Artículos de revistas: "Conception of training"

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De Almeida, Marta Mateus, Joana Viana y Mariana Gaio Alves. "Exploring Teaching Conceptions and Practices: A Qualitative Study with Higher Education Teachers in Portugal". Studia paedagogica 27, n.º 2 (18 de noviembre de 2022): 35–53. http://dx.doi.org/10.5817/sp2022-2-2.

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In recent decades, several international political guidelines have encouraged the reconfiguration of teachers’ ways of being and acting, specifically arguing for the rejection of the conception of a teacher who holds and transmits knowledge, with inevitable implications for pedagogical practices. Therefore, it is particularly relevant to gain an understanding of teachers’ conceptions and practices, exploring the extent to which they are reconfigured throughout training and professional development processes. With this general objective, a qualitative study is presented, drawing on the content analysis of written testimonies and individual portfolios produced by a group of 24 academics involved in a post-graduate degree course in higher education pedagogy at the University of Lisbon in the academic years 2019/20 and 2020/21. The results suggest a dominant professional conception, embedded in the artisanal paradigm and in line with a teaching conception based on the transmission of knowledge. However, there are signs that teachers challenge this vision of professionalism, revealing diverse conceptions about the profession as well as conceptions about teaching and learning aligned with different types of pedagogical orientation. The study also shows how formal pedagogical training might support changes in teachers’ conceptions about their profession and about the meaning of teaching and learning, with effects on teaching practices and on the quality of student learning.

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Latyshev, S. V., O. V. Minenko, A. O. Tvelina, I. O. Chaban y O. V. Petrenko. "Development of Individualization Conception of Wrestlers’ Training". Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 2, n.º 1 (12 de mayo de 2017): 226–30. http://dx.doi.org/10.26693/jmbs02.01.226.

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Raji, Monsurat Omobola, Dorcas S. Daramola y Jumoke I. Oladele. "Teachers’ conceptions and choices of assessment tasks in a Nigerian postgraduate teacher training". Asian Journal Of Assessment In Teaching And Learning 10, n.º 2 (26 de noviembre de 2020): 82–93. http://dx.doi.org/10.37134/ajatel.vol10.2.9.2020.

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Student assessment is a process that entails the collection of evidence of learning in diverse and systematic ways to make judgments on students’ learning. What then is the perception of this vital tool in the hands of the users (teachers)? This study investigates teachers’ conceptions of assessment and their choices of assessment tasks in postgraduate teacher training. Action research with one group pretest-posttest design was adopted for the study. The survey used to collect data for this study has three sections (A, B, & C). Section A elicits participants’ personal information; Section B contains 20 different assessment tasks. Section C includes 26 items that examined participants’ conceptions of assessment from four different sub-scales (school accountability, student accountability, improvement of teaching and learning, and irrelevance factors). The researchers further validated the survey, and the Alpha reliability coefficient of the whole scale was 0.85. Data collected from twenty-eight randomly selected teachers out of forty-five were analyzed using descriptive measures and paired sample t-test. Findings revealed that teachers enact both summative and formative assessment tasks but with preferences for summative tasks. A significant difference in teachers’ conception of assessment was recorded, but there was no significant difference in teachers’ assessment conception based on gender. Recommendations are presented to improve the research knowledgebase on assessment in the Nigerian education context.

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Granado, Cristina. "Understanding the trainers´ view of the effectiveness of continuing professional training: the case of public servants training". Revista Complutense de Educación 30, n.º 4 (4 de junio de 2019): 997–1012. http://dx.doi.org/10.5209/rced.59883.

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There is empirical evidence that the research findings on training effectiveness are hardly applied in organizations; one possible reason is that these findings do not reach trainers in a way that could help them make decisions about the design and implementation of training programs. This gap could be explained by the fact that most of those studies have primary been focused on the trainees´ perception of what factors affect the outcomes of training, while the trainers´ perspective on it has barely been studied. The goal of this study was to explore the trainers´ view on the efficacy of training, in terms of transfer outcomes; for this purpose, 300 trainers participating in the implementation of the training schemes addressed to Public Administration employees in Andalusia (Spain) were surveyed. The results showed that the trainers´ perception of training effectiveness was influenced by the characteristics of the current culture of continuing professional training in this organizational sector: an individualistic and centralized conception of training and the absence of the sense of responsibility for training outcomes. Furthermore, five conceptions of effective training were detected: one focused on ensuring that the design of the training event satisfies the trainees, other based on the use of workplace as a learning space, the third concept is concerned about accountability for training results, a fourth focused on addressing the organizational demands and the last reflecting an ecological conception of training effectiveness. It is concluded that research on training effectiveness should be more aligned with the trainers´ concerns if research findings are to be used by practitioners and, thus, they can help transform the culture and practices of employees training.

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Galloway, Greta, Pat Wilkinson y Gavin Bissell. "Empty space or sacred place? Place and belief in social work training". Journal of Practice Teaching and Learning 8, n.º 3 (20 de diciembre de 2012): 28–47. http://dx.doi.org/10.1921/jpts.v8i3.380.

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This paper highlights common errors in social work students’ approaches to faith/spirituality and place whilst on field education placement. It briefly investigates the Christian conception of sacredness and space which often underpins such errors.The issue is exemplified by contrasts between Aboriginal Australian conceptions of place and spirituality and the mutually exclusive conceptions of these spaces, held by many non-Aboriginal welfare practitioners in Australia. This paper suggests some ways in which social workers, including social work students, could engage with spirituality, inclusive of geo-socio-political materiality, in their work, where appropriate, with Indigenous, migrant, refugee or colonial settler populations.The paper engages critically with literature on cultural competence in relation to issues of land, and the identity one gains from connection to land, and spirituality. This paper concludes by identifying key questions for placement students and educators seeking to respond appropriately when interfacing sacred spaces of the ‘other’.

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Goncalves, Oscar F., Allen E. Ivey y Sarah Langdell. "The Multilevel Conception of Intentionality: Implications for counselor training". Counselling Psychology Quarterly 1, n.º 4 (octubre de 1988): 377–86. http://dx.doi.org/10.1080/09515078808254223.

