Relevant bibliographies by topics / In-service education training

Academic literature on the topic 'In-service education training'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "In-service education training"

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Santos, Maria Manuela Novais. "Distance Education In‐Service Teacher Training." Educational Media International 30, no. 2 (June 1993): 55–57. http://dx.doi.org/10.1080/0952398930300202.

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OZUDOGRU, Melike. "The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.8.

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Anpilova, Marina Andreevna, and Olga Valerevna Belous. "Psychological Service in Education." Interactive science, no. 1 (56) (January 20, 2021): 21–23. http://dx.doi.org/10.21661/r-553028.

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Teaching and learning an academic discipline aimed at training and development of students, mastering a system of ideas about the content and structure of the psychological service in the education system, the legal basis for activities of the service, the main types and directions of pedagogic and psychological practical and typical issues within the competence of his work. The study of the discipline by students will contribute to the formation of their General and professional worldview, professionally important personal properties and qualities. The academic discipline contributes to the deepening and expansion of the basic professional training of students, as well as takes into account their educational needs.
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Adams, Steve. "In-Service Training for Tutoring." Pastoral Care in Education 4, no. 1 (February 1986): 44–47. http://dx.doi.org/10.1080/02643948609470529.

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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, no. 1 (2003): 3–13. http://dx.doi.org/10.6033/tokkyou.41.3.

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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, no. 7 (June 15, 2012): 87–88. http://dx.doi.org/10.15373/22778160/july2014/30.

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Ghavidel, Ali, and 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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Heathcote, Gaye. "Teachers, health education, and in-service training." Health Education Journal 48, no. 4 (December 1989): 172–75. http://dx.doi.org/10.1177/001789698904800405.

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Turner, Teri L., Elaine Fielder, and Mark A. Ward. "Balancing Service and Education in Residency Training." JAMA Pediatrics 170, no. 2 (February 1, 2016): 101. http://dx.doi.org/10.1001/jamapediatrics.2015.3816.

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Gerbaldi, Michèle. "In-Service Astronomy Education of Teachers." Highlights of Astronomy 13 (2005): 1046–47. http://dx.doi.org/10.1017/s1539299600018086.

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AbstractAstronomy education of school teachers is reviewed in the context of in-service training when astronomy is part of the curriculum, or not. Methods and results are presented based on experiences of teacher training during 25 years, in France.
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Dissertations / Theses on the topic "In-service education training"

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Parish, Rodney L. "Online In-Service Training versus Traditional Training for Arizona Police Officers." Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979089.

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Arizona police officers are required by the Arizona Police Officer Standards and Training board to complete continuing training on an annual basis. Police continuing training has traditionally been offered as lecture-based classroom training. Online training offers an alternative method of providing training. The purpose of this study was to compare the effectiveness of an online version of a police training class to a classroom-based version of the same course. Participants consisted of sworn police officers employed by the Phoenix Police Department and taking the department’s Domestic Violence Investigation (DVI) course. The study compared student learning outcomes between the two course versions, as well as student attitudes and perceptions of training.

The study utilized a descriptive research design with a mixed methods approach. Research questions investigated the attitudes and perceptions of participants, compared student learning outcomes between the two course versions, and asked whether educational level and previous experience with online learning was linked to positive learning outcomes in the DVI course. Quantitative data consisted of demographic questionnaires, a 45-question assessment of the likelihood of success in online learning, a 10-question pre-test, and a 10-question post-test. Qualitative data was obtained through interviews with six participants who had taken the DVI course.

The results of the study indicated participants in the online version of the DVI course performed as well or better on the post-test than their counterparts in the classroom. Participants interviewed for the study enjoyed the online presentation of the course, and supported the development of additional online training options within their department. Positive student learning outcomes for the online DVI course provide support for the development of online police training programs.

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Grych, Diane Smith. "The Role of In-Service Teachers in Pre-service Teacher Preparation for Multicultural Education." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632872.

