Bibliografías temáticas / In-service training

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Literatura académica sobre el tema "In-service training"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 9 de junio de 2025

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Artículos de revistas sobre el tema "In-service training"

1

Dilley, Carol. "In service training." Nursing Standard 2, no. 7 (November 14, 1987): 36. http://dx.doi.org/10.7748/ns.2.7.36.s82.

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Holder, Selby. "In-service Training." Journal of Clinical Engineering 29, no. 4 (October 2004): 169. http://dx.doi.org/10.1097/00004669-200410000-00004.

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Ghavidel, Ali, and Mohammad Safari. "Investigating Effectiveness of In-Service Training Courses: Applications for In-Service Training of Tehran Municipality." International Letters of Social and Humanistic Sciences 57 (August 2015): 1–9. http://dx.doi.org/10.18052/www.scipress.com/ilshs.57.1.

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SMaking a responsive, favorable and efficient official system can be realized thorough training courses based on its current and future needs. The main aim of organizational trainings is facilitating organizations staff improvement in all aspects. On the other hand, what makes planning and administering organizational trainings legal, is their efficiency degrees. Since, the constant improvement of training system is a vital necessity in advancing organizational goals, this study tries to examine components affecting efficiency and effectiveness of in-service training in organizations. The results can be applied by authorities of short-term training courses of Tehran Municipality Organization. Outcomes of the present study revealed that some components like training need assessment and adjusting education system with organization strategies have key roles in improving efficiency and effectiveness of in-service training courses in organizations.
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Patel and Ansari. "Teleconference as a means of interactive training of in-service teachers." Conflux Journal of Education 1, no. 5 (October 1, 2013): 41–46. https://doi.org/10.5281/zenodo.7369037.

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Teaching is a dynamic activity. The teacher needs to be updated about the latest developments in the field of education. Most of the teachers, despite their long years of teaching experience, remain unaware of the latest developments and lack updated information about processes and products of education. They lack continuous training which is created after regular pre-service training. If they are trained in a regular pre-service programme then how long-lasting is the one-year or two-year training to cope with lifelong challenges in teaching is major question. Hence, there appears a need for in-service training on new issues. All teachers can not be trained face-to-face in cascade mode in all the emerging areas. Therefore, Information Communication Technology (ICT) appears as a technique of training for in-service training. Teleconference as an aspect of ICT has a major role in the in-service training of teachers. This article gives an introduction, background, and arrangement of the teleconference. The authors have also discussed problems faced during the conduct teleconference and listed out the stakeholders, suggestive themes, merits and demerits of the teleconference. It is mentioned that teleconference is the best way to have interactive produce for in-service training.
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LEVY, D. "IN-SERVICE TRAINING FOR ADULT TRAINNG CENTRE STAFF." Journal of the Institute of Mental Subnormality (APEX) 2, no. 3 (August 26, 2009): 25–26. http://dx.doi.org/10.1111/j.1468-3156.1974.tb00109.x.

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Kuria, Magutah Abysolom, and Emily Nyabisi. "An Assessment of the Effect of Teachers' In-Service Training on the Effective Implementation of Life Skills Education in Secondary Schools in Kenya." Greener Journal of Educational Research 7, no. 6 (October 26, 2017): 78–86. https://doi.org/10.15580/GJER.2017.6.090517120.

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The Ministry of Education in Kenya introduced the teaching of life skills education in all schools in 2008 so as to equip students with the adaptive abilities necessary for effectively dealing with the challenges of everyday life. However, issues meant to be addressed through life skills education; such as drug and substance abuse, pregnancy, suicidal attempts, truancy and strikes are still on the rise among secondary school learners. The purpose of this study was to assess the effect of teachers’ in-service training on the effective implementation of life skills education in public secondary schools in Naivasha sub-county, Kenya. The research was guided by the following research objectives: to establish how often teachers attended in-service training on the implementation of life skills education in public secondary schools and to assess the effect of teachers’ in –service training in the implementation of life skills education in public secondary schools in Naivasha Sub-county, Kenya. The study was based on the social cognitive theory by Albert Bandura. The study adopted a concurrent triangulation research design and targeted 180 teachers and 29 principals from public secondary schools in Naivasha Sub-County, Kenya. The sample size of 123 teachers was determined using simple random while that of 16 principals was done using purposive sampling. The data was collected by use of questionnaires and interview schedules. The quantitative data collected was presented using statistical frequency tables, whereas the qualitative data was organized into themes and then presented in narrative form. The findings of the study showed that the majority of teachers had not undergone in-service training on life skills education and that the teachers’ felt that the few in-service trainings attended were inadequate to aid in the implementation of life skills education. The study recommends that The MOE should organize in-service training for teachers on life skills education to make them more effective in teaching the same. This is because the study findings reported that most teachers had never attended in-service trainings on life skills education. The Teacher Training Institutions should also enhance more life skills training to the teacher trainees in their institutions. This would make them more effective once they go into the field.
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James, Merlin Mary. "Skill Building in Nursing Students during Pre-service Training." International Journal of Nursing & Midwifery Research 04, no. 04 (February 2, 2018): 57–59. http://dx.doi.org/10.24321/2455.9318.201745.

