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1
Kemp, Rosslyn J., and n/a. "Teachers' perceptions of the impact of inservice courses and their preferences for particular models of inservice." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060809.171422.
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The need for inservice training of teachers has increased as the
nature of schooling changes, and underlying philosophies,
structures and theories undergo revision. An understanding of
how teachers perceive inservice courses may assist in designing
inservice programs which best meet the needs of education
systems, schools and individual teachers.
This study examined teachers' perceptions of inservice as it
affects them in their schools, and their acceptance of different
content and structures of inservice models. It also examined
different groups within the teacher sample, to establish whether
differences in gender, the area of teaching they are involved in,
their years of teaching experience, or the number of inservice
courses they attend affect their perceptions.
The subjects for the study were a group of Kindergarten to Year
12 teachers from randomly sampled schools in the Western
Region of New South Wales Department of School Education.
The survey was completed by 304 respondents and a randomly
selected sub-sample participated in a semi-structured interview.
Results of the study shows generally that teachers do value the
impact of inservice courses, both in the classroom and on their
own sense of professional development, and that they have
preferences for particular content and models of inservice
courses.
2
Cakir, Recep. "Preservice And Inservice Basic Education Computer Teachers&." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610130/index.pdf.
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The purpose of this study was to investigate the professional growth of the preservice and inservice Basic Education computer teachers. To understand their professional growth in terms of perception of teaching and competencies about pedagogic and subject matter knowledge, questionnaires were administered to 1,568 preservice teachers and 104 inservice teachers in Turkey.
In order to seek answers to this broad purpose, mixed research method including both quantitative and qualitative traditions was used in this study. The researcher employed the questionnaires as the primary data collection tool but since questionnaires were limited in the representation of the whole picture, this study was complemented by interviews, observations and document analysis, which were the qualitative data collection tools. To that end, 33 preservice computer teachers and 12 inservice teachers were interviewed. Besides these, 8 preservice and 4 inservice classroom observations were conducted. Additionally, their lesson plans were analyzed throughout the data collection process.
Regarding data collecting procedure, the data collection and analysis procedure includes two phasesthe first one is the quantitative phase, in which the research questions focus on basic education computer teachers&
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perceptions about teaching, their pedagogical and subject matter competencies and their views about technology integration into schools. In order to answer the research questions, the researchers developed new questionnaires and adapted from existing instruments by utilizing the literature review and taking expert opinions. After this phase, pilot studies were conducted in order to ensure reliability and validity of the questionnaires. In the second part, which is the qualitative phase, the research questions were addressed for in-depth understanding of preservice and inservice computer teachers&
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perceptions toward teaching, their competencies and their opinions about technology integrations. For this purpose, interviews and observation schedules were prepared under the guidance of experts and with the support of the related literature. Results revealed that preservice and inservice teachers&
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perceptions of teaching were generally positive about computer education. Moreover, their competencies increased throughout years. However, results indicated some negative points in their perceptions and competencies. Pertaining to the measured variables, there significant differences were found among preservice teachers based on their year in the program. Interviews and observations that were conducted to gain in-depth understanding of teachers&
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progress in their professional growth supported the survey results. This study elicited important results for preservice and inservice computer teachers and teacher educators to understand the whole picture of the Basic Education computer teaching. Results of this study, particularly those related to the problems they encounter in the profession, could provide new directions for the Ministry of National Education, the Higher Education Council, and universities.
3
Haynes, Dawn (Dawn Marie). "Effects of a Teacher Inservice Training Model on Students' Perceptions of Elementary Science." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278783/.
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The purpose of this study was to test a teacher inservice training model which was designed to increase the number and use of hands-on science activities, increase the number of times teachers teach science, and improve students' perceptions of science.
4
Smith, Rebecca Graves. "Inservice training of rural special education professionals using interactive television : a case study /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Best, Michael J. H. "The changing role of the primary headteacher 1988 to 1993 : a post-Education Reform Act case study of a peer support group." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326951.
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Deines, Elaine Scibelli. "DETERRENTS TO PARTICIPATION IN PROFESSIONAL CONTINUING EDUCATION (MANDATORY NURSES INSERVICE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275381.
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Harris, Alton Denzil. "Fitmast : a case study of one programme of inservice training for science teachers (biology)." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28057.
Full textAbstract:
A case study was made of FITMAST (Formal Inservice Training of Mathematics and Science Teachers.), an inservice education programme for science teachers in South Africa. The objectives of FITMAST are:
a) to upgrade the academic qualifications of teachers and,
b) to improve the teaching competence of the teachers.
In the case of FITMAST, equal emphasis was initially placed on the acquisition of both the above aims. However, the recognition that teachers wanted from attending the FITMAST courses, was first-year university credits. Such wishes necessitated an emphasis towards more academic content in order for the University of the Western Cape to grant such credits. Consequently less time was devoted to improving the teaching competencies for the participants; a move that the teachers were critical of for they continued expressing the desire to have their teaching competencies improved. FITMAST is thus caught up in a "Catch 22" situation: an emphasis shift in either direction will have to be made each at the expense of the other.
Faced with an apparently unresolvable position, a tension is created insofar as the devotion of time to either of the objectives is concerned. This study, in accepting that the above-mentioned tension exists, will seek to:
a) find how this tension and other problems that surrounds FITMAST manifest themselves in the teachers' perceptions and
, course experiences, as well as within the views of the administrators and,
b) provide in the form of recommendations, a direction for change based on the teachers' course experiences. Four modes of data collection were employed:
a) Interviews were conducted with the Biology teachers that attended FITMAST in June 1987. The administrators were also interviewed during that period.
b) A questionnaire, constructed from the interview data obtained from the teachers, was mailed to all the Biology teachers that had participated in FITMAST since its inception in 1983.
c) Field notes were recorded during the researcher's attendance of the FITMAST session in June 1987.
d) Documents with regard to FITMAST were also consulted. The major findings that emanated from this study were:
1) The teachers' expectations of FITMAST were not met by the programme.
2) The amount of course work encountered during a residential session of FITMAST is too much.
3) A sizeable amount of the course work covered in FITMAST might be familiar to the teachers.
4) The distance teaching component merely evaluates the teachers' understanding of the work covered in the residential component.
5) Teachers believe that didactics should form a major part of the FITMAST programme. The following recommendations were made:
1) Prospective participants should be informed about the exact nature of the FITMAST courses primarily through an orientation session in which former participants can share their experiences with the new recruits.
2) The amount of course work covered during the residential session should be reduced.
3) The distance teaching component should become part of the instructional process.