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The U.S. population is rapidly diversifying, with the expectation that culturally diverse groups—including students—will outnumber European Americans by the year 2050. In contrast, public school teachers are expected to remain largely middle class, female, and Caucasian. Most multicultural education research has focused on cultural diversity in urban education settings. However, a gap in the literature has existed regarding student diversity and teachers' culturally responsive teaching in predominantly rural areas. In this study, Appalachian elementary school teachers shared their perspectives and experiences on effective multicultural teaching. An important gap has been bridged by using a 3-part theoretical framework, based on critical reflection, scaffolding, and perspective taking, related to the main research questions regarding (a) the qualities and experiences that in-service public school teachers possess that allow them to effectively teach students from a variety of backgrounds, and (b) what in-service teachers suggest for improving teacher preparation to meet the challenges of cultural diversity in schools. A qualitative, phenomenological approach anchored in a constructivist paradigm was used to gather voice data via a digital voice recorder from 8 participants. Semi structured, open-ended interviews were conducted to collect the data, followed by transcription and analysis. Data analysis resulted in the discovery of 5 themes related to the research questions and revealed mapping onto the conceptual framework. Social change implications can result in improved teacher education programs in rural areas and can enhance collaboration with professional development schools to improve pre-service teacher preparation for teaching diverse students.

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Momany, Mohammad Ahmad. "Pre-service and in-service primary teacher training in Jordan : with special reference to the teaching skills and training/teaching methods." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247392.

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Lewis, Sally. "IS THERE A RELATIONSHIP BETWEEN PRE-SERVICE TRAINING, IN-SERVICE TRAINING, EXPERIENCE, AND COUNSELOR'S SELF-EFFICACY AND WHE." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4440.

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This study elaborated on the development of school counselor's feelings of self-efficacy in working with students with special needs and how self-efficacy affects school counselor's roles with students with special needs. More specifically, this study addressed a number of topics in researching the impact of pre-service training, experience and in-service training for Professional School Counselors (PSCs) on their feelings of self-efficacy in working with students with special needs. This study will present a historical review of the development of Professional School Counselor roles. In addition, an analysis of the development of comprehensive developmental guidance programs in schools and suggested frameworks was conducted including students with special needs. Also, conducted were reviews of studies conducted with Professional School Counselors (PSCs) regarding their roles with students with special needs, their feelings of preparedness, and their training; and reviews of several studies of counselor education programs in the area of special needs training and experiential opportunities offered. Lastly, the pragmatic and theory base for self-efficacy found in the literature was explored. The purpose of this study was to investigate the relationship between experience with special needs, pre-service education and in-service training regarding students with special needs and counselor's self-efficacy and roles they perform with students with special needs. The research for this study was conducted by survey at the Georgia School Counselor Association's fall conference in Atlanta, Georgia; the South Carolina School Counselor Association's fall conference in Columbia, South Carolina; the North Carolina School Counselor Association's fall conference in Greensboro, North Carolina; and Florida School Counselors on Survey Monkey. The participating states counselors also had access to the survey via the internet based survey service Survey Monkey. 410 PSCs from Georgia, South Carolina, North Carolina, and Florida completed the survey. 372 of the surveys met completion criteria and were included in the survey results (N = 372). Results of a factor analysis, a descriptive statistical analysis and a multi-step regression indicated the relationship between the five of the ratings and their combinations of self-efficacy and time spent in performing roles with students with special needs had a statistically significant relationship as measured on the survey. The two types of experience and in-service quality had a statistically significant relationship with the combination rating of self-efficacy as measured on the survey. The research question is: Does pre-service training, in-service training and experience have an impact on professional school counselor's self-efficacy and whether or not they perform a role with children and adolescents with special needs. The following statements are the hypotheses for this research: There is a relationship between the two types of experience as measured by rating on the survey, pre-service training and in-service training as measured by quality and quantity on the survey, their self-efficacy in working with students with special needs as measured on the survey, and the roles that PSCs perform as measured by the frequency that they perform roles on the survey.
Ph.D.
Education
Education
Education
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Lin, Emily Shu-Ying. "Environmental education in pre-service teacher training programs in Canadian tertiary institutions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0022/NQ49856.pdf.

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Mniki, Felicia Nobesuthu Vuyiswa. "A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003356.

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The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.
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Williams, Evelyn Elizabeth. "Inclusive education : a model for in-service teachers." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/643.