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McGinley, Patrick, and Brian A. Vickerman. "STAFF IN-SERVICE TRAINING." Journal of the British Institute of Mental Handicap (APEX) 14, no. 1 (August 26, 2009): 30–31. http://dx.doi.org/10.1111/j.1468-3156.1986.tb00345.x.

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Snow, Charles W., and Susan H. Creech. "Designing In-Service Training." Journal of Children in Contemporary Society 17, no. 3 (March 26, 1986): 73–83. http://dx.doi.org/10.1300/j274v17n03_08.

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Dungca, Catherine, Rosas Eva De, Rosas Pitsberg De, and Janet Fernando. "Extent of Implementation of Faculty In-Service Training: An Input to College Learning Action Cell." Psychology and Education: A Multidisciplinary Journal 27, no. 5 (November 3, 2024): 529–37. https://doi.org/10.5281/zenodo.14030775.

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The study aimed to determine the implementation of faculty in service training of collegiate department of the Tomas Claudio Colleges during the academic year 2023-2024. There were ninety-six (96) who responded in the survey.  They were described in terms of age, sex, civil status, educational attainment, length of service and position title. Findings reveal that age, civil status, educational attainment are not significant on the respondents’ perception regarding the extent of implementation of In-Service Training (INSET) Program. On the contrary, sex, length of service and position title are found significant. Based on the findings of the study, it was concluded that the results indicate that factors such as age, marital status, and level of education do not have a meaningful impact on how participants perceive the level of implementation of the In-Service Training (INSET) Program. Conversely, gender, years of service, and job title are shown to be influential. Further, the research findings show that factors like age, marital status, and educational background do not play a significant role in how participants view the implementation of the In-Service Training (INSET) Program. However, gender, tenure, and job position are revealed to have a notable impact. The recommendations offered included seminars and trainings and their area of specialization may be continuously provided to teachers to enhance their teaching performance; teachers may be motivated to pursue graduate education through giving of necessary compensation and incentives; scholarship grants may be provided to teachers for their continuous attendance in graduate education program;  the proposed training program may be implemented; parallel studies may be conducted considering other variables.
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Tesis sobre el tema "In-service training"

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Mathekga, Abbey M. "The impact of in-service training the impact of in-service training and cascade model." Saarbrücken VDM Verlag Dr. Müller, 2004. http://d-nb.info/99112409X/04.

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Safi, Sayedwali. "In-service Training Programs for Schools Teachers in Afghanistan : Teachers’ Views about effectiveness of the In-service training." Thesis, Karlstads universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37178.

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Like other fields of life also the education system has affected in Afghanistan by long lasting war and the whole system face with lack of professional cadre. For addressing the deficit in teaching cadre Ministry of Education beside other long term programs has designed short term courses for training of in-service teachers; these courses are called INSETs and it has been delivered through a unified modality of District Teacher Training Team (DT3) and covers all teachers nationwide. In this research I tried to study views of teachers about effectiveness of In-Service Trainings (INSET), since the INSET training program has important role in professional development and capacity building of teachers, but its effectiveness depends on the effectiveness of its composing elements such as teachers’ interest, time and duration, trainers’ ability, subjects covered in each training and follow-on support; to this end I collected the data through questionnaire. The findings show that generally teachers feel the need to their professional development, so they are interested to participate in INSET programs. The respondents believed that scheduling and planning for the INSET shall be made in close coordination to school management. The study findings also illustrate that both male and female respondents have same perception about trainers’ qualification, but female and BA holders have more critics about the trainers’ qualification. Majority of the respondents are satisfied about follow-up activities and they said they received follow-up support to practice the knowledge and skills in their daily class room activities. Majority of the respondents believed that the subjects or topics which are covered in the INSET courses are useful, but during developing of any study materials for INSET courses, more attention shall be paid for avoiding of ambiguity in the course materials, also those materials which are translated from foreign languages shall be adopted in Afghan context; and shall be translated professionally. Based on the teachers’ views the INSET program is effective, but still there are some problems to be solved to make the programs more functional and effective for teachers. Prior to designing of any training, need assessment of teachers through scientific methods is highly recommended. Lack of professional trainers is another issue toward effective implementation of the program.<br>TEMP
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Tam, Lin-chung, and 譚連聰. "The provision of trainer training in the Hong Kong Civil Service: perspectives and the way ahead." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31965052.