4) The time devoted to didactics should be extended as an urgent response to a strongly expressed need of the teachers to enrich their didactic experiences.
The researcher further recommends that a feasibility study be undertaken of an alternative format that is proposed should the distance teaching component become part of the instructional process.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
8
Berkowitz, Rebecca J. "Effects of inservice training on the technology practices and attitudes of physical education teachers /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488196781734997.
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Turpin, Hester Thompson. "Inservice videos in guided reading, writers' workshop and working with words." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1407.
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This project was developed to meet the needs of teachers who have been trained in the components of balanced literacy: reading aloud, shared reading, guided writing, writers' workshop and working with words.
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Bozeka, Jennifer L. "The Professional Development Experiences of Four Nationally Board Certified Teachers of Reading-English Language Arts." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1436472967.
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Osantowski, Teddy Brodie Bowen Mack L. "Effects of inservice training on teachers' knowledge and applied skills related to identification of learning disabilities." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323740.
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Thesis (Ed. D.)--Illinois State University, 1993.Title from title page screen, viewed February 16, 2006. Dissertation Committee: Mack L. Bowen (chair), Lanny E. Morreau, William C. Rau, Paula J. Smith, Kenneth H. Strand. Includes bibliographical references (leaves 92-100) and abstract. Also available in print.
12
BERGMAN, DONALD. "UNIQUE RESPONSIBILITIES AND TRAINING REQUIRED FOR ADMINISTRATORS OF EAST ASIAN AMERICAN AND INTERNATIONAL SCHOOLS (OVERSEAS, INSERVICE)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183894.
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This is a study of selected tasks and responsibilities of chief administrators in overseas schools located throughout East Asia. The degree to which their work related tasks presented problems for them and the identification of in-service training areas constituted the focus of the study. Data were collected by questionnaires from 46 chief school administrators whose schools were members of the East Asia Regional Council of Overseas Schools (EARCOS). The data were analyzed through descriptive statistics to determine the degree to which 92 administrative tasks presented problems for the chief school administrator. The selected administrative tasks encompassed five major areas: personnel, curriculum, school administration and business functions, school setting and pupils. In addition, 25 in-service training areas were prioritized according to the degree of value chief administrators felt they would provide. Specific tasks identified as most problematic were: (a) hiring well-qualified teachers from the local community; (b) locating and acquiring school sites; (c) funding new school buildings; (d) providing substitute teachers; (e) providing current and relevant in-service training for teachers; (f) providing programs for gifted, remedial or handicapped students; (g) constructing new buildings; (h) providing hearing, visual, psychological, or other testing services; (i) soliciting financial support; (j) finding local supply sources. In-service training opportunities in the major area of curriculum were identified as being most valuable and additional course work in preparation for an overseas chief school administrator's position was believed to be beneficial by those currently holding chief school administrator jobs. Specific in-service topics deemed most valuable were: (a) curriculum development procedures and writing of curriculum guides; (b) staff management, faculty morale and leadership techniques; (c) hiring practices, contracts, overseas recruiting and organizations providing support services; (d) teacher evaluation, supervision and dismissal procedures; (e) development and implementation of in-service training and school improvement plans; (f) curriculum alternatives such as International Baccalaureate, ESOL, "A" and "O" levels, and Advanced Placement programs; (g) pupil support services such as counseling, testing services, gifted and remedial programs; (h) methods of communication, public relations techniques and community liaison projects; (i) economics, budget development procedures and school business office and accounting practices; (j) comparative education--evaluating academic programs from various countries.
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Robinson, Linda Marie McDonald. "Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3316/.
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This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. In addition, those training preferences were cross-referenced with age, training hours, and the locus of control personality factor. MANOVAs and post-hoc analyses were performed for each major research question as well as trends in the data were examined. This study indicated that the most effective training methods were technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did not provide as much information as did educator type when predicting training preference. Based on the findings of this study, it is recommended that educator training programs be revamped to include the methods that the educators themselves have affirmed as effective for learning technology integration skills. This assures that teachers are prepared to integrate technology into the curriculum and students are prepared for a technological society.
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Mathews, Mark A. "A Descriptive Analysis of the Effectiveness of Faculty Inservice in Latter-day Saint (LDS) Seminaries." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1363.
Full textAbstract:
The purpose of this study was to examine the effectiveness of professional development in the Seminaries and Institutes of Religion (S&I) of The Church of Jesus Christ of Latter-day Saints (LDS) through a descriptive analysis of the processes and outcomes of faculty inservice. To accomplish this purpose, 140 randomly selected LDS seminary teachers completed a survey measuring the processes and outcomes of faculty inservice training. Descriptive statistics were used to determine the frequency and variation that teachers reported five features of effective professional development (content focus, active learning, coherence, duration, and collective participation) as being part of seminary faculty inservice training. Descriptive statistics were also used to provide information about the frequency and variation of perceived impact of faculty inservice training on teaching and learning and on feeling prepared to implement seven objectives of LDS seminaries known as the Teaching and Learning Emphasis. Correlational statistics were used to explore the relationship among the five features of effective professional development and the reported outcomes. Teachers reported that the five features of effective professional development were generally moderate in frequency and more frequent in summer inservice than school year inservice. Reported impact of faculty inservice on teaching and learning was also moderate in frequency and more frequent during summer inservice. Teachers reported moderate agreement that inservice directly prepared them to accomplish the objectives of the Teaching and Learning Emphasis. The results of this study indicated that current efforts are moderately effective at implementing five features of effective professional development and achieving the outcomes of improved teaching and learning according to S&I standards. Results also indicate a correlation between the processes of the five features of effective professional development and the outcome measures of teaching and learning. These findings suggest that seminary faculty inservice could improve by increasing the frequency with which faculty implement five features in faculty inservice. To accomplish this, I propose that faculty inservice instructors teach concepts from upcoming scripture blocks, provide more opportunities to observe teaching that meets S&I standards, provide more follow-up, and select seminary principals who are qualified and prepared to provide effective faculty inservice.
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Burcham, Suzan R. "Assessment of inservice needs in environmental education and implementation suggestions: K-8." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/837.
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JOHNS, KENNETH MELVILLE. "THE INFLUENCE OF INSERVICE EDUCATION ON CURRICULUM DEVELOPMENT BY ELEMENTARY SCHOOL TEACHERS IN THE LANGUAGE ARTS." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187952.
