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

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Published: 4 June 2021
Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Loeneto, Bambang A., E. Ernalida, E. Eryansyah, Zahra Alwi, and Santi Oktarina. "In-Service Teacher Training and Education in Indonesia." Creative Education 11, no. 03 (2020): 328–42. http://dx.doi.org/10.4236/ce.2020.113026.

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12

Beauchamp, Gary. "In-service education and training in the classroom." Journal of In-Service Education 23, no. 2 (June 1997): 205–18. http://dx.doi.org/10.1080/13674589700200011.

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13

Butt, Norman. "In-service training in the new era." Support for Learning 4, no. 2 (May 1989): 67–74. http://dx.doi.org/10.1111/j.1467-9604.1989.tb00345.x.

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14

Karagiorgi, Yiasemina, and Loizos Symeou. "Teachers' in‐service training needs in Cyprus." European Journal of Teacher Education 30, no. 2 (May 2007): 175–94. http://dx.doi.org/10.1080/02619760701275487.

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15

Van Petegem, Peter, An Blieck, Ingrid Imbrecht, and Tom Van Hout. "Implementing environmental education in pre‐service teacher training." Environmental Education Research 11, no. 2 (April 2005): 161–71. http://dx.doi.org/10.1080/1350462042000338333.

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16

Garofalo, Charles, and Dean Geuras. "Ethics Education and Training in the Public Service." American Review of Public Administration 24, no. 3 (September 1994): 283–97. http://dx.doi.org/10.1177/027507409402400304.

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17

Fejes, Andreas. "Confession, in-service training and reflective practices." British Educational Research Journal 37, no. 5 (October 2011): 797–812. http://dx.doi.org/10.1080/01411926.2010.500371.

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18

Wooden, Sharon, and Nancy Baptiste. "S.U.C.C.E.S.S.ful pre-/in-service training requires planning." Day Care & Early Education 18, no. 2 (December 1990): 34–36. http://dx.doi.org/10.1007/bf01620449.

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19

Taylor, R. "The production of training packs in in-service teacher training." ELT Journal 46, no. 4 (October 1, 1992): 356–61. http://dx.doi.org/10.1093/elt/46.4.356.

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20

Dar, Iqbal, and Sangeeta Gupta. "EVALUATION OF IN-SERVICE TRAINING PROGRAMMERS BY PHYSICAL EDUCATION TEACHERS." International Journal of Advanced Research 9, no. 08 (August 31, 2021): 201–7. http://dx.doi.org/10.21474/ijar01/13250.

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The aim of this study is to examine the opinions of physical education teachers from both Government and private elementary and high schools on their own in-service training programmes. 1000 pyhsical education teachers in Kulgam district of Jammu Kashmir were selected for this study. The questionnaire was developed which include two parts were applied to the participants. Descriptive statistics was used for the data analysis. Analysis was performed by SPSS software. Findings, obtained during research, are as follows: There is an insufficiency in terms of providing the willing participation to the in-service training programmes. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. There is a fundamental and principal insufficiency about the timing, conditions of the place and educational materials of the inservice training programmes. There are some problems about the trainers proficiency of teaching the subjects and adult education. There is a insufficiency related to evaluation of programme and success in in-service trainings in which physical education teachers participate. As a result there seems to be an insufficient level of in-service training activities for meeting the needs and expectations of physical education teachers. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.
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21

WALLBERG, BÖRJE. "Training for Service in Developing Countries." European Journal of Engineering Education 10, no. 1 (May 1985): 23–56. http://dx.doi.org/10.1080/03043798508939208.

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22

ÁLVAREZ CASTILLO, José Luis, María Jesús MARTÍNEZ USARRALDE, Hugo GONZÁLEZ GONZÁLEZ,, and Mariana BUENESTADO FERNÁNDEZ. "Service-learning in teacher training in Spanish universities." Revista Española de Pedagogía 75, no. 2 (May 1, 2017): 199–217. http://dx.doi.org/10.22550/rep75-2-2017-12.

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23

Kordaczuk-Wąs, Marzena, and Sebastian Sosnowski. "Police in-service training and self-education in Poland." Police Practice and Research 12, no. 4 (August 2011): 317–24. http://dx.doi.org/10.1080/15614263.2011.563967.

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24

le Roux, Cheryl, and Johanna G. Ferreira. "Enhancing environmental education teaching skills through In‐Service Education and Training." Journal of Education for Teaching 31, no. 1 (February 2005): 3–14. http://dx.doi.org/10.1080/02607470500043516.

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25

Mulholland, Jane L. (Mosher). "In-Service Training for Residential Staff." American Annals of the Deaf 134, no. 1 (1989): 41–44. http://dx.doi.org/10.1353/aad.2012.0625.