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

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<p> Arizona police officers are required by the Arizona Police Officer Standards and Training board to complete continuing training on an annual basis. Police continuing training has traditionally been offered as lecture-based classroom training. Online training offers an alternative method of providing training. The purpose of this study was to compare the effectiveness of an online version of a police training class to a classroom-based version of the same course. Participants consisted of sworn police officers employed by the Phoenix Police Department and taking the department&rsquo;s Domestic Violence Investigation (DVI) course. The study compared student learning outcomes between the two course versions, as well as student attitudes and perceptions of training. </p><p> The study utilized a descriptive research design with a mixed methods approach. Research questions investigated the attitudes and perceptions of participants, compared student learning outcomes between the two course versions, and asked whether educational level and previous experience with online learning was linked to positive learning outcomes in the DVI course. Quantitative data consisted of demographic questionnaires, a 45-question assessment of the likelihood of success in online learning, a 10-question pre-test, and a 10-question post-test. Qualitative data was obtained through interviews with six participants who had taken the DVI course. </p><p> The results of the study indicated participants in the online version of the DVI course performed as well or better on the post-test than their counterparts in the classroom. Participants interviewed for the study enjoyed the online presentation of the course, and supported the development of additional online training options within their department. Positive student learning outcomes for the online DVI course provide support for the development of online police training programs.</p><p>
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Lewis, Sally. "IS THERE A RELATIONSHIP BETWEEN PRE-SERVICE TRAINING, IN-SERVICE TRAINING, EXPERIENCE, AND COUNSELOR'S SELF-EFFICACY AND WHE." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4440.

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This study elaborated on the development of school counselor's feelings of self-efficacy in working with students with special needs and how self-efficacy affects school counselor's roles with students with special needs. More specifically, this study addressed a number of topics in researching the impact of pre-service training, experience and in-service training for Professional School Counselors (PSCs) on their feelings of self-efficacy in working with students with special needs. This study will present a historical review of the development of Professional School Counselor roles. In addition, an analysis of the development of comprehensive developmental guidance programs in schools and suggested frameworks was conducted including students with special needs. Also, conducted were reviews of studies conducted with Professional School Counselors (PSCs) regarding their roles with students with special needs, their feelings of preparedness, and their training; and reviews of several studies of counselor education programs in the area of special needs training and experiential opportunities offered. Lastly, the pragmatic and theory base for self-efficacy found in the literature was explored. The purpose of this study was to investigate the relationship between experience with special needs, pre-service education and in-service training regarding students with special needs and counselor's self-efficacy and roles they perform with students with special needs. The research for this study was conducted by survey at the Georgia School Counselor Association's fall conference in Atlanta, Georgia; the South Carolina School Counselor Association's fall conference in Columbia, South Carolina; the North Carolina School Counselor Association's fall conference in Greensboro, North Carolina; and Florida School Counselors on Survey Monkey. The participating states counselors also had access to the survey via the internet based survey service Survey Monkey. 410 PSCs from Georgia, South Carolina, North Carolina, and Florida completed the survey. 372 of the surveys met completion criteria and were included in the survey results (N = 372). Results of a factor analysis, a descriptive statistical analysis and a multi-step regression indicated the relationship between the five of the ratings and their combinations of self-efficacy and time spent in performing roles with students with special needs had a statistically significant relationship as measured on the survey. The two types of experience and in-service quality had a statistically significant relationship with the combination rating of self-efficacy as measured on the survey. The research question is: Does pre-service training, in-service training and experience have an impact on professional school counselor's self-efficacy and whether or not they perform a role with children and adolescents with special needs. The following statements are the hypotheses for this research: There is a relationship between the two types of experience as measured by rating on the survey, pre-service training and in-service training as measured by quality and quantity on the survey, their self-efficacy in working with students with special needs as measured on the survey, and the roles that PSCs perform as measured by the frequency that they perform roles on the survey.<br>Ph.D.<br>Education<br>Education<br>Education
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Lee, Kwan Tat. "Training by objectives in a disciplined service (police)." Thesis, University of Macau, 1988. http://umaclib3.umac.mo/record=b1636953.