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Solovieva, Yulia. "Training of Teachers: Difficulties and Proposals in Mexico". Journal of Studies in Education 7, n.º 4 (29 de octubre de 2017): 78. http://dx.doi.org/10.5296/jse.v7i4.11805.

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According to Vigotskian conception, teaching might be considered as a collective and joint dialectical process. Preschool and school psychological development of children occurs not in spontaneous way, but is directed by adults’ attitudes and actions. Among such actions, concrete actions of children at school occupy the central place. Actions of teachers are based on their conception of psychological development and children’s possibilities. Children never learn alone, but according to orientation and participation of adults. The presence or absence of the knowledge zone of proximate or actual development is crucial for the actions of teachers. From this perspective, it is important to learn about the methods of pedagogical preparation and training of teachers. The situation with such preparation in many countries in general and in Mexico particularly might be described as critical. Cultural and historical conception of human development and the concept of the zone of proximate development, proposed by L.S. Vigotsky is rarely taught and used in practice in traditional pedagogical institutions. Traditional methods of teaching, at all levels, are full of memorization, repetition and reproductive operations. Real and concrete cultural actions are absent both in Pedagogical Institutions and in Schools. The article describes original practice of attempts of organization of non-traditional type of preparation of teachers and to show how they can teach children. Experience in a small private school in the city of Puebla (Mexico) is included. The authors discuss qualitative achievements in teaching and learning based on activity theory and historic-cultural conception of development.

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Yung, Hilary Ha-ping. "The Relationship Between Role Conception and Ethical Behaviour of Student Nurses in Hong Kong". Nursing Ethics 4, n.º 2 (marzo de 1997): 99–113. http://dx.doi.org/10.1177/096973309700400202.

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This paper was designed to explore the relationships of three role conception types (the professional, bureaucratic and service role conceptions) to the ethical behaviour of student nurses from the apprenticeship and degree nursing programmes in Hong Kong. The effect of role discrepancy on ethical behaviour will also be explored. A nonprobability convenience sampling of 140 certificate students from a hospital-based training course and 81 degree nursing students from a tertiary programme were selected. Role conception and role discrepancy were measured by the modified Nursing Role Conception scale originally developed by Corwin. For ethical behaviour, the Judgement About Nursing Decisions scale developed by Ketefian was used. Multiple regression analyses showed that the ideal professional role conception was a significant predictor, accounting for 17% of the variance in the ideal ethical score of the degree students. Actual service role conception was a better predictor of the actual ethical score, explaining 10% and 14% of its variance for the certificate and degree students respectively. Professional and bureaucratic role discrepancies together were found to have a negative effect on the actual ethical behaviour of the degree students. These results suggest that professional values that have been developed through socialization in nurse education programmes could benefit patients only when degree students, in particular, could adapt successfully to the demands of bureaucratic organization.

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Leão, Marcelo Franco, Nilma Silvania Izarias, Eniz Conceição Oliveira y José Claudio Del Pino. "CONCEPTIONS OF INDIGENOUS STUDENTS IN EARLY TRAINING ABOUT CHEMISTRY AND ITS EDUCATION". Revista de Ensino de Ciências e Matemática 10, n.º 5 (7 de octubre de 2019): 70–84. http://dx.doi.org/10.26843/rencima.v10i5.1900.

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This text describes the conceptions that some indigenous students in early training from Mato Grosso hold about chemistry and chemistry education. The research investigated eleven students from ten different ethnicities from a specific course for indigenous people, named Graduation in Mathematical and Natural Sciences at UNEMAT, Barra do Bugre-MT campus. This survey, descriptive and exploratory, is of a qualitative approach and took place in the first semester of 2014 during the Chemistry Education course. The choice of images to illustrate the chemistry before the training activities and a questionnaire consisting of three open questions and completed at the end of the course were the instruments used to collect data. The interpretation of these reports occurred through the technique titled Content Analysis. The images chosen and their justifications revealed the limited conception that the students held before the subject. From the data gathered four categories emerged: previous conceptions about chemistry and its performance; aspects of the student‟s trajectory; definition of ideal classes and contributions of chemistry to life. The study revealed the conceptions these indigenous students and future teachers hold about chemistry and teaching this discipline.

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Antonovych, Ye A. "THE CONCEPT OF NATIONAL DEVELOPMENT DESIGN UNTIL 2010: PROBLEMS TRAINING AND TRAINING OF SPECIALISTS". Educational Dimension 10 (27 de mayo de 2022): 15–22. http://dx.doi.org/10.31812/educdim.5397.

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Conception o f development o f national design to 2010 year: problems of preparation and retraining of specialists. Bases of development of designer activity in Ukraine related to theoretical are formulated in the article and grounded, proektnymy and methodical directions of works. An orientation and maintenance of teaching at preparation of specialist is determined.

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KRASOVSKA, Olga. "The conception of professional training of future primary school teachers in the field of art education by means of information technologies". EUROPEAN HUMANITIES STUDIES: State and Society, n.º 2 (25 de septiembre de 2014): 123–30. http://dx.doi.org/10.38014/ehs-ss.2014.2.13.

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The article deals with the conception of professional training of future primary school teachers in the field of art education by means of informational technologies. Humanitarization and humanization, informatization, innovation, continuity and steppedity of art educating in system of professional training teachers are the main propositions of this conception. They are basis for reforming of higher pedagogical education.

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HU, Yingzi. "Conception of undergraduate vocational education in philanthropic management". Region - Educational Research and Reviews 6, n.º 7 (19 de julio de 2024): 72. http://dx.doi.org/10.32629/rerr.v6i7.2411.

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This article discusses the urgent demand for training professionals in philanthropic management in colleges and universities against the backdrop of the rapid development of philanthropy in China. It also proposes the idea of establishing undergraduate-level vocational education in philanthropic management in response to the current inverted pyramid structure of educational levels. The article analyzes the connotation of undergraduate-level vocational education in this field, including career orientation, job capability analysis, training objectives, and training specifications, and elaborates on the main teaching contents, such as professional curriculum setting, values cultivation, practical teaching, and vocational skill (qualification) certificates. Finally, the article emphasizes the important role of undergraduate-level vocational education in this field in cultivating high-level technical and skilled professionals, and providing professionals support for the development of China's philanthropy.