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The purpose of this descriptive study was to investigate whether or not there was any change in behavior on the part of teachers who participated in a university graduate level course which used an inservice format. The course in question was on the effective construction of elementary school language arts curriculum. The subjects were those who had taken the course and who volunteered to participate in the study. Ten of the twenty who finished the course volunteered. The data was collected by conducting two interviews and administering two questionnaires. During the interviews, the research technique of stimulated recall was used to help the subjects remember past experiences. The first questionnaire determined to what extent the subjects were likely to distort their self-reporting on the second questionnaire. The second questionnaire was used to collect data in reference to how the subjects saw their roles within the framework of the inservice course. Instrumentation consisted of: Interview quides, Part I and Part II; the Reynolds Social Desirability Scale; and the Role Perception Scale. All but the Reynolds Social Desirability Scale were developed by the researcher. An analysis of the data provided ample evidence to support the following conclusions: (1) A university level graduate course in language arts curriculum development can be regarded as inservice education. (2) A positive change in the way teachers think about the influence of effective curriculum development on student growth can occur within the framework of a graduate level course in elementary school language arts curriculum construction. (3) Teachers actually implement their personal language arts curriculums constructed as a course requirement for a graduate level course in elementary school language arts curriculum construction. (4) The university instructor plays a prominent role in bringing about change in thinking and behavior on the part of teachers taking a university graduate level course in elementary school language arts curriculum construction.
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Reitano, Paul, and n/a. "From preservice to inservice teaching: a study of conceptual change and knowledge in action." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041110.134020.
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It is argued in this thesis that pedagogical content knowledge is an essential knowledge base for effective teaching, and that its development may not depend on years of experience. The longitudinal study traced the knowledge growth of novice social science teachers, especially pedagogical content knowledge, over their final year of study and first year as practising teachers, and sought to answer the following questions: 1. What is the conceptual structure of effective social science teaching held by preservice and novice teachers? 2. To what extent is pedagogical content knowledge a component of this conceptual structure? 3. What is the importance of pedagogical content knowledge to preservice and novice teachers' conceptions of good practice? The study adopts the theoretical framework of Shulman's (1987) categorization of teacher knowledge. At a minimum, this includes general pedagogical knowledge components of (1)behaviour management, (2) teaching strategies, (3) personal beliefs, and (4)classroom communication; content knowledge; curriculum knowledge; knowledge of learners and learning; knowledge of educational contexts; educational ends, goals, and purposes and values; and, pedagogical content knowledge. The participants were ten preservice teachers in the final year of their Bachelor of Education (Secondary) studies. Four participants were post-graduate students: two held Bachelor of Applied Science degrees; one a Bachelor of Arts; and the other a Bachelor of Behavioural Science degree. Methods used to identify the participants' knowledge bases were a concept map of "effective social science teaching", a Think Aloud Protocol of the concept map, and video stimulated recall based on a lesson taught by the participant. Three sets of data were elicited during the phases of the study; at the end of the first semester in their final year of study; at the conclusion of that year; and after six months of independent teaching. A case study was constructed for each participant using an interpretive approach. The convergence of the data at each phase of the data collection provided the identification of each participant's knowledge base of teaching. The participants' conceptual structures of social science teaching over time indicated both consistency and change over time. Educational ends, goals, purposes and values and knowledge of learners and learning became significant components of the participants' conceptual structures on realization of teaching practice. The data showed that behaviour management was an important component of their conceptual structure of teaching throughout their development as social science teachers. Pedagogical content knowledge was also a consistent focus of participants' conceptual structure and indeed, on realization of independent teaching practice, most participants' pedagogical content knowledge showed greater links to other aspects of effective teaching than previously. The findings of the study indicate that pedagogical content knowledge does not develop only with experience, and that it can exist as a key component of effective teaching at the novice stage of their teaching. The study showed that novice teachers had a substantive as well as a procedural understanding of pedagogical content knowledge, and that they focused more on goals and purposes of learning and knowing the learner after they began teaching practice.
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Reitano, Paul. "From preservice to inservice teaching: a study of conceptual change and knowledge in action." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/367291.
Full textAbstract:
It is argued in this thesis that pedagogical content knowledge is an essential knowledge base for effective teaching, and that its development may not depend on years of experience. The longitudinal study traced the knowledge growth of novice social science teachers, especially pedagogical content knowledge, over their final year of study and first year as practising teachers, and sought to answer the following questions: 1. What is the conceptual structure of effective social science teaching held by preservice and novice teachers? 2. To what extent is pedagogical content knowledge a component of this conceptual structure? 3. What is the importance of pedagogical content knowledge to preservice and novice teachers' conceptions of good practice? The study adopts the theoretical framework of Shulman's (1987) categorization of teacher knowledge. At a minimum, this includes general pedagogical knowledge components of (1)behaviour management, (2) teaching strategies, (3) personal beliefs, and (4)classroom communication; content knowledge; curriculum knowledge; knowledge of learners and learning; knowledge of educational contexts; educational ends, goals, and purposes and values; and, pedagogical content knowledge. The participants were ten preservice teachers in the final year of their Bachelor of Education (Secondary) studies. Four participants were post-graduate students: two held Bachelor of Applied Science degrees; one a Bachelor of Arts; and the other a Bachelor of Behavioural Science degree. Methods used to identify the participants' knowledge bases were a concept map of "effective social science teaching", a Think Aloud Protocol of the concept map, and video stimulated recall based on a lesson taught by the participant. Three sets of data were elicited during the phases of the study; at the end of the first semester in their final year of study; at the conclusion of that year; and after six months of independent teaching. A case study was constructed for each participant using an interpretive approach. The convergence of the data at each phase of the data collection provided the identification of each participant's knowledge base of teaching. The participants' conceptual structures of social science teaching over time indicated both consistency and change over time. Educational ends, goals, purposes and values and knowledge of learners and learning became significant components of the participants' conceptual structures on realization of teaching practice. The data showed that behaviour management was an important component of their conceptual structure of teaching throughout their development as social science teachers. Pedagogical content knowledge was also a consistent focus of participants' conceptual structure and indeed, on realization of independent teaching practice, most participants' pedagogical content knowledge showed greater links to other aspects of effective teaching than previously. The findings of the study indicate that pedagogical content knowledge does not develop only with experience, and that it can exist as a key component of effective teaching at the novice stage of their teaching. The study showed that novice teachers had a substantive as well as a procedural understanding of pedagogical content knowledge, and that they focused more on goals and purposes of learning and knowing the learner after they began teaching practice.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Scholtz, Desireé Leonora. "An appraisal of the Teacher Inservice Project(TIP) approach to education management and leadership training and development." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17528.