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26

Boyer, Debra, Josh Gagne, and Jennifer C. Kesselheim. "Defining Service and Education in Pediatrics." Clinical Pediatrics 56, no. 13 (December 26, 2016): 1193–200. http://dx.doi.org/10.1177/0009922816684604.

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Program directors (PDs) and trainees are often queried regarding the balance of service and education during pediatric residency training. We aimed to use qualitative methods to learn how pediatric residents and PDs define service and education and to identify activities that exemplify these concepts. Focus groups of pediatric residents and PDs were performed and the data qualitatively analyzed. Thematic analysis revealed 4 themes from focus group data: (1) misalignment of the perceived definition of service; (2) agreement about the definition of education; (3) overlapping perceptions of the value of service to training; and (4) additional suggestions for improved integration of education and service. Pediatric residents hold positive definitions of service and believe that service adds value to their education. Importantly, the discovery of heterogeneous definitions of service between pediatric residents and PDs warrants further investigation and may have ramifications for Accreditation Council for Graduate Medical Education and those responsible for residency curricula.
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27

Федулин, Александр, Aleksandr Fedulin, Елена Сахарчук, and Elena Sakharchuk. "Moscow regional education cluster in tourism and service." Universities for Tourism and Service Association Bulletin 8, no. 2 (May 27, 2014): 49–54. http://dx.doi.org/10.12737/3875.

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The article substantiates the relevance of a cluster model integrating the resources of those participating in the system of personnel training for the Moscow region tourism and service industry with the view to alleviating the personnel shortage and the inadequate professional training of the employees in the target sphere of regional activity. The principle of continuous professional development based on the strategic complex approach to the demand-for-personnel forecasting is used as the conceptual foundation for the cluster formation. The authors propose a solution to the personnel issues concerning multisector spheres of activity: 1) at the regional level; 2) on the intersectoral and interdepartmental basis. The authors describe the efficiency factors of a cluster-model-based organization of professional training systems providing personnel training fordifferent spheres of activity. Among these factors are: 1) regional and local authority’s engagement in solving the staffing problems of the major sector; 2) a recognition by the administrative bodies, educational establishments, business and society in general of the necessity to consider not only the narrow utility task of vacancy-filling, but also, more importantly, the task of equipping the learners with valuable personality tools potentially promoting effective socialization, professionalization, and continuous development through common cultural, methodical and professional competence formation; 3) the readiness level of participants in the system of professional training to take a systematic, purposeful and progressive perspective on developing the on-mid-and-long-term-demand training programmes: from professional induction at the initial stages of learning to advanced training at graduate and postgraduate levels.
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28

Lopez, Emma Lina F. "Application of the Literacy Training Service component of the National Service Training Program in New Bilibid Prison (Philippines)." International Review of Education 65, no. 5 (September 10, 2019): 755–84. http://dx.doi.org/10.1007/s11159-019-09799-w.

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29

Kudláček, Martin, Ondřej Ješina, and Pat Flannagan. "European Inclusive Physical Education Training." Advances in Rehabilitation 3, no. 1 (January 1, 2010): 14–17. http://dx.doi.org/10.2478/v10029-010-0003-6.

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European Inclusive Physical Education Training The purpose of this presentation is to introduce the outcomes of the project European Inclusive Physical Education Training (EIPET; LLP/LdV/TOI/2007/IRL-502). The project aims to tackle difficulties that arise associated with the inclusion of children with disabilities into general education; and associated current deficiencies in initial and continued physical education teacher training to deal with same. The purpose of this article is to describe job specific functions, which general PE teachers can face in inclusive physical education, and related professional competencies, which teachers should acquire in their pre-service or in-service training. The functional map was developed based on the model of service delivery titled PAPTECA to reflect systematic step in teaching children with disabilities in inclusive PE. We will discuss the implication of functional map and competence framework for teacher preparation programs in light of presented barriers and facilitators of inclusive physical education. We will provide practical examples of modules and courses build on the EIPET theoretical framework. We will discuss the possibilities and limitations related to the theoretical principles, practical training and practicum experiences working with persons with disabilities as part of EIPET module (introductory APA courses).
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30

Nawi, Rusdin. "Managerial Performance-Based Education and Training in South Sulawesi." Khazanah Sosial 4, no. 3 (August 11, 2022): 434–46. http://dx.doi.org/10.15575/ks.v4i3.19012.