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Ortiz-Revilla, Jairo, Ángela Ruiz-Martín y Ileana M. Greca. "Conceptions and Attitudes of Pre-School and Primary School Teachers towards STEAM Education in Spain". Education Sciences 13, n.º 4 (6 de abril de 2023): 377. http://dx.doi.org/10.3390/educsci13040377.

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STEAM education postulates integrated problem-solving-based learning of its disciplines. Although positive results are being reported, there are some difficulties with its implementation. The purpose of this research is to analyze the conceptions and attitudes of Early Childhood and Primary School teachers in Spain towards this educational approach, as well as to determine the initial relationship with their training and experience. A multiple case study with 11 teachers was conducted using a reflection protocol, a photo-elicitation, and a semi-structured interview. All teachers presented an integrated profile. Although they explicitly acknowledged cognitive, affective, and logistical obstacles, a positive relationship was detected between their level of training, experience in STEAM education, and conception of STEAM. Based on this evidence, some recommendations are proposed to optimize the conceptions of the STEAM approach and the usual practices of the teaching staff.

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Valiente Sandó, Pedro, José J. Del Toro Prada, Yunier Pérez Sarduy y Jorge González Ramírez. "The training of school principals: A study in the Cuban context". Educational Management Administration & Leadership 46, n.º 2 (24 de agosto de 2017): 258–78. http://dx.doi.org/10.1177/1741143217725321.

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The article analyzes the results of a study in which the objective was to assess the process of school principals’ training in Cuba. Data collection was done through the revision of existing documents and administering of questionnaires to subjects involved in the training process. Universities and provincial and municipal departments of education in eight provinces as well as schools in the province of Holguín were included in this study. The triangulation of the information obtained allowed analysts to conclude that the formation of a school principal is recognized as a specialized process, of a strategic nature, that must be carried out in stages. The conception of its implementation helps to prepare candidates and existing school principals in office for their professional management activity. However, conception of training does not ensure a coherent articulation between its stages and does not allow it to fully fulfill its fundamental role in the specialization and professionalization of the school principals. The enhancement of preparation for school management during initial teacher training, the accreditation of pre-service training of candidates, and the promotion of postgraduate academic training programs should be considered as ways for training and improvement of the didactic–methodological conception of the training process.

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Tsukamoto, Sinya. "101 Systematic Training Methods of Idea Conception for Creativity Education". Proceedings of the Tecnology and Society Conference 2011 (2011): 1–2. http://dx.doi.org/10.1299/jsmetsd.2011.1.

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Frank-Herrmann, P., C. Jacobs, E. Jenetzky, C. Gnoth, C. Pyper, S. Baur, G. Freundl, M. Goeckenjan y T. Strowitzki. "Natural conception rates in subfertile couples following fertility awareness training". Archives of Gynecology and Obstetrics 295, n.º 4 (9 de febrero de 2017): 1015–24. http://dx.doi.org/10.1007/s00404-017-4294-z.

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Danko, Richard, Pavel Pavloušek, Magdalena Kapłan y Kamila E. Klimek. "Conception, Consequences and Design of Cool Climate Viticulture Training Systems". Agriculture 14, n.º 11 (1 de noviembre de 2024): 1966. http://dx.doi.org/10.3390/agriculture14111966.

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In this review, the problems, challenges and opportunities of trellis design are dealt with in the conditions of cool climate viticulture influenced by climate changes. Viticulture in so-called cool climate regions faces a number of weather and climatic extremes that directly or indirectly damage the grapes and so the wine. A suitable option is to use the structural and technical implementation of vine trellises—training systems, canopy management, and pruning methods which can help the plant withstand various extremes. At the same time, it is essential to choose trellis design training systems that growers can maintain and that support the appropriate quality of the grapes. Viticultural regions of warmer climate are strengthening the shading potential of training systems. Even so, the central viticultural areas withstand highly variable extremes of previous vintages with numerous shortcomings in the shading potential of trellis design. Meanwhile, the cool climate regions tend to use a trellis design with a simple canopy and easy sunlight exposition to reach the maximum solar contribution.

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Blanco-García, Montserrat, Pablo Sánchez-Antolín y Francisco Javier Ramos-Pardo. "Women’s Perceptions of Training and Employment". Mediterranean Journal of Social Sciences 8, n.º 3 (24 de mayo de 2017): 155–62. http://dx.doi.org/10.5901/mjss.2017.v8n3p155.

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Abstract Despite institutional declarations, women still rank second in key areas of society related to employment. The goal of this study was to analyse the perceptions of Spanish women taking occupational training courses and of gender equality experts with respect to the relationship between initial formal education, occupational training, continuing education and employment, as well as the role played by the family in this relationship, in order to elucidate conceptions of women’s social reality in the fields of education and employment. A qualitative methodology was employed, consisting of semi-structured, in-depth individual and group interviews with women taking occupational training courses. Interviews were also conducted with experts in gender equality. Working women’s conception of the relationship between training and employment is heavily influenced by the effect of gender socialisation, which leads them to assume the role of carer in the family. Women’s choice of training presents a clear gender bias that directly influences the jobs they hold. In many cases, these comprise subsistence activities that coincide with traditional female roles. However, women with a higher education present less dependence on gender roles. Socialisation in gender stereotypes is evident in working women’s discourse, and generates frustration at the impossibility of reconciling all the areas of responsibility assigned to them, leading them to relinquish any expectations of professional or personal development.

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Golema, Martin. "The place of anthropology in the philosophy of education". New Educational Review 2, n.º 1 (2004): 31–41. http://dx.doi.org/10.15804/tner.04.2.1.03.

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The study tries to define the anthropology of dialogue as a specific way of thinking on human being; it grounds mainly in Tzvetan Todorov's findings. It comments basic theses of Buber, Levinas, Bachtin, Habermas and Todorov while underlining their mutual interpretability as well as similarity. Because of possible significance of this anthropological conception for professional teacher training, it recommends to reserve some space for the anthropology of dialogue in the area of the philosophy of education thus enabling it to come out of the shadow of more influential anthropological conceptions.