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Bibliography: pages 53-58.Following the events of South Africa's democratisation in 1994, the country is undergoing transformation processes in virtually all spheres of life. Education is widely accepted as the one field where transformation is most needed. However at school level so many' complexities exist, that the management of the process of change and transformation requires a new approach to the effective training and development of education managers. It is precisely in this regard, that this research report seeks to offer an insight into the existing situation and understand the difficulties involved in attempts to address this need, with specific focus on the need for training and development of middle and senior management. One notable attempt to address the need for formal training and development programs for education managers and leaders in order to meet the demands of transformation, is the organisation development (OD) approach of the Teacher lnservice Project (TIP). Embodied in the OD approach of TIP, is the philosophy and methodology of Action Research, which encourages self-reflective enquiry and allows participants to be active in their own transformation process. In an attempt to locate TIP within the existing literature, the study shows how much it breaks new ground in the field. This new ground is reflected in the role assigned to action research within OD. TIP's approach to educational management and leadership, has value to both historically disadvantaged as well as advantaged schools, because its understanding of transformation is not solely based on the acquisition of material resources. The present educational crisis has to do with the provision of adequate resources to especially disadvantaged schools. The Western Cape Education Department (WECD) has taken cognisance of the transformational role of education management, in that it has called on Western Cape Business to advise on school administration. School governance and management would have full responsibility for monetary allocations and thus schools would be trained to run like small businesses. As stated by the Executive Director of the WCED, 'being a principal will change radically and require thinking like a company MD', (Cape Times, 13 March 1998). However this begs the question of how justified the implementation of corporate world practices in education is. One should bear in mind that fiscal expertise is but one of the plethora of skills which current education managers require. OD through action research could seemingly effect transformation of the entire system within which that school operates. Conclusions drawn from this research report clearly point to the interdependence of educational transformation as espoused by TIP - to restructure and redefine school management and the national attempt to consolidate democracy within education. TIP helps to focus attention on the need to implement School Based Management (SBM) as an exercise of empowering the teaching profession, because in essence, a critical and constructive disposition is developed in educators through Action Research.
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Sharpe, Frances Hollowell. "Factors Affecting the Implementation of Inservice Information in the Secondary Classroom: a Case Study." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330909/.
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The purpose of this study was to describe factors affecting the use of instructional ideas by secondary teachers in the academic year following a series of staff development sessions designed to present information on effective teaching practices. The research questions addressed the characteristics of information selected for use in classroom practice and the characteristics and relative degree of influence of salient factors affecting the use of ideas. Ten teachers from a large suburban school district in North Texas were selected for this study. Qualitative techniques were used to collect data. Each teacher was interviewed three times and observed in the classroom setting. Documents such as lesson plans were analyzed as a third source of data. Several factors evolved from the data. In varying degrees, these factors predicted teacher use of new instructional practices. Some factors dealt with the teacher's level of understanding and internalization of the information. These factors were labeled as instrumentality, congruence, and analytical thinking. Two other factors which were fairly strong predictors were labeled cost and intrinsic motivation. Cost concerned the amount of time or effort required to implement new ideas versus the perceived benefit to either teacher or student. Intrinsic motivation concerned the personal desire a teacher felt to try new ideas which might improve student learning. Another factor, professionalism, or teacher commitment to the teaching profession, was found to be a less powerful predictor. Two factors were found to be inconclusive predictors of implementation. They were the support felt by the teacher and external pressures, such as legislative mandates and district evaluations and career ladder. The cluster of factors developed in this study offer some possible guidelines for persons concerned with patterns of knowledge utilization among teachers. It is recommended that further studies be conducted to determine if the categories used in this study are consistent predictors of implementation and to verify the research implications in this study.
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Sibley, Betty J. Wheeler Pamela H. Stearns Keith E. "The effects of an inservice training program on the attitudes of regular educators toward mainstreamed students with disabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603522.
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Thesis (Ed. D.)--Illinois State University, 1995.Title from title page screen, viewed May 5, 2006. Dissertation Committee: Pamela H. Wheeler, Keith E. Stearns (co-chairs), Jeffrey B. Hecht, Ming Gon-Lian, R. Kay Moss. Includes bibliographical references (leaves 65-74) and abstract. Also available in print.
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Luke, Vance Hopfner Jr. "Evaluation of a math/science inservice based upon participants' perceived changes in attitude and behavior relative to prescribed goals and process components." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184579.
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The purpose of this study was to evaluate the effectiveness of a short-term math/science inservice based upon the participants' perceived changes in attitude and behavior relevant to the projects' goals and objectives. One hundred and three elementary school teachers from twelve schools in an urban school district participated in the inservice. The treatments were administered during two eight hour days, one month apart. The project was designed to improve the participants' attitude and behavior relevant to ten goals that centered around increasing awareness and use of science process and math problem solving approaches to teaching. The evaluation instrument was a pre- and post-treatment survey. Seventy questions were created and apportioned to test twenty hypotheses. Two hypotheses were tested to determine the achievement of each goal. One hypothesis tested the teachers' perceived change in attitude and the other tested the teachers' perceived change in teaching behavior relevant to a specific goal. Goal achievement was determined by comparing changes (significant at the.05 level) in attitude and behavior. All ten attitude hypotheses indicated a significant positive change occurred in attitude. None of the behavior hypotheses showed a significant positive change. It was determined that the inservice was totally effective in changing the teachers' attitude, relevant to the goals, but it failed to make a positive impact upon the teachers' perceptions of their actual practice in the classroom. It was speculated that the failure to affect behavior change was a result of one or a combination of the following four factors: insufficient time lapse to affect behavior, more accurate reporting on the post test, retrenchment resulting from feelings of inadequacy, and fear of venturing out alone primarily due to the lack of organizational development. Suggestions for improving the inservice were based upon proposed remedies for the above four factors.
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Smith, James A. (James Arthur) 1945. "The Elements of Lesson Design, Elementary Public School Students' Mastery of Mathematics Objectives, Accrued Teaching Experience, and Teacher Inservice Training." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332391/.
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The purpose of this study was to investigate the relationship among the teachers' use of the individual elements of lesson design, students' mastery of mathematics objectives, the hours of inservice training completed by the teachers and the teachers' years of experience. The individual elements of lesson design are defined by Madeline Hunter and are anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice, and independent practice.
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Kroening, Kathleen M. "Measuring outcomes : the impact of a three-day mental health training on juvenile corrections officers day-to-day decision-making regarding the mentally ill youth in their care /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7201.
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Tshibengabo, Kamana. "A participatory teacher centred INSET model : a model of inservice education and training for qualified teachers of English as a second language in Zaire." Thesis, University of Southampton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385368.
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Ritchie, Ron. "An evaluation of a practitioner's approach to the initial and inservice education of teachers in primary science based upon a constructivist view of learning." Thesis, University of Bath, 1993. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357636.