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It is clear that the concept of inclusive education implies that learners experiencing barriers to learning should, wherever possible and with suitable support, be educated with others in a regular school setting and through a regular curriculum. It is assumed that suitable facilities, resources and assistance, where needed, will be available. An adaptable curriculum that accommodates the specific learners who experience barriers to learning is also essential for inclusive education. The focus on providing equal educational opportunities for learners experiencing barriers to learning means that the traditional roles and responsibilities in education will inevitably change. Teachers have to modify their views of themselves, their teaching methods and the roles that they have to play during the implementation of inclusive education. Teachers will have to be adequately trained to effectively and confidently provide appropriate education to learners experiencing barriers to learning. The primary goal of the study is to explore the experiences, perceptions and needs of teachers regarding inclusive education. The secondary goal is to develop a training model to equip in -service teachers better for inclusive education. The research process was structured by the application of a qualitative research approach within a theory generative design, utilising five steps of theory generation in order to reach the objectives of the study. The qualitative approach was selected, as it is exploratory in nature. Founded in this exploratory research, a central concept was identified, with the aim of developing a model to assist teachers in implementing inclusive education. ABSTRACT (xvii) The research was conducted in two phases. The first section of the research comprised an exploration of the experiences, perceptions and needs of teachers regarding inclusive education. It embraced several decisions relating to data collection and analysis processes, such as defining the population and selecting the sample procedure and the data collection method, namely personal interviews with teachers, in order to determine their experiences, perceptions and needs. Concepts in the transcripts were categorised into themes and sub-themes and were verified by a literature review. A central concept was identified ( of the theory-generative research design) that can be further analysed in the second section of the research. The second section of the research was based on the findings of the research and the work of Chinn and Kramer (1995) in order to develop a training model to assist teachers in implementing inclusive education. The following additional steps of model design were employed: - Step Two : Concept definition and classification - Step Three : Construction of relationship statement - Step Four : Description and evaluation of the model - Step Five : Model operationalisation After data analysis was completed, the research established that the participating teachers were not in favour of inclusive education and therefore perceived it negatively. They also viewed themselves as not suitably equipped to work in inclusive settings. They were also discontented and experienced an intense feeling of incompetence. The researcher identified the in teachers as the central concept, which served as the foundation of the design of a model for teachers with regard to inclusive education. The essential criteria of the concept were identified and linked to each other by means of relationship statements. The model was described and evaluated according to the five criteria of clarity; simplicity; generality; accessibility; and significance, as proposed by Step One revitalisation of competence Chinn and Kramer (1995). The researcher also reflected on the limitations inherent to this research study and presented guidelines and recommendations for the operationalisation of the model in practice, to guide future research and in-service training programmes.
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Thornton, Melanie Williams. "Cultivating cultural workers through service learning in teacher education." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/melanie_w_thornton/thornton_melanie_w_200701_EDD.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Ming Fang He. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 96-102) and appendices.
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Al-Saydeh, Munim A. A. "Pre-vocational education in Jordan : implications for teacher preparation and in-service training." Thesis, University of Huddersfield, 2002. http://eprints.hud.ac.uk/id/eprint/5984/.

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This study proposes a rational basis for pre-vocational. education (PVE) teacher preparation and training in Jordan based on a thorough assessment of the teacher's role and responsibilities. Qualitative and quantitative data collection methods were employed. These included semi-structured interviews with members of the Jordanian National Teams for PVE Curriculum Development and for Supervision on PVE Curriculum Development, as well as with PVE supervisors in Jordan. Selfcompletion questionnaires were also administered to a sample of PVE teachers and educational supervisors. Asserting that design and implementation of a successful training programme should be founded on the job activities and competencies required, this study presents a job description for the PVE teacher, analyses the activities involved, and identifies the associated competencies. The study proceeds to scrutinise the components of WE teacher preparation, analyses the current delivery of PVE in Jordan, identifies some deficiencies, and considers potential corrective action. The study also discusses the necessity of vocational field experience for the PVE teacher. Current programmes of PVE teacher preparation are critically examined, shortcomings are identified, and proposals for improvement are discussed.
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Maake, Matsobane Joshua. "Using interactive television in the in-service education and training of guidance teachers." Thesis, University of Pretoria, 2000. http://hdl.handle.net/2263/26234.