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Benton, Gregory M. "From Principle to Practice: Four Conceptions of Interpretation". Journal of Interpretation Research 14, n.º 1 (abril de 2009): 7–31. http://dx.doi.org/10.1177/109258720901400102.

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This multiple case study examined cultural interpretive programs for four different sets of goals or conceptions in a trickle-down effect from theory to practice. A proposed model, Four Conceptions of Interpretation, is based on foundational texts and empirical studies. The four conceptions are (a) connecting visitors to resources, (b) conveying agency mission and influencing behavior, (c) encouraging environmental literacy, and (d) promoting tourism outcomes. The data were examined for the presence of several different goals for interpretive practice. The study found that conception one was represented in all programs. Limited evidence of conceptions two, three, and four were found in participant recall. Although articulated in texts and training materials, evidence of the other conceptions’ goals were lacking from visitors’ short-term recall. This finding suggests that the practice of interpretation at the examined sites focused on conveying the seminal goal of connecting visitors to heritage resources.

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Clottu, Régine. "Training Design Conception and Reflexive Practice: How to Answer Teachers' Questions?" Universal Journal of Educational Research 5, n.º 3 (marzo de 2017): 386–95. http://dx.doi.org/10.13189/ujer.2017.050311.

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Clichici, Veronica. "The democratic principle of freedom of education in the pedagogical conception of J. H. Pestalozzi". Studia Universitatis Moldaviae. Seria Științe ale Educației, n.º 9(179) (febrero de 2025): 210–16. https://doi.org/10.59295/sum9(176)2024_30.

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In this scientific article, we elucidate the premises of J.H. Pestalozzi’s thought and pedagogical conception transposed into the actuality of the democratic need for education. The purpose of the research aims at a retrospective analysis of the conception of pedagogy by J. H. Pestalozzi with directions for implementing the democratic principle of the freedoms of European education. As a constant of this scientific research, we argue that the Swiss pedagogue sought to develop a theory of education in which the principles of education are brought into line with the course of human nature; according to the conception of J.H. Pestalozzi, through instruction/training, the accumulation of knowledge must be ensured, as well as the development of the child/learner’s psychic powers; the function of the school is twofold, to inform and train the students. The scientific results of the research are relevant by documenting international educational reports, specialized scientific literature on the democratic principle of educational freedom in the pedagogical conception of J.H. Pestalozzi with practical themes for the formation of the competence of democratic education at the level of initial and continuous training of adults.

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Mantulenko, S. V. "FORMING THE READYNESS OF FUTURE TEACHERS TO THE PROFESSIONAL EDUCATION OF SENIOR STUDENTS". Educational Dimension 11 (24 de mayo de 2022): 44–51. http://dx.doi.org/10.31812/educdim.5512.

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The article deals with the conception of readiness for different kinds of activities and professional oriented training. The conditions which will have a positive influence on forming of prospective teacher readiness for professional oriented training of senior pupils are submitted for consideration.

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Galiullin, A. N. "Conception of the health protection reform of Tatarstan Republic". Kazan medical journal 77, n.º 2 (15 de abril de 1996): 90–92. http://dx.doi.org/10.17816/kazmj104269.

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The data for social and economic state of the health protection of Tatarstan Republic in the transition to market economy are presented. The reform conception of the health protection financial and budget policy, management bodies, price formation system of personnel training, initial medico sanitary service, improvement of treatment-and-diagnostic process and widespread diseases prevention is outlined.

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Ren, Yue y Jianchen Li. "The Conception of Application of Computer Virtual Reality Technology in Sports Training". Journal of Physics: Conference Series 1861, n.º 1 (1 de marzo de 2021): 012110. http://dx.doi.org/10.1088/1742-6596/1861/1/012110.

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Pashtchenko, Yu A. "Training in case method in conception of professional education by Mary Richmond". Alma mater. Vestnik Vysshey Shkoly, n.º 3 (marzo de 2016): 108–11. http://dx.doi.org/10.20339/am.03-16.108.

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Miao, Xian Wen, Gen Fu Yuan y Yuan Qiang Gu. "Under the Guidance of “Macroscopic Engineering”, Cultivate the Engineering Quality of College Students in Muti-Measures". Applied Mechanics and Materials 635-637 (septiembre de 2014): 2071–75. http://dx.doi.org/10.4028/www.scientific.net/amm.635-637.2071.

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The advanced talents with applied technique should be composite, creative talents in the background of macroscopic engineering. Whereas some engineering training center have not transformed from the metalworking practice mode which can not adapt itself to the requirements of talents cultivation in 21 century, our university reform the contents of practice teaching and innovate the teaching mode of engineering training, integrate and optimize the internal teaching resources and strength the deep cooperation with enterprises under the guidance of the conception of “Macroscopic Engineering”. We structure the engineering training practice teaching platform with intercross of many subjects in order to cultivate the engineering quality of students in muti-measures. The students received the cultivation in the aspects of engineering conception, engineering practice ability and creative ability, which we received unprecedented teaching results.Keyword: Concept of “Macroscopic Engineering”; Intercross of many subjects; Practice Platform; Engineering Quality

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Nelson Kautzner, Marquez Junior. "Historia de la elaboración de la periodización específica para el voleibol: una revisión". Revista Peruana de Ciencias de la Actividad Física y Deporte 8, n.º 1 (23 de agosto de 2021): 1090–108. http://dx.doi.org/10.53820/rpcafd.v8i1.1090.