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Jackson-Banks, Martha. "An assessment of the inservice training needs of Mississippi County Extension Directors in the area of program needs assessment." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04032009-122222.
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Rycus, Judith S. "Determining the effects of inservice training on the job performance of child welfare workers serving children with developmental disabilities /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681148544735.
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Castro, Liliana Cristina de. "Percepção dos enfermeiros sobre o processo de avaliação da aprendizagem nos treinamentos desenvolvidos num hospital da cidade de São Paulo." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/7/7131/tde-18102006-155713/.
Full textAbstract:
Este estudo foi realizado com os enfermeiros de um hospital universitário da cidade de São Paulo e teve como objetivo conhecer a percepção sobre a avaliação da aprendizagem nos treinamentos desenvolvidos. Para a coleta de dados utilizamos um instrumento contendo a pergunta: qual a sua percepção sobre a avaliação da aprendizagem nos programas de treinamento e desenvolvimento? Os discursos obtidos foram categorizados, segundo o referencial de Bardin, na modalidade análise de conteúdo, numa perspectiva qualitativa. Os resultados mostram que para esses sujeitos, a avaliação da aprendizagem se configura para o ponto que denominamos de avaliação do processo ensino-aprendizagem como um ato processual e permanente, para rever e refletir o passado para se construir o futuro no presente. É através da avaliação que iremos adequar os métodos didáticos às diferentes necessidades individuais, propiciando uma aprendizagem mais satisfatória e que leve a um crescimento integral. Esse processo mostra alguns fatores que dificultam ou impedem a avaliação como o fator tempo, despreparo do avaliador, sentimentos de medo, resignação e ansiedade. Referem-se também quanto à metodologia desenvolvida que inicia no diagnóstico das necessidades de treinamento indo até à questão de aquisição, retenção e transferência do aprendizado a curto e longo prazo. E que o aprendizado se faz nos planos afetivos, motor e cognitivo, sendo a pessoa o agente determinante das mudanças da realidade na qual esta inserida.This study was made by a group of nurses from a University Hospital located in São Paulo city. The objective is to know the perception of learning valuation in developed trainings. The assessment was gathered by a tool containing a question: What is your perception on learning valuation in the training and developing programs? The answers obtained were set in categories according to BARDIN\'s analysis contents in a qualitative perspective. The results show that to these people, the learning valuation converges to the point we denominate valuation of the teaching-learning process as a processual and permanent act. This act leads us to review and ponderate on the past and build the future in the present. It\'s through the valuation that we can adequate pedagogic methods to the individual different necessities, then after provide a more satisfactory learning taking to a fully development. Such process shows some factors that make more difficult and restrain the valuation as a time factor, unprepared valuators, fear, resignation and anxiety. It also refers to methodology developed, which starts at the diagnostic of training needs and goes up to the acquisition question, retention and transferring of learning for short and long term. And also that learning acts on affective, motor and cognitive levels, being the person the determinant agent responsible for the changes of reality in which this person is involved.
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Sukardi. "An analysis of inservice training for vocational-technical teachers at the secondary level in the special province of Yogyakarta Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712158574.
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Lawton, Linwood E. "Perceptions of inservice strategies by vocational teachers and administrators in selected public schools of the District of Columbia." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53566.
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Employing a survey method, this study examined the perceptions held by teachers and administrators on inservice strategies in selected schools within the Washington, District of Columbia public schools system. In order to ferret out these perceptions, the following major questions were raised: (a) what are the demographic characteristics of the teachers? (b) what are teachers' reasons for pursuing inservice training? (c) which factors and formats were perceived to be convenient and preferred by teachers? (d) how often did teachers participate in inservice training? (e) what are the similarities and differences of the perceptions of teachers and administrators on the importance of inservice training for teachers? The substantive findings after a survey questionnaire was administered are: (a) The average age of the teachers was 45 years and the percentage for the females was twice greater than that for the males. Over three-quarters of the teachers had a masters' degree and above. Almost 45% of the teachers had taught between ll to 20 years, and about 85% of them were teaching in their area of preparation. (b) The most important reason for teachers' pursuit of inservice training was training toward certification, and their least important reason was training for inservice credit. (c) About 73% of the teachers were willing to travel only shorter distances to take their inservice training courses. A great number of them preferred Spring for their training and about one-third of them preferred afternoon training sessions. Over two-thirds of the teachers preferred group activities as forms of instruction and about 34% of them preferred an intensified format. More than half (52%) of the teachers chose industry training as a method of delivery. (d) Teachers did not participate frequently (on average 1 program per year) in inservice training programs. (e) A significant relationship indicated some differences between teachers and administrators' perceptions on inservice training. However, in general, all were seen as important by over half of the respondents. Discovering needs of students and instructional and student records management were similar between the two groups. Discovering needs of students was clearly the most important, with 88% of the teachers and 100% of the administrators rating this topic as the most important. Although even the least important in the list, fiscal policies of the total institution, was rated as important by 51% of the teachers and 65% of the administrators.Ed. D.
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Sikhavhakhavha, Philemon Marubini. "Didactic-professional inservice training and development needs of secondary school teachers in a region of the Northern Province / Philemon Marubini Sikhavhakhavha." Thesis, Potchefstroom University for Christian Higher Education, 1999. http://hdl.handle.net/10394/8744.
Full textAbstract:
For effective teaching to take place in secondary schools, teachers need to be
adjusted positively towards reality and need to possess a thorough knowledge
of the learning material which they offer. Teachers can be helped to adjust
positively towards reality and also possess a thorough knowledge of the
learning material if their didactic professional needs are being satisfied through
in-service education and training. ln-service education and training aims at
improving teachers' competence and performance in the classroom situation.
This study aims at identifying the didactic-professional in-service education and
training needs of secondary school teachers in the Northern Province. The
following didactic-professional needs are identified:
• The need to improve secondary school teachers' academic competence.
• The need to update teachers' knowledge and skills to be able to cope with
professional technological changes in the classroom.
• The need to appraise secondary school teachers' in the classroom
situation.
The study also aims at determining the shortcomings of the strategies
currently being used in the in-service education and training of secondary
school teachers and also at finding strategies in order to improve the present
situation.
The sample of this study comprises 244 randomly selected teachers, 1 05
randomly selected managers and all subject advisors (n=11) in the former
Venda in the Northern Province.
Data was collected from the above sample, through the use of a
questionnaire. A Likert type scale was used in the questionnaire.