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The purpose of this study to analysis the effect of training service toward performance of managerial, to analysis the effect of training service toward organization governance, and analysis indirect effect the training service through performance of managerial toward organization governance on BPSDM South Sulawesi Province. The research applied on BPSDM South Sulawesi Province with population as amount 583 employees and samples as amount 237 respondent through Slovin formulation. Data from questioner to analysis with path analysis. The result of research with path analysis obtained: the first, implementation of training service have effected toward organization governance in BPSDM. The second, the practice performance of managerial not yet to support the implementation of training service in effect toward organization governance in BPSDM. The result of test showed that the training service have positive and significant toward organization governance. That meaning the implementation of training service, so can to increase the organization governance. better of implementation the training service so the organization governance in BPSDM South Sulawesi Province more increase it.
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31

Niculescu, Maria, and Dana Percec. "Intercultural Education in the Pre-service and In-service Teacher Training and Development." Procedia - Social and Behavioral Sciences 180 (May 2015): 892–98. http://dx.doi.org/10.1016/j.sbspro.2015.02.237.

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32

Nkopodi, N. "Educators‘ perceptions of an in-service training programme." Africa Education Review 3, no. 1-2 (June 2006): 67–83. http://dx.doi.org/10.1080/18146620608540443.

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33

Yuen‐Kwan, Wendy Lam. "How Sustainable Are In‐service Teacher‐training Courses?" Asia-Pacific Journal of Teacher Education 26, no. 1 (March 1998): 65–73. http://dx.doi.org/10.1080/1359866980260106.

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34

A.T., Khasanov, and Allomov E.I. "Current Issues Of Training Professionals In Military Education In Humanitarian Universities." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 585–89. http://dx.doi.org/10.37547/tajssei/volume03issue03-94.

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The issues of introduction of pedagogical technologies in the educational process with a focus on professional-practical physical training in the training of specialists in pre-service military education in the faculties of military education of higher humanitarian educational institutions are studied.
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35

Towne, Ben. "Service Learning in Athletic Training Education: It's About Time." Athletic Training Education Journal 5, no. 4 (October 1, 2010): 181–82. http://dx.doi.org/10.4085/1947-380x-5.4.181.

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36

Todor, Ioana. "Integrating multicultural education in pre-service teacher training courses." Journal of Linguistic and Intercultural Education 8 (June 15, 2015): 213–24. http://dx.doi.org/10.29302/jolie.2015.8.14.

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37

Hanlon, Dinah. "The Effectiveness of Primary Religious Education In‐service Training." British Journal of Religious Education 22, no. 2 (March 2000): 103–14. http://dx.doi.org/10.1080/0141620000220205.

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38

Mason, M. J. "Change in the Education Service — Training for Elected Members." International Journal of Educational Management 2, no. 1 (January 1988): 16–17. http://dx.doi.org/10.1108/eb023548.

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39

Rasor-Greenhalgh, S., E. Taylor, and S. Roberts. "Computer and Nutrition Education Training in School Nutrition Service." Journal of the American Dietetic Association 95, no. 9 (September 1995): A71. http://dx.doi.org/10.1016/s0002-8223(95)00599-4.

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40

Armstrong, Peter. "A Naturalistic Model of In‐Service Education and Training." British Journal of In-Service Education 17, no. 1 (January 1991): 51–62. http://dx.doi.org/10.1080/0305763910170110.

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41

Giavrimis, Panagiotis. "Social Inequalities and ICT Teacher’s In-Service Training." Open Journal for Information Technology 3, no. 1 (October 14, 2020): 11–20. http://dx.doi.org/10.32591/coas.ojit.0301.02011g.

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The purpose of this paper is to present the teachers’ views about their in-service training in ICT. This research is part of a more general research aimed at exploring the educational needs of teachers and the application of ICT in the education system and their impact on the teaching, learning and cognitive process. The sample of this research consists of 162 teachers working in primary schools in Northern Greece. Of these, 70 (43.2%) were men and 92 (56.8%) were women. The results of the research show that teachers emphasize the functioning of the institution of education in ICT as a tool for implementing educational policy of the dominant social groups, but also their reflection on European education policy. They also express the need for continuing education, while differing in its role in removing educational inequalities.
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42

Nguyen, Anh. "In-Service Training Management—A Case Study in Vietnam." International Education Studies 13, no. 10 (September 21, 2020): 1. http://dx.doi.org/10.5539/ies.v13n10p1.