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Objective:It was necessary to explain the history of the elaboration of the theoretical content of the specific periodization for the volleyball.Method:The review study was practiced in October 2019 to February 2020 and the articles were collected at Research Gate with the keyword periodização específica para o voleibol or specific periodization for the volleyball. Results: This conception consists of six periods. The period of the events that caused the first ideas about the elaboration of a conception of periodization for the volleyball (of 1976 to 2010) was presented the sports life of the creator of this periodization and the physical education studies of this researcher that were important to generate the first ideas about this periodization. The period of the first theoretical studies of a conception of periodization for volleyball culminated with an article written in 2011 and 2014 However, these first ideas needed more content, occurring in 2016 and 2017 the period of the elaboration of the scales of subjective perception (effort and muscle soreness) and the structuring of the training load. The training structuring period was from 2018 to 2020 and the author explained the ball training and the physical session for the volleyball player. The period of the ideas of the scientific studies was in 2019 because the author wrote a review with research suggestions for the researchers to conduct research with this conception.Conclusion: The history of the theory of the specific periodization for the volleyball is an important study for the coach to understand the evolution of the researches in this conception

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Matthews, Lynn T., Francis Bajunirwe, Jasmine Kastner, Naomi Sanyu, Cecilia Akatukwasa, Courtney Ng, Rachel Rifkin et al. "“I Always Worry about What Might Happen Ahead”: Implementing Safer Conception Services in the Current Environment of Reproductive Counseling for HIV-Affected Men and Women in Uganda". BioMed Research International 2016 (2016): 1–9. http://dx.doi.org/10.1155/2016/4195762.

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Background.We explored healthcare provider perspectives and practices regarding safer conception counseling for HIV-affected clients.Methods.We conducted semistructured interviews with 38 providers (medical and clinical officers, nurses, peer counselors, and village health workers) delivering care to HIV-infected clients across 5 healthcare centres in Mbarara District, Uganda. Interview transcripts were analyzed using content analysis.Results.Of 38 providers, 76% were women with median age 34 years (range 24–57). First, we discuss providers’ reproductive counseling practices. Emergent themes include that providers (1) assess reproductive goals of HIV-infected female clients frequently, but infrequently for male clients; (2) offer counseling focused on “family planning” and maternal and child health; (3) empathize with the importance of having children for HIV-affected clients; and (4) describe opportunities to counsel HIV-serodiscordant couples. Second, we discuss provider-level challenges that impede safer conception counseling. Emergent themes included the following: (1) providers struggle to translate reproductive rights language into individualized risk reduction given concerns about maternal health and HIV transmission and (2) providers lack safer conception training and support needed to provide counseling.Discussion.Tailored guidelines and training are required for providers to implement safer conception counseling. Such support must respond to provider experiences with adverse HIV-related maternal and child outcomes and a national emphasis on pregnancy prevention.

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Marques, Antônio Luiz, Marina Romeo, Marjorye Matalinares y Montserrat Yepes-Baldó. "Managers’ Conceptions and Their Effects on the Perception of Employees with Disabilities". International Journal of Environmental Research and Public Health 17, n.º 19 (25 de septiembre de 2020): 7039. http://dx.doi.org/10.3390/ijerph17197039.

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The research aimed to identify managers’ conceptions of disability and the relationship that was established between these conceptions and their perception of the persons with disabilities (PWD) performance, bond, benefits of hiring, and training needs. 257 managers answered a questionnaire in order to identify conceptions of disability in organizations. Descriptive statistics, factorial analysis, and hierarchical analysis of grouping were performed while using IBM Statistic 20.0.0. The results show that managers who have the spiritual and the conception based on inclusion perceive the insertion of PWD as beneficial to the organization. Those who conceive disability as a question of normality perceive the PWD performance as inferior to those without disabilities, which implies that PWDs should be segregated; and, the managers who perceive disability as a social problem are likely to place PWDs in the workplace according to their potential. The results can be fruitfully used by managers, human resources’ professionals, academics, and the society to promote inclusion.

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Aust, Robert, Michael Nitsche y Johannes Pelka. "Digital game-based learning and video games in teacher training. Conception, evaluation and results from Leipzig University". Perspectives of Innovations, Economics and Business 14, n.º 3 (5 de agosto de 2014): 113–31. http://dx.doi.org/10.15208/pieb.2014.14.

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Kolmogorova, L. S. y E. S. Balabekyan. "PRESCHOOL TRAINING EXPERIENCE OF CHILDREN BY THE EXAMPLE OF “MY WORLD” PROGRAMME". Bulletin of Kemerovo State University, n.º 1 (20 de marzo de 2017): 130–36. http://dx.doi.org/10.21603/2078-8975-2017-1-130-136.

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The analysis of children’s preparedness for studying at school indicates the problems in preschool training organization. In spite of numerous investigations the effectiveness of different preschool children training forms is not discovered yet. On the basis of teaching experts’ experience and present preschool training programmes the conception of preschool training was developed by the authors’ group which included L. S. Kolmogorova, L. A. Nikitina, L. I. Shvarko, O. I. Davydova, O. R. Meremyanina. On the basis of this conception the programme “My World” oriented on preschool training of children aged from 5,5 – 6 was developed. Since the aim was to balance the starting opportunities for children from different social levels, it became necessary to check the effectiveness of the educational-methodical complete set “My World”. To solve this problem the experimental investigation was held in 2011 – 2016 on the basis of the groups for pre-school training of Barnaul and Novosibirsk schools and Children’s Educational Institutions. In the investigation theoretical (the analysis of the bibliography) and empirical (the testing, question-and-answer discussion, investigation of the activity) methods were used. The results of the experimental investigation show the increase of the children’s preparedness for school. This confirms the effectiveness of the preschool training programme “My world” during the activity of the elder pre-school children.

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Li, Bohan, Hui Chen, Xiaona Lin y Hua Duan. "Multimodal learning system integrating electronic medical records and hysteroscopic images for reproductive outcome prediction and risk stratification of endometrial injury: a multicenter diagnostic study". International Journal of Surgery 110, n.º 6 (11 de marzo de 2024): 3237–48. http://dx.doi.org/10.1097/js9.0000000000001241.