In conclusion, some of the findings of this study are as follows:
• Appraisal of teaching activities in the classroom is fair or poor. It is
recommended that teachers be appraised to help them to identify their
weak points and also to give them advice on their teaching. Principals,
deputy principals and departmental heads need to be involved in this
process.
• Reflective practice of teachers is fair or poor. It is recommended that
principals, deputy principals and departmental heads create conditions
favourable to teachers to collaborate and cooperate in their schools.
• Panel inspection sometimes occurs or rarely occurs. It could be of help to
teachers if inspectors of schools conduct panel inspection to help teachers
to identify the areas they need to improve their teaching.
• Assistance to secondary school teachers by subject advisors sometimes
occurs or rarely occurs. Again here it could be of help if subject advisors
render their assistance to secondary school teachers to enable them to
identify their weak points.
• ln-service training centres only cater for teachers teaching. grade 12. It is
recommended that in-service training centres cater for all teachers in
secondary schools.
• Class visits by circuit managers sometimes occur or rarely occur. It is
recommended that circuit managers visit classrooms to acquaint
themselves with what is happening there.
• College programmes for improving professional competence are average or
below average. It is recommended that college programmes for improving
professional competence be improved in the Northern Province.
• Short courses and seminars at the in-service training centres are fair or
poor. It is recommended that they be improved to help secondary school
teachers with their didactic-professional needs.Thesis (MEd)--PU for CHE, 1999
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Lopez, Lisa B. "Training College Staff to Recognize and Respond to Concussions." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1467890413.
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Rönnqvist, Dan. "Kompetensutveckling i praktiken : ett samspel mellan ledning, yrkesgrupper och omvärld : en studie av strategier för kompetensutveckling inom hälso- och sjukvård /." Linköping : Univ, 2001. http://www.bibl.liu.se/liupubl/disp/disp2001/ibv81s.htm.
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Zinn, Gabriela Rodrigues. "Educação permanente em saúde: de diretriz política a uma prática possível." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/7/7140/tde-11052015-154630/.
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A construção da educação permanente em saúde ultrapassa a existência de uma política de indução, pois essa prática educativa é parte constitutiva do trabalho em todas as dimensões que o compõe: a política, a organização e o cuidado. Ela ocorre no campo da micropolítica do encontro e, por isso, no campo das relações do trabalho vivo em ato. Objetivos: conhecer o processo de educação permanente em saúde no município de Sorocaba, na perspectiva dos profissionais; construir um plano de ações para avaliação de necessidades educativas, na lógica da educação permanente em saúde e planejar uma intervenção educativa, a partir da avaliação de necessidades. Metodologia: Adotamos a pesquisa-ação, considerada uma pesquisa social de cunho qualitativo e por sua coerência com os pressupostos da educação permanente em saúde. A primeira etapa do estudo contemplou 17 entrevistas, pautadas em questões norteadoras, com sete gestores e dez profissionais de saúde, incluindo médicos, dentistas, enfermeiros, técnicos de enfermagem e agentes comunitários de saúde, que atuam nos serviços de saúde do município; os relatos foram submetidos à analise de discurso do sujeito coletivo. A segunda etapa foi desenvolvida a partir de cinco encontros de grupo focal que tiveram a participação de seis técnicos de enfermagem e cinco enfermeiros que atuam na atenção primária à saúde do município. Resultados: Os principais resultados apontam que a percepção de educação permanente em saúde diverge entre os gestores e os trabalhadores; o movimento de educação permanente está acontecendo no município, embora, sem a legitimação necessária para o seu reconhecimento, entretanto, o cenário atual favorece a sua ampliação. Existem desafios para consecução da educação permanente, tais como a necessidade de superar a coexistência de paradigmas educativos contraditórios e de mobilizar potências nas pessoas envolvidas. O plano de ações para avaliação de necessidades educativas foi construído com base na experiência vivida no grupo focal e ancorado nas bases teóricas da educação permanente e obteve avaliação inicial favorável. O planejamento da ação educativa, elaborado pelos integrantes do grupo focal, apresentou como tema a Comunicação prejudicada no ambiente de trabalho, selecionado como prioridade dentre as necessidades. Esta ação envolve gestores, trabalhadores e usuários e consiste em estratégias de baixo custo, aplicáveis em diversos cenários e pautadas em ações simples e potencialmente capazes de qualificar as relações no cotidiano de trabalho. Considerações Finais: A educação permanente é uma prática possível no campo estudado, visto que seus princípios e objetivos têm acontecido de maneira informal e porque encontra, na atual organização administrativa, espaço formal de reconhecimento. Para concretizar esta prática, é preciso, daqui para frente, superar a contradição dos paradigmas coexistentes e avançar nos movimentos de sensibilização para valorização e legitimação do espaço do trabalho como um espaço de educação. O tema Comunicação, escolhido para a ação educativa, é significativo em um cenário de construção de educação dialógica. Este trabalho terá continuidade com a realização da ação ora propostaThe construction of permanent health education goes beyond the existence of an induction policy, as this educational practice is an integral part of the work in all dimensions that compose it: politics, organization and care. It occurs in the field of micro policy of meeting and therefore in the field of live work relationship in action. Objectives: know the process of permanent health education in the city of Sorocaba, from the professionals perspective; build a form of assessment of educational needs in health work subsidized by the premises of permanent health education and plan an educational intervention from the necessities evaluation. Methodology: We adopted the research-action, considered a social research with qualitative approach and also for its consistency with the assumptions of permanent health education. The first stage of the study included 17 interviews based in guided questions with 07 managers and 10 health professionals, including doctors, dentists, nurses, nurse technicians and community health workers who work in the municipal health services; the reports were submitted to discourse analysis of the collective subject. The second stage was developed from 05 focus group meetings that had the participations of six nursing technicians and five nurses who work over the primary attention of municipal health. Results: The main results show that the perception of permanent health education diverges between the managers and the workers; the continuing education action is happening in the city, although without the necessary legitimation for its recognition, on this way, the current scenario favors its expansion. Among the challenges is highlighted the necessity to overcome the coexistence of contradictory educational paradigms and to mobilize the potential in the involved people. The research of educational necessities model was built based on the experience lived in this study, in the results found and grounded on the theorical bases of permanent education. Among the emerged diagnostics, the intervention priority was focused on the Communication, including managers, employees and users. The educational proposal, drawn up by members of the focused group, consists of low cost strategies, applicable in various scenarios and guided by simple actions and potentially able to qualify the daily work relationships. Final Thoughts: The permanent education is a possible practice in the studied field since its principles and objectives has happened informally and thus it founds in the current administrative organization formal space of recognition; it is necessary now to proceed in the mobilization movements, aware the people involved and to overcome the contradiction of coexisting paradigms. The evaluation model of educational needs has shown successful in its application and had favorable initial evaluation. Communication the theme chosen for the educational action is significantly in a dialogical education building scenario that supports the permanent health education. This work will have continuity with the implementation and evaluation of this proposal
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Whiteley, Teresa Michelle. "The Effectiveness of a Self-directed Inservice Program to Educate Teachers about the Classroom Needs of Students with Hearing Impairment." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5141.