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Sahin, Vildan. "Evaluation Of The In-service Teacher Training Program." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607752/index.pdf.

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The purpose of this study was to examine the effectiveness of the in-service teacher training program, The Certificate for Teachers of English (CTE), run jointly by two departments: The Department of Basic English (DBE) and the Department of Modern Languages (DML) of the School of Foreign Languages (SFL) at Middle East Technical University (METU) in terms of whether it achieved its objectives and to provide suggestions regarding the redesigning of the program for the following years. The model used for evaluating the program was one proposed by Kirkpatrick (1998<br>first devised in 1959). This model entails 4 levels of evaluation to carry out while evaluating training programs. Reaction, Learning, Behavior and Results. The research questions focused in this study are all in line with these four levels. The participants of the study were four folded. The main participants were the trainees attending the program. (N=6, 2 from DML<br>4 from DBE). Another group of participants were the trainers of the program. (N=2). The third group of participants was the chairpersons at the two departments. Finally, data were collected from the students of the trainees and non trainees. Data was collected via questionnaires from the trainees and their students, interviews with trainees, trainers and chairpersons, observations of sessions of the program and trainees&rsquo<br>lessons, and related documents of the program. The data collected was analyzed qualitatively using the Miles and Huberman (1994) procedure for analyzing qualitative data: data reduction, data display and conclusion drawing/verification. Results revealed that the CTE program was effective in terms of achieving its objectives. However, there could be improvements in certain components of the program. Another result of the study was that the application of Kirkpatrick&rsquo<br>s training program evaluation model was not very effective in the evaluation of the CTE program. The main drawback was that the model is a nonlinear one which made it difficult to concentrate on a particular level of evaluation at a particular time. Therefore the suggestion for a more linear and definite model for the evaluation of the CTE program was proposed.
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Ibrahim, Anesee. "Evaluating training effectiveness in the Malaysian public service." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2176/.

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The National Institute of Public Administration (INTAN) is the main training institute for the Malaysian Public Service. It plays an important role in the development of the human resources in the Malaysian public sector. However, the current method of the evaluation of the training programmes are carried out at the reaction level of the Kirkpatrick's model of evaluation (Kirkpatrick, 1967), giving very little indication of the effectiveness of the training programmes. The main purpose of this study thus is to develop a tool to measure learning, which would indicate effectiveness by examining whether there have been any changes in the level of knowledge, skills, or attitude of the training participants. Data from a total of 760 training participants are used in this study, and several different statistical analyses are carried out, namely reliability tests, structural equation modeling (SEM), principal variables, tests of differences, and analysis of covariance (ANCOVA). Besides the main Learning Questionnaire, the Course Experience Questionnaire (CEQ) (Ramsden, 1987) and the General Health Questionnaire (GHQ) are also used. Findings indicate that the LQ needs to be modified. Model fits of the other two questionnaires are also found to be not very good. Work in this thesis continues with methods of comparing models graphically, based on the eigenstructures of the covariance matrices. The Learning Model which forms the basis of the Learning Questionnaire is applicable to other training institutes with appropriate modifications, while the statistical method of comparing eigenstructures proposed here is applicable to the general multivariate data analysis.
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Dzomeku, Veronica Millicent. "Development of a patient-centred in-service training programme for midwives to increase client satisfaction with child-birth care in Kumasi, Ghana." University of the Western Cape, 2017. http://hdl.handle.net/11394/5620.