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Objective: To develop a multimodal learning application system that integrates electronic medical records (EMR) and hysteroscopic images for reproductive outcome prediction and risk stratification of patients with intrauterine adhesions (IUAs) resulting from endometrial injuries. Materials and methods: EMR and 5014 revisited hysteroscopic images of 753 post hysteroscopic adhesiolysis patients from the multicenter IUA database we established were randomly allocated to training, validation, and test datasets. The respective datasets were used for model development, tuning, and testing of the multimodal learning application. MobilenetV3 was employed for image feature extraction, and XGBoost for EMR and image feature ensemble learning. The performance of the application was compared against the single-modal approaches (EMR or hysteroscopic images), DeepSurv and ElasticNet models, along with the clinical scoring systems. The primary outcome was the 1-year conception prediction accuracy, and the secondary outcome was the assisted reproductive technology (ART) benefit ratio after risk stratification. Results: The multimodal learning system exhibited superior performance in predicting conception within 1-year, achieving areas under the curves of 0.967 (95% CI: 0.950–0.985), 0.936 (95% CI: 0.883–0.989), and 0.965 (95% CI: 0.935–0.994) in the training, validation, and test datasets, respectively, surpassing single-modal approaches, other models and clinical scoring systems (all P<0.05). The application of the model operated seamlessly on the hysteroscopic platform, with an average analysis time of 3.7±0.8 s per patient. By employing the application’s conception probability-based risk stratification, mid-high-risk patients demonstrated a significant ART benefit (odds ratio=6, 95% CI: 1.27−27.8, P=0.02), while low-risk patients exhibited good natural conception potential, with no significant increase in conception rates from ART treatment (P=1). Conclusions: The multimodal learning system using hysteroscopic images and EMR demonstrates promise in accurately predicting the natural conception of patients with IUAs and providing effective postoperative stratification, potentially contributing to ART triage after IUA procedures.

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Naigovzina, N. B., A. K. Konanykhina, A. V. Kochubei, Ye V. Zimina y M. V. Navarkin. "DEVELOPMENT TRENDS OF SYSTEM OF TRAINING AND CONTINUOUS PROFESSIONAL DEVELOPMENT OF HEALTH PROFESSIONALS". Bulletin of Siberian Medicine 13, n.º 3 (28 de junio de 2014): 126–31. http://dx.doi.org/10.20538/1682-0363-2014-3-126-131.

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Implement approach of innovative education is development priorities of Russian system of training and continuous professional development of health professionals. Conception of innovative education is aligned with national policy, including statutory regulation, in the sphere of professional medical education.

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De Oliveira, Priscila Aparecida Silva, Ângela Pereira Teixeira Victoria Palma y José Augusto Victoria Palma. "Meaning and significance of the continued training of physical education teachers at the Londrina Municipal Education Bureau". Caderno Pedagógico 21, n.º 2 (6 de febrero de 2024): e2625. http://dx.doi.org/10.54033/cadpedv21n2-010.

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Continued teacher training is a topic that has been studied by several authors and can be understood as a process of complex and continuous development of reflection and construction about the profession and not a product ready to be consumed. The Municipal Department of Education of Londrina (SME) is responsible for the continued training of all teachers who work in the municipal education network. The present study sought to find out, with the Physical Education teachers of the said network, what the meaning and meaning attributed by them, of the continuous training offered by the SME. For this we used a questionnaire with statements associated with Likert scale of agreement and the theme was divided into three categories: Conception of continuous training; Conception of teaching; Relationship of professional interest-need and offer by SME. For the application of the questionnaire, an email was sent with a link to the form to the 159 teachers from the municipal network who are taking part in the continuous physical education training and 81 teachers participated in the research. The data were analyzed according to the higher incidence of responses that pointed out that teachers consider the continuous training process important for professional development and that it is capable of producing changes in the teaching identity, that they have the conception of being professionals of education and that this requires continuous training, that the continuous training offered by the SME contributes to the professional growth of teachers and that it should prioritize moments of exchange of experiences. We believe that the points raised from the answers should be discussed with the group of teachers and we conclude that it is necessary for the teacher to attribute meaning and meaning to this process. We also concluded that continuing education programs have much to contribute to professional development, based on reflections that favor the construction of teaching identity.

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Egorov, Konstantin В. "Elements of the Conception of an Independent Assessment of Pedagogy Graduates’ Qualification". Vestnik Tomskogo gosudarstvennogo universiteta, n.º 464 (2021): 193–202. http://dx.doi.org/10.17223/15617793/464/22.

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The aim of the article is to describe the elements of the conception of an independent assessment of the qualifications of pedagogy graduates. The National Education Project sets the task of ensuring the global competitiveness of Russian education. The federal project “Teacher of the Future” aims to introduce a national system for teachers’ professional development. The author’s analysis of the literature on the problem showed that general problems of qualifications certification are being investigated. A number of publications describe the purpose, functions and procedures of qualifications assessment in assessment and certification centers. Scholars and practitioners point to the need to create an all-Russian authorized body in the qualifications assessment and certification system. The problems of organizing the activities of qualifications assessment centers as a tool for assessing the quality of education are considered. Publications considering the problem of qualifications assessment in various economy sectors, such as tourism and service, state and municipal service, construction, finance, petroleum products transportation and nanoindustry, are presented. Some works analyze the qualifications assessment of teachers and job training instructors of secondary vocational education institutions, and university staff. Several publications discuss the independent assessment of the qualifications of secondary pedagogical education institution graduates, but the problem of an independent assessment of the qualifications of higher pedagogical education program graduates remains little studied. Consequently, the development of a conception for an independent assessment of pedagogy graduates’ qualifications is relevant. The key idea of the conception the author presents is that the independent assessment of the qualifications of pedagogical training graduates is considered as a quality assurance tool. Quality assurance is achieved by comparing the results of mastering federal state higher educational standards and the requirements of professional standards. The author describes the elements of the conception: regulatory framework and innovative components. The regulatory framework in the conception structure is set at the federal level and contains legislation, requirements, methods, guidelines. The innovative conception components include the characteristics of the participants, conditions, motivational components and areas of activity, content lines and methods of assessment, a toolkit for a substantive description of professional advantages and disadvantages, reflexive and effective components, and a mechanism for implementing the conception. Specification and implementation of the conception are designated as a prospect of the research.

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Jiménez Correa, Julio César y Yaquelín Alfonso Moreira. "The inclusive university practice of the Metropolitan University of Ecuador: an alternative from student welfare". Revista Metropolitana de Ciencias Aplicadas 2, n.º 1 (1 de enero de 2019): 166–73. http://dx.doi.org/10.62452/xrgvwg93.