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This study is focused on how technology is employed as educational support media in distance education. The aim is to establish the availability and accessibility of interac¬tive television for both guidance teachers and students in rural, remote and previously disadvantaged communities. Interactive television could be used to support the primary modes of education, namely, contact education on campus or at remote sites, paper-¬based distance education and Web-based distance education for in-service education and training of guidance teachers. The TELETUKS schools project is cursorily pre¬sented as an example of a technology-enhanced delivery system to facilitate interactive television learning. The ITV has the potential to be cost-effective, saving on travelling costs and reaching for increased numbers of upgrading guidance teachers per unit time. A comprehensive interactive television model for in-service training of the guidance teacher in the Northern Province is presented.
Thesis (PhD (Educational Guidance and Counselling))--University of Pretoria, 2007.
Educational Psychology
unrestricted
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Books on the topic "In-service education training"

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Bazalgette, Cary. Media education in-service training. London: BFI Education, 1988.

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Ohio Early Childhood Special Education: Higher Education Consortium. Research in teacher education. [Ohio: The Consortium], 1993.

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Hilary, Shuard, ed. In-service education in primary mathematics. Milton Keynes, England: Open University Press, 1985.

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Pinner, Mary Timothy. In-service education in primary mathematics. Milton Keynes: Open University Press, 1985.

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Jagla, Virginia M., and Alan S. Tinkler. Transforming teacher education through service-learning. Charlotte, NC: IAP, Information Age Publishing, Inc., 2013.

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Eca, Setumādhava Rāva Pī. Training for higher education. Jaipur: Rawat Publications, 1994.

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Harris, Ben M. In-service education for staff development. Boston: Allyn and Bacon, 1989.

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Elliott, John, Dip. Phil. Ed., ed. Reconstructing teacher education: Teacher development. London: Falmer Press, 1993.

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Mohanty, Sunil Behari. Lifelong and adult education. New Delhi: Ashish Pub. House, 1988.

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Redesigning teacher education. Albany, NY: State University of New York Press, 1997.

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Book chapters on the topic "In-service education training"

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Opazo, Héctor, and Pilar Aramburuzabala. "Service learning in teacher training." In Embedding Service Learning in European Higher Education, 154–65. Abingdon, Oxon, ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315109053-10.

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Geoffrey Mattock, J. "The In-Service Education and Training of Teachers." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol227:179—Vol227:215. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-151.

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Zan, Nuray, and Burcu Umut Zan. "A Supporting Service in Teacher Training: Virtual Newspaper." In Smart Education and e-Learning 2016, 189–201. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39690-3_17.

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Hoare, Steve, Philip Hazell, Polly Kwan, Karen Sarmiento, and Bianca Lino. "Training and Education." In Longer-Term Psychiatric Inpatient Care for Adolescents, 169–78. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1950-3_19.

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AbstractThe Walker Unit has two principal educational functions; workforce development to increase the knowledge and skillset of clinicians, and supervised placement for students from a range of health disciplines. New appointees have access to an Introduction to CAMHS programme funded by the state government. The health service also provides orientation which incorporates mandatory training. In-house, the Walker Unit provides regular in-services to staff, and funds fortnightly supervision from an external provider. Advanced trainees in child and adolescent psychiatry and basic trainees in general psychiatry work in the unit. On observational placement are students from medicine, nursing, psychology, social work, and occupational therapy. Attention is given to preparing students for the intense nature of the programme and the clinical environment.
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Chrea, Sesokunthideth, and Sothy Yok. "Pre-service TVET Teacher Education in Cambodia." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 231–41. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_14.

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Asiabanpour, Bahram. "Additive Manufacturing: Instrumental Systems Used in Research, Education, and Service." In Additive Manufacturing – Developments in Training and Education, 35–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76084-1_3.

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Barnes, Ann. "Maintaining language skills in pre-service training for foreign language teachers." In Language in Language Teacher Education, 199–217. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.14bar.

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Nassar, Silvia. "In-service Teacher Empowerment in Palestine: Teacher Training or Professional Development Programmes?" In Handbook of Research on Teacher Education, 481–502. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2400-2_28.