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Philosophiae Doctor - PhD<br>Background: Satisfaction with the care mothers receive during child-birth is known to have a very strong influence on their future use of facility-based care during child-birth. Women and children continue to die from complications associated with pregnancy and child-birth and the majority of the causes that lead to mortality are related to labour and delivery. For this reason it is imperative for mothers to access facility-based child-birth care to receive skilled birth care. Mothers report dissatisfaction with facility-based child-birth care as one of the reasons for home births without skilled attendants. The presence of the skilled birth attendants is known to reduce maternal and neonatal mortality rates because of their ability to diagnose any early complications, and to intervene appropriately. Aim: The aim of the current study was to develop an in-service training programme for midwives to provide patient-centred child-birth care that would increase client satisfaction with child-birth care. Method and findings: The intervention research model by Rothman and Thomas (1994) – Design and development (D & D) – was used as the research framework. Only the first four of the six phases of the D & D model were applied in this study. In the first phase, a situational analysis was done using a qualitative study. The expectations, experiences, and satisfaction with child-birth care of antenatal and postnatal mothers, were explored. The research was conducted in four health institutions within the Kumasi Metropolis. Between 12 and 15 participants were purposively sampled in each hospital. Data were collected by means of individual in-depth interviews using an interview guide and data were analysed using content analysis. The study found that mothers expected to receive respectful care and safe care. Mothers had encouraging experiences and discouraging experiences during their child-birth care. The discouraging experiences did not align with their expectations of care, leading to dissatisfaction with child-birth care. In the second phase of the study an integrative literature review was conducted to identify evidence-based best practices to deal with client dissatisfaction with health care. The integrative literature review indicated that in-service training was commonly used as best-practice to improve health professionals' knowledge, skills and attitudes towards work and consequently to improve health outcomes for patients, including client satisfaction. In the third phase of the study, the in-service training programme to enhance patient-centred care was developed using Chinn and Kramer (2005) guidelines for programme development and steps to programme development by Management Sciences for Health (2012). The fourth phase entailed an assessment of feasibility and usability of the in-service training programme using 6 midwives in a district Hospital. The procedure was guided by the I-Tech Technical Implementation guide (2010). The outcomes of the assessment was used to refine and revise the developed in-service training programme. Conclusion: This study sought to develop an intervention to increase client satisfaction with child-birth care service by engaging the following processes in phases: • Assessing the expectations and experiences of mothers about child-birth care services. • An integrative literature review for evidence-based best practice to tackle client dissatisfaction with health care. • Designing a patient-centred care in-service training programme together with experts in the field of maternal and child health. • As assessment of feasibility and usability of the in-service training programme by means of a pilot test to refine the programme. Recommendations: It was recommended among others that, the study is carried out on a national scale to cover all administrative regions of Ghana. It is further recommended that the study findings and the programme developed form part of the continuous professional assessment course requirement for nurses and midwives.
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Tembe, Elias Ogutuh Azariah 1952. "CROSS TRAINING FOR SERVICE OPERATIONS: A COMPARATIVE CASE STUDY OF HOSPITALS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291284.

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Libros sobre el tema "In-service training"

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Charmes, Jacques. In-service training in Tunisia. Paris: Development Centre of the Organisation for Economic Co-operation and Development, 1985.

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National Council for Special Education. INSET Steering Committee. In-service training recommendations. London: N.C.S.E., 1988.

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Gee, San. In-service training in Taiwan, R.O.C. Taipei, Taiwan: Chung-Hua Institution for Economic Research, 1988.

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Wirral. EducationDepartment., ed. School centred in-service training. [Birkenhead]: Metropolitan Borough of Wirral, Education Department, 1986.

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NAS/UWT, ed. In-service training of teachers. London: NASUWT, 1988.

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Service, Northamptonshire (England) Youth. In-Service Training 1989-90. Northampton: Northamptonshire County Council, 1988.

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Oxford International Assessment Services Ltd. and Oxford Certificate of Educational Achievement., eds. Approaches to in-service training. Oxford: Oxford International Assessment Services Ltd, 1989.

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

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Di, Fuller, ed. Primary INSET: In-service training at work : organising and planning in-service training. Leamington Spa: Scholastic, 1989.

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Bird, Jean. In-service training in public library authorities. London: Library Association, 1986.

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Capítulos de libros sobre el tema "In-service training"

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Mulili, Benjamin Mwanzia. "Customer Service Training." In Customer Service Management in Africa, 191–204. New York : Routledge, 2020.: Productivity Press, 2020. http://dx.doi.org/10.4324/9780429031342-18.