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Conceptions for student welfare should be assumed as one of the challenges facing Inclusive university practice, with an emphasis on career groups. The identification of this need made it possible to analyze the theoretical reflections that make up the methodological position that is assumed. The result of this process responds to the institutional strategy; so that actions aimed at solving these needs rest on an integral conception of the training process. The experience developed in the last two courses allowed us to establish the procedure that should govern student welfare actions so that they impact on university practice until reaching an inclusive approach where their integration, coherence and systematic reach the level that is required. The conceptions presented consider the responsibility of the levels involved and the importance of specifying the intentionality of this process in the design and development of the university practice.

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Morgan, Paul Franklin. "Trust the Process: Improving Translator Training Workshops". Journal of Translation 20, n.º 2 (2024): 1–19. http://dx.doi.org/10.54395/jot-pm77p.

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This practical paper aims to apply the advances in pedagogical principles of translator training to the overall conception and evaluation of translator training workshops, which form the core training environment for many Bible translators in Africa. Beginning with the essential principles as elaborated by Ernst-Kurdi (2017), namely, that translator training should be process-centered, participatory and collaborative, authentic, focused on priorities, and objectively evaluated, the author considers how these principles shape the development of the curriculum and the accountability structures of the training program. By reorienting training and evaluation around the processes of translation, and by implementing a social learning and accountability structure, workshops can become more effective.

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Anghel, Ona Ionica y Ana Maria Aprotosoaie Iftimi. "2. Positive Pedagogy in Art Teacher Training". Review of Artistic Education 26, n.º 1 (1 de marzo de 2023): 156–62. http://dx.doi.org/10.2478/rae-2023-0022.

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Abstract The pedagogical conception that each teacher assumes when referring to the teaching profession will guide his strategy for working with students. A teacher equally concerned with forming the competencies inscribed in school programs and helping the full flowering of the personality of the students with whom he works could adopt positive pedagogy as a frame of reference. The present work aims to review the principles of positive pedagogy, to nuance the roots of this paradigm in the light of current research and to bring to the fore its potential in terms of educational strategies that can be successfully adapted in the training of art teachers.

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Tammaro, Rosanna y Anna D'Alessio. "Teacher Training and Digital Competence". International Journal of Digital Literacy and Digital Competence 7, n.º 2 (abril de 2016): 1–10. http://dx.doi.org/10.4018/ijdldc.2016040101.

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Teacher training in all fields should include advanced digital competence for teachers and their teaching, not concentrating only on ICT user skills of teachers. These issues should be part of both initial teacher training and in-service training. The training should consider aspects of using ICT both as a learning tool within subject teaching and as a tool used by learners for their homework and learning-related actions outside school sceneries. Recently, digital competence has become a key conception in debates on the kind of skills and understanding learners need in the Knowledge Society. The wide meaning of digital competence offers the necessary framework (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society. In this paper the focus is on how pedagogically the skill area can be addressed and what tools there are available to help the teachers and students.

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Lee, Jihyun. "Mathematics Preservice Teachers’ Conception of Teacher Discourse". Korean School Mathematics Society 20, n.º 4 (31 de diciembre de 2017): 465–94. http://dx.doi.org/10.30807/ksms.2017.20.4.007.

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Teachers’ conceptions about teaching are important driving and also interfering forces which might affect their actual practice and training. This research explores preservice mathematics teachers’ conceptions of teacher discourse, through tasks analyzing and evaluating teachers’ moment-to-moment discourse moves which occur in authoritative and dialogical classroom discourse. Some facets of the preservice teachers’ conceptions were congruent with dialogical discourse: they criticized teacher’s one-way communication and ignoring students’ voices; they supported teacher’s questions probing students’ thinking and receptive attitude toward students’ wrong answers. However, some deep and subtle facets of their conceptions were more congruent with authoritative discourse rather than dialogical discourse: they positively perceived teacher’s closed, information seeking questions that funnel students’ thinking to the predetermined procedure; they emotionally resisted teacher’s questions which might facilitate dialogical engagement by allowing students to judge mathematical correctness of ideas from their peers. Preservice teachers’ conceptions of teacher discourse explored in this research provide useful foundations on which to build continuous and coherent teacher professional development programs about classroom discourse.

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Bukovsky, Stanislav. "Conception of creativity-based method of foreign language communication learning in agrarian university". E3S Web of Conferences 420 (2023): 08006. http://dx.doi.org/10.1051/e3sconf/202342008006.

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This article is devoted to the analyses and the creation of creativity-based method of foreign speech in non-linguistic university of agrarian training area. The aim of the given article is to create the more effective way of learning foreign speech in agrarian university which includes creative thinking usage. The author of the article gives the detailed analyses of foreign speech learning process issues in non-linguistic agrarian university. The author of the article developed the training curriculum of creativity-based method of foreign speech learning process in agrarian university. The methodical algorithm, developed by the author of the article, gives the detailed analysis of creative thinking implementation in practice for future agricultural specialists. Creativity-based exercises’ system, developed by the author of the article, includes creativity-based drills and creativity-based communicative tasks which provide parallel development both creative thinking and foreign speech skills of agrarian training area, necessary for communication for special purposes in agrarian universities. The article describes different modern viewpoints and concept variants of creative thinking implementation in learning process by different leading specialists in creative thinking methodology. The given article represents the better variant of foreign speaking learning technique in non-linguistic agrarian university based on consideration of creative thinking as foreign language learning terminology category and its introduction to foreign language learning process in non-linguistic agrarian training area.

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Souza, Elaine De Jesus, Leonor M. Cantera Espinosa, Joilson Pereira da Silva y Claudiene Santos. "Inclusion of Sexual Diversity in Schools: Teachers' Conception". Multidisciplinary Journal of Educational Research 6, n.º 2 (14 de junio de 2016): 152. http://dx.doi.org/10.17583/remie.2016.2004.