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Students with mild to moderate hearing losses, and some with severe hearing losses, are mainstreamed in a regular classroom for all or part of the day (Martin, Berstein, Daly & Cody, 1988). While these students may require special education services, the classroom teacher plays a vital role in the overall education and daily management of a child with a hearing impairment (Hass, 1987). Villa (1989) reported that many school employees have not received adequate training to educate these students. Therefore, it becomes the school's responsibility to educate teachers through a comprehensive inservice training program. One format for providing such a program is a self-directed inservice program. This approach can be utilized as a cost-effective means of meeting the professional needs of educators, although little is known regarding its' effectiveness to train teachers about the needs of students with hearing impairments. To address the effectiveness of a self-directed inservice approach, a comprehensive self-directed inservice program which provides information about hearing loss, behavior manifestations of children with hearing impairment, hearing aid maintenance, and mainstreaming was developed. This program was designed to educate teachers about the classroom needs of students with hearing impairment. A group of 20 teachers were randomly assigned to either the experimental group, which received the inservice program or control group, who read a brief article. A post test was administered to both groups, and the experimental group also answered a questionnaire regarding the inservice program. The results revealed a significant difference in the basic knowledge of regular education teachers about the classroom needs of students with hearing impairments for those receiving the program. This suggests that a self-directed inservice program is a viable method of educating teachers about the needs of students with hearing impairments.
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Fast, Danene K. "Bus Drivers, Customers, & Canes:Exploring Accessibility to Public Transportation for Travelers with Vision Loss." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1529780547432842.
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Langley, John Peter. "The development of an inservice training programme to enable kindergarten teachers to better manage the behaviour of young children with behaviour disorders." Thesis, University of Canterbury. Education, 1997. http://hdl.handle.net/10092/5914.
Full textAbstract:
Children with severe behaviour problems occur in significant numbers in our kindergartens and schools. They have a profound and often destructive effect on those around them because of their high rates of non-compliant, aggressive, and antisocial behaviours.
In New Zealand, teachers have not traditionally been trained in methods that would enable them to better manage these children and to bring about improvements in their behaviour. This is especially so in early childhood education where the predominant developmental philosophy has resulted in a the rejection of the treatments that research has shown to be most effective in the remediation of antisocial behaviours in young children.
This thesis examined the training of kindergarten teachers in skills which would enable them to better manage young children with behaviour disorders in the kindergarten setting. An experimental analysis was undertaken in an attempt to identify the necessary components of an effective in-service training programme. The research consisted of a Pilot Study and four subsequent experiments. In the Pilot Study a three level multiple-gating diagnostic procedure was trialled as a procedure for identifying young children with behaviour disorders and a training programme was developed. This consisted of six workshops and the requirement that the teachers practise the skills which they had been taught. The hypothesis which guided the development of this training programme was that it should be easier for teachers to acquire and maintain behaviour management skills due to their history of training for educational practice and, as a result, that a training programme for teachers could be "looser" and less directive than the training required for parents. This proved not to be the case. While the teachers in the pilot study were very positive about the training, observational data collected throughout the experiment showed that there were no significant changes in the behaviour of the teachers and, as a consequence, none in the target children.
Following the failure of the Pilot Study, the training programme was modified to include stronger prompts for desired teacher responses to target children, the setting of specific behaviour change goals for the teachers' behaviour change, and the provision of structured feedback on the teachers' performance. In addition, procedures for the maintenance of newly acquired skills were built into both the training programme and the practice requirements undertaken by the teachers who participated. The relative importance of one of these training components, feedback, was analysed in a series of four experiments each of which was carried out in kindergartens containing at least two children who met the definition of behaviour disordered.
In all four experiments the teachers who took part were able to acquire and use the management techniques taught during training. Those who showed the greatest levels of improvement were the teachers who, as part of their training and practice, were required to meet a criterion of acceptable performance for their newly acquired management skills, and who were provided with daily feedback on that performance. As a result of the improvements in the management behaviour of the teachers, improvements also occurred in the behaviour of all but one of the target children.
The results of these experiments suggested that it is possible to change the management behaviour of teachers in an early childhood setting to a level which enables them to effectively manage the behaviour of children with severe behaviour problems provided that the training programme includes well designed cueing, performance criteria, practice, and feedback components.
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Meeker, Nancy Ruff. "A Comparison of the Effectiveness of Inservice Education Programs for Members of Local Boards of Trustees in Selected Texas School Districts: A Descriptive Study." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332420/.
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The problem of this study was to describe inservice education programs for members of local boards of trustees and to assess the knowledge and attitude toward inservice of participating and non-participating board members. The major purposes of this study were to describe training programs carried on in selected school districts, and to assess and compare the knowledge and attitudes toward inservice education of board members who do and do not participate in those training programs. The project involved the identification of skill areas necessary for board members, the development of instruments to measure knowledge and attitudes toward inservice, the selection of boards of trustees from six school districts for an experimental and a control group, the description of inservice education programs in operation in districts comprising the experimental group, and the assessment of knowledge and attitudes of members of the experimental and control groups.
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Lovelace, Don H. "Identifying Industrial Education and Training Needs: Developing a Community College Custom Program." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2942.
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This study examined manufacturing firms' characteristics and environmental factors and their relationships to the perceived importance of basic workplace skills and the preferences of employers toward customized training partnerships with community colleges. Key individuals in the human resource departments responsible for planning and decision making of employing companies were surveyed. The Workplace Education Survey was used to collect data on the employers' perceptions about the importance of basic skills groups, about workplace-based customized training as the preferred means of delivering training in each of seven basic skills groups to their employees, and to determine their preferences for providers of the training. The survey also included customized training partnerships with community colleges. The study analyzed the relationships that exist in comparing the size of the firm and other characteristics identified in the literature with the respondents perceptions regarding the importance of the seven basic skills groups, workplace-based customized training, and partnerships with community colleges. Adaptability Skills, Communication Skills, and Group Effectiveness skills emerge as the most important workplace skills groups, and community colleges as the preferred providers according to the respondents to this study. Findings also revealed that changes in the nature of work and workplace skills are being dictated by the application of computers.