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In-service training is an integral part of an educational system as teachers always need to update their educational and professional knowledge for a more effective teaching delivery. Ensuring the effectiveness of the in-service training programmes is, however, very challenging. In this article, we introduce the use of the CIPO model, i.e., Context-Input-Process-Output, for in-service training management. We extend the classical CIPO model by integrating into it a quality assurance process. We conduct a case study in Vietnam over a sample of 163 teachers and develop an IT training course to demonstrate how the new model can be used in teacher training management. Finally, we discuss about the lessons learned and recommendations.
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43

Macaro, Ernesto, and Lynn Erler. "In-service training needs in MFL." Language Learning Journal 18, no. 1 (December 1998): 85–92. http://dx.doi.org/10.1080/09571739885200311.

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44

Naeem, Mehek, Fariha Gul, Zaheer Asghar, and Naeem Zafar. "Human Rights Education in Pre-Service Teacher Education – Pakistan." UMT Education Review 02, no. 01 (May 2019): 39–61. http://dx.doi.org/10.32350/uer.21.03.

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As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and survey with pre-service teachers for the collection of data. Content analysis was used to analyze the scheme of studies given by the Higher Education Commission (HEC) of Pakistan and the subsequent curricula used by the universities under study. A survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices as prospective teachers towards the teaching of human rights. The results revealed that an overall positive attitude towards teaching and learning of HRE was found among the respondents of the study. However, no specific module, course or topics in a course focused on HRE in the curricula. The study reflects the need of integration of HRE in teacher training curriculum and recommends that HRE should be a mandatory part of teacher education curricula.
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45

Whittaker, Roy. "Combining In-Service and Initial Training in Pastoral Care." Pastoral Care in Education 4, no. 1 (February 1986): 47–51. http://dx.doi.org/10.1080/02643948609470530.

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46

Raud, Nina, and Olga Orehhova. "IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES." Problems of Education in the 21st Century 75, no. 2 (April 20, 2017): 194–203. http://dx.doi.org/10.33225/pec/17.75.194.

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In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context. Keywords: in-service teacher training, continuous professional development (CPD), English language teaching.
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47

Zhu, Ming, and Zezhong Yang. "The Study on Pre-service Training of University New Teachers in China." American Journal of Educational Research 6, no. 2 (February 3, 2018): 104–7. http://dx.doi.org/10.12691/education-6-2-2.

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48

Huhtala, Anne, and Marjo Vesalainen. "Challenges in developing in-service teacher training." Apples - Journal of Applied Language Studies 11, no. 3 (October 26, 2017): 55–79. http://dx.doi.org/10.17011/apples/urn.201712104584.

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Teacher education in Finland is widely respected and of high quality. However, there is a recognised need to develop the educational continuum from pre-service education to in-service training. This article deals with challenges connected to in-service teacher training. Based on two projects, consisting of seven one-month courses for teachers of Swedish in Finland, we reflect on the challenges we encountered during the three-year process. In our research, theory and practice, but also data and methods, have been intertwined, as we have studied the phenomenon by using exploratory practice (Allwright, 2003). The projects and the study were based on a thorough literature review. During the planning phase, we identified many issues that should be taken into consideration during in-service training projects for teachers of Swedish, e.g., challenges posed by the new national core curricula and the new distribution of lesson hours, declining results in middle-long Swedish (Syllabus B1), relatively low self-reported school satisfaction, and problems linked with teachers’ professional development. In this paper, we report on challenges we encountered during the process. These included challenges connected to (a) teacher co-operation, (b) traditional vs. modern teaching methods, and (c) teachers’ language skills. Based on our research, we wish to emphasise the importance of research-based planning and implementation of in-service training, as well as a genuine connection between in-service training, teachers’ everyday work and school reality.
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49

Dzinyela, Joseph M. "In-service education and training: An important tool for improving education at the basic level." Journal of Educational Management 5 (November 1, 2008): 40–57. http://dx.doi.org/10.47963/jem.v5i.396.

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It is clearly impossible today for any individual to learn a job or enter a profession and remain in it for ten or so years with his or her skills basically unchanged. Societies and organisations including the school system change and grow. It is in this light that in-service training is not only desirable but also an important activity to which the Government and the school system must commit human and fiscal resources if it is to maintain a viable and knowledgeable staff. Organising in-service training for teachers is of paramount importance if they are to be effective in achieving the goals and objectives of the educational system. This paper closely examines the importance of in-service training in Education in Ghana. It also identifies problems that plague the organization of in-service training and offers suggestions for improvement.
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50

Asún-Dieste, Sonia, Mª Rosario Romero-Martín, José Luis Aparicio-Herguedas, and Antonio Fraile-Aranda. "Proxemic Behaviour in Pre-service Teacher Training in Physical Education." Apunts Educación Física y Deportes, no. 141 (July 1, 2020): 41–48. http://dx.doi.org/10.5672/apunts.2014-0983.es.(2020/3).141.05.

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