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Bullough, Robert V. "The Continuing Education of Teachers: In-Service Training and Workshops." In International Handbook of Research on Teachers and Teaching, 159–69. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_10.

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Schustereder, Johann. "TVET Teacher Pre- and In-Service Training in the Kyrgyz Republic." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 243–52. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6474-8_15.

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Conference papers on the topic "In-service education training"

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Mortari, Luigina, Roberta Silva, and Claudio Girelli. "COMMUNITY SERVICE LEARNING EXPERIENCES IN PRE-SERVICE TEACHERS’ TRAINING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1434.

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Gupta, Abha, and Guang Lea Lee. "SCHOOL-BASED IN-SERVICE TEACHER TRAINING IN LITERACY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end042.

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Lahmine, Soufiane, Hassane Darhmaoui, Fatiha Kaddari, Abdelrhani Elachqar, and Ibrahim Ouahbi. "EXPERIENCING ITQANE: PRE-SERVICE AND IN-SERVICE DISTANCE TEACHER TRAINING PROGRAM IN MOROCCO." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1881.

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Sporea, Adelina, and Dan Sporea. "IN SERVICE TEACHERS’ TRAINING BY RUNNING INQUIRY PROJECTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0463.

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"Development of Pre-service Teachers’ Assessment Literacy in Assessment Education." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000984.

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Livia, Chisagiu. "Education And Training In The Service Of The Labour Market In Romania." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.65.

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Ortiz-Colón, Ana María, Rafael Castellano-Almagro, Javier Rodríguez-Moreno, and Miriam Agreda Montoro. "INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end040.

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The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongoing training that current teachers at this educational stage receive for their integration and incorporation as valid methodological systems for their daily classroom practice. Thus, through an in-depth review of the scientific literature on the subject and our experience as active teachers in the “Master's Degree in Teaching Secondary Education, Baccalaureate, Vocational Training and Language Teaching” at the University of Jaen (Spain), we have addressed these issues, determining that the quality of the pedagogical training of new teachers does not correspond to the reality that they will later face in the classroom, In addition, the in-service training that in-service Secondary teachers receive depends on the intrinsic motivations of the teachers or the manifest resources and legal requirements at the time and not so much on the real needs that the students in the context may require.
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Harakchiyska, Tsvetelina. "MEDIA LITERACY IN ELT PRE-SERVICE TEACHER TRAINING." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2128.

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Pynoo, Bram, Jo Tondeur, Andy Thys, and Joren Janssens. "TOWARDS GOVERNANCE FOR BLENDED LEARNING IN PRE-SERVICE TRAINING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1678.

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Lopes, Carlos, Eusébio Machado, Marta Abelha, Ana Albuquerque, and Idalina Martins. "IN-SERVICE TEACHER TRAINING AND PROFESSIONAL CONTEXTS: HOW TO RESPOND TO TRAINING NEEDS?" In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1218.

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Reports on the topic "In-service education training"

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Markova, Oksana M., Serhiy O. Semerikov, Andrii M. Striuk, Hanna M. Shalatska, Pavlo P. Nechypurenko, and Vitaliy V. Tron. Implementation of cloud service models in training of future information technology specialists. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3270.

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Leading research directions are defined on the basis of self-analysis of the study results on the use of cloud technologies in training by employees of joint research laboratory “Сloud technologies in education” of Kryvyi Rih National University and Institute of Information Technology and Learning Aids of the NAES of Ukraine in 2009-2018: cloud learning technologies, cloud technologies of blended learning, cloud-oriented learning environments, cloud-oriented methodological systems of training, the provision of cloud-based educational services. The ways of implementation SaaS, PaaS, IaaS cloud services models which are appropriate to use in the process of studying the academic disciplines of the cycles of mathematical, natural science and professional and practical training of future specialists in information technology are shown, based on the example of software engineering, computer science and computer engineering. The most significant advantages of using cloud technologies in training of future information technology specialists are definite, namely, the possibility of using modern parallel programming tools as the basis of cloud technologies. Conclusions are drawn; the direction of further research is indicated: designing a cloud-oriented learning environment for future specialists in computer engineering, identifying trends in the development of cloud technologies in the professional training and retraining of information technology specialists, developing a methodology for building the research competencies of future software engineering specialists by using cloud technologies.
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Okereke, Ekechi, Godwin Unumeri, Ibrahim Suleiman, and Aisha Jibril. Strengthening in-service training and continuing education (IST/CE) for frontline health workers for Bauchi and Cross River states. Population Council, 2019. http://dx.doi.org/10.31899/rh9.1093.