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

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Adu, A. L. "Staff Development—Recruitment and Training." In The Civil Service in Commonwealth Africa, 90–116. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003407881-6.

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Adu, A. L. "Staff Development—Recruitment and Training." In The Civil Service in New African States, 82–108. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003407898-6.

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Thorsnes, Jørgen, Majid Rouhani, and Monica Divitini. "In-Service Teacher Training and Self-efficacy." In Informatics in Schools. Engaging Learners in Computational Thinking, 158–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63212-0_13.

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Nijkerk, Karel J. "The Development of Training, and the Need for in-Service Training." In Police Selection and Training, 43–55. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4434-3_3.

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Tarragó, Ferran Ruiz I., Jordi Vivancos I. Martí, and Jordi Baldricr I. Roselló. "XTEC Online In-Service Teacher Training Project." In Learning Technology in the European Communities, 243–50. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2672-4_21.

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Meshelemiah, Jacquelyn C. A. "Training social workers in anti-trafficking service." In Routledge International Handbook of Human Trafficking, 315–41. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge international handbooks: Routledge, 2019. http://dx.doi.org/10.4324/9781315277035-13.

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Simón, Cristina. "Telematic Support for In-Service Teacher Training." In Collaborative Learning Through Computer Conferencing, 29–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77684-7_2.

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

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Actas de conferencias sobre el tema "In-service training"

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Woodside, Arch, Rouxelle De Villiers, and Pedro Mir-Bernal. "SHIT-SHOW SERVICE FAILURE PREVENTION: LARP EXPERIENCE-TRAINING IN DELIVERING BAD SERVICE." In 19th International Technology, Education and Development Conference, 1789–99. IATED, 2025. https://doi.org/10.21125/inted.2025.0530.

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Hrinak, Jakub. "LITERATURE IN ENGLISH LANGUAGE TEACHING IN PRE-SERVICE TEACHER TRAINING." In 17th annual International Conference of Education, Research and Innovation, 2866–70. IATED, 2024. https://doi.org/10.21125/iceri.2024.0746.

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Couto, Filipe. "STRENGTHENING TEACHER TRAINING IN TIMOR-LESTE: ALIGNING PRE-SERVICE TEACHER TRAINING WITH SECONDARY CURRICULUM NEEDS." In 19th International Technology, Education and Development Conference, 2181–86. IATED, 2025. https://doi.org/10.21125/inted.2025.0618.

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Kanso, Houssam, Philippe Arnould, and Ernesto Exposito. "EVA: Virtual Learning Environments as a Service (VLEaaS) in Higher Education." In 2024 21st International Conference on Information Technology Based Higher Education and Training (ITHET), 1–8. IEEE, 2024. https://doi.org/10.1109/ithet61869.2024.10837613.

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Lejter de Bascones, Jeanette. "In-service teacher training in Venezuela." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37549.

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

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

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Miron, Manuela Florentina. "Pre-Service And In-Service Training And Professional Evaluation Of Teachers In Romania." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.251.

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

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Zou, Yuze, Shaohan Feng, Jing Xu, Shimin Gong, Dusit Niyato, and Wenqing Cheng. "Dynamic Games in Federated Learning Training Service Market." In 2019 IEEE Pacific Rim Conference on Communications, Computers and Signal Processing (PACRIM). IEEE, 2019. http://dx.doi.org/10.1109/pacrim47961.2019.8985096.

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Informes sobre el tema "In-service training"

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Morin, Daniel P. Training Air Service Pursuit Pilots in World War I. Fort Belvoir, VA: Defense Technical Information Center, March 1997. http://dx.doi.org/10.21236/ada397837.

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Cheek, Wanda K. Extension Outreach: Basic Sewing 101 for Extension In-Service Training. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-59.

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Udotova, O. A., and G. S. Drapkina. Interactive training manual «Occupational health and safety in the service». Ailamazyan Program Systems Institute of Russian Academy of Sciences, June 2024. http://dx.doi.org/10.12731/ofernio.2024.25335.

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Regan, Jack, and Robin Zevotek. Study of the Fire Service Training Environment: Safety and Fidelity in Concrete Live Fire Training Buildings. UL Firefighter Safety Research Institute, July 2018. http://dx.doi.org/10.54206/102376/wxtw8877.