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The school is permeated by a variety of individuals with different sexual identities and gender distinct from the heterosexual model, but sexual diversity is not included effectively in this social instance. Therefore, this qualitative study aimed to analyze the role of educators in the inclusion of sexual diversity in schools. For this, we used the method of thematic categorical content. The results showed that teachers were not trained in initial and continuing training to deal with sexual diversity, however, they highlight the need for a collective effort to host sexual diversity in schools and suggest teaching methodologies. So is cautioned that the undergraduate urgently need to include this subject in the curriculum, so that teachers are able to promote continuous actions along with the school community, contributing significantly to the inclusion of sexual diversity.

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Ulbricht, Alexander, Jaime Fernandez-Fernandez y Alexander Ferrauti. "Conception for Fitness Testing and individualized training programs in the German Tennis Federation". Sport-Orthopädie - Sport-Traumatologie - Sports Orthopaedics and Traumatology 29, n.º 3 (septiembre de 2013): 180–92. http://dx.doi.org/10.1016/j.orthtr.2013.07.005.

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LIANG, Xingxing, Huan LI, Qian DENG y Lu HUANG. "Conception and prospect of talent training of Traditional Chinese Medicine encephalopathy nurse specialists". Chinese Journal of Integrative Nursing 9, n.º 7 (28 de julio de 2023): 78–81. http://dx.doi.org/10.55111/j.issn2709-1961.202304132.

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Silva, Mayara Rosseti, Beatriz Penha Scarabotto, Catarina Martins Bianchi, Érica Fiadi, Victor Hugo Rosa Romanato y Magda Medhat Pechliye. "Changes in the conception of science in the initial training of biology teachers". International Journal of Biological and Natural Sciences 4, n.º 1 (3 de enero de 2024): 2–10. http://dx.doi.org/10.22533/at.ed.1594132423015.

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Simonet, Pascal y Adriana Savescu. "Which training of occupational gesture as lever for the prevention of musculoskeletal disorders? Reflection based on an interdisciplinary action biomechanical/clinical activity". Le travail humain Vol. 87, n.º 1 (17 de mayo de 2024): 49–73. http://dx.doi.org/10.3917/th.871.0049.

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Cet article pose la question de la conception de la formation comme contribution à la prévention des TMS (Troubles musculosquelettiques). Il est adossé à une expérience d’interdisciplinarité entre biomécanique et psychologie du travail clinique de l’activité réalisée pour les besoins de l’analyse de l’activité de fossoyeurs municipaux 1 . Dans cette contribution, nous nous intéressons plus particulièrement à la valorisation de l’un des aspects de cette action interdisciplinaire construite avec la participation des fossoyeurs : la conception d’un outil de formation. Ce dernier permet de discuter de la conception de la formation entre développement du geste, formation professionnelle et prévention continue des TMS. A partir de l’étude de ce cas et des questionnements autour de différents types de formation (apport de connaissance et développement du geste), nous proposons de réfléchir à un contenu de formation pour la prévention, organisé entre savoirs scientifiques sur les TMS et savoirs de métier.

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Hamid, Muhammed, Sadam Abduraman y Belege Tadesse. "Risk Factors for the Efficiency of Artificial Insemination in Dairy Cows and Economic Impact of Failure of First Service Insemination in and around Haramaya Town, Oromia Region, Eastern Ethiopia". Veterinary Medicine International 2021 (21 de mayo de 2021): 1–6. http://dx.doi.org/10.1155/2021/6622487.

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A cross-sectional study was conducted from November 2019 to May 2020 in and around Haramaya Town to study the risk factors of artificial insemination (AI) in dairy cattle and evaluate the economic impact of failure of first service AI. A questionnaire survey and field follow-up were employed for collecting data from cattle owners and artificial insemination technicians (AITs) who were selected purposively. Out of the 221 inseminated cows and heifers, the overall conception rate was 60.2% (n = 133). The conception rate was statistically different between breed ( P = 0.019 ) and insemination time ( P = 0.049 ). From a total of 133 conceived cows and heifers, the conception rate was 68 (53.54%) in local breeds and 65 (69.15%) in cross breeds. Parity, age of cows, inseminator experience, and body condition of cows did not create a significant difference in conception rate ( P > 0.05 ). Failure to conceive at their first AI results in an extra cost of 440 ETB per day until conception. Therefore, to increase the conception rate, dairy cows should be inseminated early when they show signs of estrous; the owners of dairy cows should be trained on how to detect estrous signs in dairy cows and AI technicians should also take training in order to improve their skills.

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Chambliss, J. J. "Human Development: In Plato and Rousseau : Training from Childhood in Goodness". Journal of Educational Thought / Revue de la Pensée Educative 13, n.º 2 (11 de mayo de 2018): 96–108. http://dx.doi.org/10.55016/ojs/jet.v13i2.43788.

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The aim is to explore the conception of human development found in the educational theories of Plato and Rousseau. It is found that the nature of childhood in Rousseau's Emile so resembles the account of child development in Plato's Laws that one may claim that the ideas on human development which they hold in common are so compelling that the differences between them are differences of degree, rather than of kind.

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Agayeva, Fatima A. y Anna A. Arutyunyants. "esearch activities as a creative component of training and professionalization of specialists". Vestnik of North-Ossetian State University, n.º 1(2021) (25 de marzo de 2021): 57–66. http://dx.doi.org/10.29025/1994-7720-2021-1-57-66.

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The paper deals with the problem of professionalization of University students by involving them in active research activities. The authors consider the development of the concept of higher science education and the model of training specialists to be an important element of professional competence education. The review analyzes the regularities of the formation of professionalism and the possibility of their use in higher education. According to the authors, the conception of scientific education, developed on the basis of a system-synergetic approach, could serve as a theoretical basis for the preparation of a new extended conception of natural science education for training specialists in physics, chemistry, biology, synergetics, ecology, geography, and biotechnology. The article shows that natural science education provides an opportunity for modern young people to use the methods of modern science, actively work in the relevant fields, and create. Such education, in addition to the educational component, includes an educational and scientific innovation environment and the necessary material and technical resources. Research activities of bachelors and masters are considered by us as a creative component of the formation of professionalism, innovative methods of training and collective cooperation are analyzed, and interesting work experience is promoted.

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