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Okereke, Ekechi, Iliyasu Zubairu, Udoh Nsekpong, Godwin Unumeri, Ibrahim Suleiman, and Aisha Jibril. Assessment of in-service training and continuing education (IST/CE) for frontline health workers in Bauchi and Cross River states, Nigeria. Population Council, 2019. http://dx.doi.org/10.31899/rh6.1002.

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Baker, Susan S. Redefining the Air Force Medical Service in the New Millennium: Should the AFMS Outsource Physician Training and Residency Education Programs. Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada381817.

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Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов, and Olga V. Bondarenko. The support of the process of training pre-service mathematics teachers by means of cloud services. CEUR Workshop Proceedings, June 2021. http://dx.doi.org/10.31812/123456789/4454.

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The training of pre-service mathematics teachers is a complex process due to the specifics of the field. Informatization of education affects all the areas, and pre-service mathematics teachers can not be left out. The article is devoted to the problem of supporting the process of professional training of pre-service mathematics teachers by means of cloud services. Examples of the use of cloud technologies are given. The analysis of a survey of pre-service mathematics teachers on the use of information and communication technologies in the training process is done.
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Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов, and Ольга Володимирівна Бондаренко. The support of the process of training pre-service mathematics teachers by means of cloud services. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4385.

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The training of pre-service mathematics teachers is a complex process due to the specifics of the field. Informatization of education affects all the areas, and pre-service mathematics teachers can not be left out. The article is devoted to the problem of supporting the process of professional training of pre-service mathematics teachers by means of cloud services. Examples of the use of cloud technologies are given. The analysis of a survey of pre-service mathematics teachers on the use of information and communication technologies in the training process is done.
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Velychko, Vladyslav Ye, Elena H. Fedorenko, and Darja A. Kassim. Conceptual Bases of Use of Free Software in the Professional Training of Pre-Service Teacher of Mathematics, Physics and Computer Science. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2667.

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The development of education is associated primarily with the use of ICT. A significant experience is already gained in how to use educational computer systems while new forms and methods of learning based on modern information technology are being developed and used. In relation to free software, a period when the quantity should translate into quality and an indicator of such translation is development of the concept of the introduction of free software in educational activities of universities. The proposed concept, let’s take Ukraine as an example, determines the main aim of introduction of free software in the training of pre-service of Mathematics, Physics and Computer Science; defines the objectives, measures, principles, the role and value of free software in the informatization process and results of its implementation.
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Barros, Margarida, Cristiana Bessa, Isabel Mesquita, and Paula Queirós. The Expression of Epistemological Beliefs in Initial Teacher Education: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0131.

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Review question / Objective: The purpose of this systematic review is to scrutinize what is known about pre-service teachers’ epistemological beliefs in initial teacher training. The research questions which guided the review of these studies were: (Q1) What is the theoretical framework used? (Q2) What is the domain present in the research? (Q3) What have been the main purposes of the research? (Q4) Which have been the methodological procedures used to access epistemological beliefs? (Q5) What are the main research findings? Information sources: Five databases will be used to search and retrieve the articles: EBSCO, ERIC, Web of Science and SCOPUS. This review will not exclude any work based on the date of conclusion as it intends to understand and illustrate the overview of all the research carried out on the epistemological beliefs of pre-service teachers. This will allow access to the explanatory factors of the contours and manifestations that the EB assume in this training phase.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Darzi, Andrea, and Nour Hemadi. Is nutrition training of health workers effective in improving caregivers’ feeding practices for children aged six months to two years? SUPPORT, 2017. http://dx.doi.org/10.30846/1705133.

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Caregivers’ feeding practices for children are influenced by different factors that include social and cultural issues. One method that can help overcome these issues is nutrition training of health workers. This is done through in service training, continuing professional education, short courses, or seminars.
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