infraestrutura; desmotivação da comunidade e dificuldades com a gestão do processo, dentre elas: incompatibilidade curricular; desvalorização da preceptoria e a pouca colaboração de outros profissionais do serviço. Dentre as possibilidades aparece: O Trabalho Interprofissional (TIP); crescimento pessoal e profissional; repensar as práticas e a contribuição com a formação. A partir dos resultados da pesquisa, percebeu-se que as estratégias de enfrentamento utilizada pelos preceptores como forma de superar os desafios, advém sempre de esforços do próprio preceptor, e que faz-se necessária, além de capacitar os profissionais do serviço para serem preceptor, fortalecer a integração das Instituições de Ensino Superior (IES) com a Secretaria Municipal de Saúde (SMS) e o serviço possibilitando a participação do preceptor nas ações de planejamento e organização dos estágios nos serviços de saúde. Baseado nos resultados da pesquisa, foi organizado e desenvolvido como produto de intervenção, um curso de capacitação em metodologias ativas para educação popular em saúde cujo público alvo foram os preceptores e discentes do PRÓ-PET-SAÚDE e um Relatório Técnico cujo objetivo foi revelar a importância desta atividade (preceptoria) desenvolvida pelos profissionais do serviço (preceptores) enquanto agentes de transformação das práticas de atenção à saúde e oferecer subsídios para a sensibilização dos gestores em relação à importância de temas como formação, condições de trabalho e capacitação profissional.
Oliveira, Lilian Oliveira de. "Concepções acerca de obesidade e diabetes mellitus : a metodologia da problematização como uma proposta para educação em saúde." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/171040.
Full textCurrently it is necessary to rethink about different ways of teaching health, developing strategies, using different methodologies and developing educational materials. The teaching-learning process at health promotion, stands out for the importance of this theme being approached and discussed in different environments, including the school environment. Health education is, therefore, one of the strategies for the promotion of health of individuals and given the importance of this, numerous studies report the key role of teachers to work on health-related issues in school. This study is characterized by exploratory action research, with quantitative/qualitative approach, using a questionnaire with open and closed questions. Therefore, the sample of study comprised a contingent of 53 individuals, of whom 8 were health professionals, 12 were Diabetes mellitus patients, 12 caregivers, 11 community participants in general and 10 teachers. Initially the purpose of the present study was to investigate the conceptions related to DM and from the results found, to promote a health education practice directed to community. Afterward, from these conceptions and the action developed with the population, it was perceived that Health Education should be part of the treatment and any pedagogical orientation, in order to seek ways of behavioral changes to control the disease, should be considered. Thus, it was noted the importance of raising the knowledge of teachers about the Obesity topic, considering the relevance of the same and its important relation with the DM. After analyzing these conceptions, educational formations were developed in health, through the problematization with support in the Maguerez’s Arch in a school, with teachers of basic education. In this sense, from the analyzes of the teachers 'conceptions, it was noticed that the knowledge about the themes was configured as a possibility for the development of educational actions in the teachers' training process through the Problematization Methodology (PM). Among the actions and objectives outlined in this educational process were those that problematized, discussed, analyzed, elaborated, questioned knowledge and practices about the themes Obesity and Diabetes mellitus, which are considered extremely relevant issues to teacher’s work in schools. For DM theme under study, the conceptions observed during the educative action with the teachers, raised evidences that there were significant conceptual changes for this theme when compared to the Obesity topic. Therefore, a more pertinent knowledge about health issues and its promotion by the community involved and the educators were some of contributions of this thesis. It is evidenced through the conducted activities that the PM became relevant in the incorporation of new knowledge by the educators involved, allowing an active re-signification of their teaching and thus the conceptions about the knowledge acquired.
Gokmenoglu, Tuba. "Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615128/index.pdf.
Full textprofessional learning, how design and process should be handled is still questioning issue. The purpose of this study was to determine the kinds and qualities of in-service training that teachers needed. Professional development designs&rsquo
three elements were highlighted in this research. Content refers what designer of professional development expects teachers to learn
form denotes the context, materials, schedule, and evaluation in which learning takes place
audiences are targeted group of teachers who needs to participate some certain programs. Via survey design
data were collected from 1730 teachers, and analyzed through ANOVA and Structural Equation Modeling. Teachers reported an occasional need for Guidance and Special Education, Preparation for Inter/national Exams, Self-development, Professional Teaching Knowledge, and Technology Use, and reported medium satisfaction with previous programs. They also reported their preferences for in-service training program format. All these results were discussed together, and combined as design elements of training programs. Determining what teachers need and prefer and how they learn best made it possible to provide suggestions for Turkish teacher training policy to maximize the match between teacher needs and the content and process by which those needs are met.
Edidaha, Edidaha John Ukpong 1939. "CURRICULUM FOR NIGERIAN TEACHERS EDUCATION STUDENTS (ART)." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291944.
Full textTaylor, Christine M. "Identifying training needs of educational paraprofessionals /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
Fraser, D., T. Marder, Pamela J. Mims, and Bree Jimenez. "Training Teachers in Data-Based Decision Making." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/188.
Full textMcNamara, Karen. "Special education understandings of prospective teachers." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279976.
Full textCarpenter, Marilyn Gordon 1943. "Preservice teachers as readers." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288856.
Full textWhite, Marisa Lynn. "The Process of Becoming an Advocate for the Counseling Profession: A Qualitative Analysis of Counselors’ Development toward Advocacy." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258153249.
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