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Freire, Ana Carolina da Graça Fagundes. "Avaliação do conhecimento, formação e capacitação do TSB e ASB no desenvolvimento das atividades no serviço público de saúde /." Araçatuba : [s.n.], 2011. http://hdl.handle.net/11449/95397.
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Orientador: Cléa Adas Saliba GarbinBanca: Renato Moreira Arcieri
Banca: Eduardo Daruge Junior
Resumo: O trabalho executado pelos profissionais auxiliares da odontologia constitui uma ferramenta diferenciada para se obter um aumento de produtividade, principalmente no que se refere ao serviço público de saúde. Para o cirurgião-dentista alcançar a produtividade máxima, os auxiliares precisam ter conhecimento de suas funções segundo as legislações vigentes. Esses conhecimentos abrangem a parte técnica e as posturas éticas desses profissionais, buscando uma humanização dos serviços na odontologia e a promoção dos direitos dos pacientes. Sendo assim, o consentimento informado e o sigilo profissional devem ser respeitados na prática odontológica, não apenas como uma doutrina legal, mas como um direito moral dos pacientes e que gera obrigações morais para os Cirurgiões- Dentistas e pessoal auxiliar. O objetivo foi avaliar o conhecimento dos Técnicos em Saúde Bucal (TSB) e Auxiliar de Saúde Bucal (ASB) quanto à realização de suas funções regulamentadas pela Lei Nº 11.889, de 24 de dezembro de 2008, assim como a formação destes e capacitação recebida antes de exercerem suas funções no sistema publico de saúde; avaliar também o conhecimento destes em relação aos conceitos bioéticos, no que diz respeito ao consentimento informado e sigilo profissional, aprendidos durante os cursos de formação ou prática profissional dentro do sistema público de saúde. A população alvo do presente estudo foram os TSB e ASB (N=76) que atuam no sistema público de 5 municípios da área de abrangência do DRS II-SP. A coleta dos dados foi realizada através de questionários semiestruturados e auto-administrados, com questões abertas e fechadas. A taxa resposta foi de 90,79% (n= 69). Os resultados mostraram que a maioria dos profissionais conhece parte de suas funções (56%). Quase metade dos profissionais tem curso de formação (47,8%). Quanto às ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The work made by dental auxiliaries is a different tool to obtain an increase of productivity, principally about public health service. It's necessary that auxiliaries have knowledge about their role according current Law, and so, dental surgeon get the maximum productivity. This knowledge involves techniques and ethical postures of them, aiming humanization on dental services and promotion of patient's rights. So, informed consent and professional secrecy should be respected on dental practice, not only like a legal doctrine, but like a moral right of patients and that cause moral duties for dental surgeons and dental auxiliaries. The aim of this study was to evaluate the knowledge of hygienists (TSB) and dental auxiliaries (ASB) about performance of their roles regulated by Law number 11.889, December 24th, 2008, evaluate the formation of them and capacitating received before they had executed their roles on Public Health System; to evaluate the knowledge of them about bioethical means, in relation to informed consent and professional secrecy, learned during courses of formation or professional practice into public health system. The target population of this study were TSB and ASB (N=76) that work on public health system from 5 cities belong to DRS II-SP. Data collection was performed through semi-structured questionnaire and self-applied, with opened and closed questions. The answer rate was 90,79% (n=69). The results showed that the majority of professionals know part of their roles (56%). Near half of them has formation course (47,8%). About received information during current course, 80% affirmed had received all information that are necessary for their formation, however, 84% affirmed feel necessity of actualization of their knowledge to develop their works. 58% of researched professionals said that they didn't receive capacitating after ... (Complete abstract click electronic access below)
Mestre
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Couch, Teresa A. "Culturally Sensitive Transgender Education for Health Care Providers." Xavier University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1524653365586249.
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Carnes, Marilyn J. "The Status of Training for Local Boards of Education in Ohio as Perceived by School Board Members and Superintendents." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210108464.
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Ayuwathana, Wanida. "The Differences in Perceived Needs Between Practicing Teachers and College Instructors Concerning Inservice Education Programs in Teachers Colleges in Thailand." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331348/.
Full textAbstract:
The purpose of this study is to identify and compare the perceptions of practicing teachers and college instructors toward four components of inservice education programs: content, organization, format of presentation, and participant involvement in the teachers colleges in Thailand. The comparison is based on the demographic variables of sex, age, educational background, and teaching experience in the institution. The "In-Service Education Attitude Survey" by Yesuratnam, Basimalla at the University of Illinois at Urbana-Champaign, Urbana, Illinois in 1982 was used to gather data for this study. It was distributed to a sample of 380 practicing teachers and college instructors in 19 randomly selected teachers colleges in Thailand; 368 usable instruments were returned (97.15%). The data were treated to produce numbers and percentages. The t tests for two independent samples were computed to determine any statistically significant differences between the respondent groups of practicing teachers and college instructors, and between the practicing elementary and secondary school teachers. The F tests were also utilized to determine any statistically significant differences among the variables of practicing teachers and college instructors.
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Pan, Shu-chien. "The Relationship between Teachers' Self-Efficacy and the Integration of Web 2.0 Tools in K-12." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1281726657.
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Raudensky, Jeanne. "Effects of a critical element training package using self-instruction on elementary inservice teachers' ability to analyze, diagnose, and provide feedback for the striking skill of batting /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953567770847.
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Cavucci, Lois J. "An Analysis of Barriers and Possible Solutions In Integrating Computer Technology Into Middle School Curriculum: Findings From a Mixed-Methods Approach." Youngstown State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1242223907.
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PRITCHARD, IAN L. "Personality and Group Climate in Corporate Training." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218136492.
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Mis, Robin M. "An examination of how middle school teachers use common planning time to foster their professional learning." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1220924588.
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Thesis (Ph.D.)--Kent State University, 2008.Title from PDF t.p. (viewed Oct. 19, 2009). Advisor: Alexa Sandmann. Keywords: professional development; common planning time; professional learning communities; middle school. Includes bibliographical references (p. 191-201).
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Combs, Sandra G. "The effects of information sharing and modeling on teacher talk and children's language during dramatic play." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1242958645.
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Thesis (Ph.D.)--University of Cincinnati, 2009.Advisors: Nancy A. Creaghead Ph.D. (Committee Chair), Jo-Anne Prendeville Ed.D. (Committee Member), Richard Kretschmer Ed.D. (Committee Member), Heidi Kloos Ph.D. (Committee Member). Title from electronic thesis title page (viewed July 25, 2009). Includes abstract. Includes bibliographical references.