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The goal of fire service training is to prepare students for the conditions and challenges that they face on the fireground. Among the challenges that firefighters routinely face on the fireground are ventilation-controlled fires. The hazard of these fires has been highlighted by several line-of-duty deaths and injuries in which a failure to understand the fire dynamics produced by these fires has been a contributing factor. The synthetic fuels that commonly fill contemporary homes tend to result in ventilation-controlled conditions. While synthetic fuels are common on the residential fireground, the fuels that firefighters use for fire training are more often representative of natural, wood-based fuels. In order to better understand the fire dynamics of these training fires, a series of experiments was conducted in a concrete live fire training building in an effort to evaluate the fidelity and safety of two training fuels, pallets and OSB, and compare the fire dynamics created by these fuels to those created by a fuel load representative of a living room set with furniture items with a synthetic components. Additionally, the effects of the concrete live fire training building on the fire dynamics were examined. The two training fuel loads were composed of wooden pallets and straw, and pallets, straw, and oriented strand board (OSB). The results indicated that the high leakage area of the concrete live fire training building relative to the fuel load prevented the training fuel packages from becoming ventilation-controlled and prevented the furniture package from entering a state of oxygen-depleted decay. The furniture experiments progressed to flashover once ventilation was provided. Under the conditions tested, the wood based fuels, combined with the construction features of this concrete live fire training building, limited the ability to teach ventilation-controlled fire behavior and the associated firefighting techniques. Additionally, it was shown that the potential for thermal injury to firefighters participating in a training evolution existed well below thresholds where firefighter PPE would be damaged.
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Escrig-Estrems, Anna, and Marta Talavera. Training in comprehensive sexuality education received by pre-service teachers in teacher training institutions: a scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2024. http://dx.doi.org/10.37766/inplasy2024.5.0082.

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Sinclair, Steven R. Basic Training of Non-Prior Service Personnel in the Reserve Component. Fort Belvoir, VA: Defense Technical Information Center, April 2003. http://dx.doi.org/10.21236/ada424971.

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

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Leading research directions are defined on the basis of self-analysis of the study results on the use of cloud technologies in training by employees of joint research laboratory “Сloud technologies in education” of Kryvyi Rih National University and Institute of Information Technology and Learning Aids of the NAES of Ukraine in 2009-2018: cloud learning technologies, cloud technologies of blended learning, cloud-oriented learning environments, cloud-oriented methodological systems of training, the provision of cloud-based educational services. The ways of implementation SaaS, PaaS, IaaS cloud services models which are appropriate to use in the process of studying the academic disciplines of the cycles of mathematical, natural science and professional and practical training of future specialists in information technology are shown, based on the example of software engineering, computer science and computer engineering. The most significant advantages of using cloud technologies in training of future information technology specialists are definite, namely, the possibility of using modern parallel programming tools as the basis of cloud technologies. Conclusions are drawn; the direction of further research is indicated: designing a cloud-oriented learning environment for future specialists in computer engineering, identifying trends in the development of cloud technologies in the professional training and retraining of information technology specialists, developing a methodology for building the research competencies of future software engineering specialists by using cloud technologies.
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Verdisco, Aimee, and Juan Carlos Navarro. Teacher Training in Latin America: Innovations and Trends. Inter-American Development Bank, August 2000. http://dx.doi.org/10.18235/0008798.

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On average, teachers' qualifications in Latin America fall short of what is needed to implement and sustain the education reforms under way in most countries. Large investments in teacher training, both pre-service and in-service have been made and will continue to be made by the governments of the region in recognition of this fact, often with the support of the IDB and other international organizations. This paper responds to the growing demand for new approaches to the design of teacher training components in education reforms. This demand reflects widespread disappointment with the effectiveness of traditional methods and the principles upon which they are organized. The paper builds on the existing literature on the subject around the world but draws its conclusions from eight case studies on innovations in teacher training in Latin America. The cases include both in-service and pre-service programs, in rural and urban environments and public as well as private initiatives, in different countries.
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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, July 2014. http://dx.doi.org/10.18235/0011651.

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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part because teachers in the treatment group reduced out-of-pocket expenditures to learn English in 53 percent. Second, teachers changed classroom practices by providing more opportunities for students to actively engage in learning. This evidence suggests that teacher training may be effective at improving student learning and that teacher incentives may play a role in mediating its effects.
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Steinmann, Peter. Can in-service health professional training improve the resuscitation of seriously ill newborns and children in low-income countries? SUPPORT, 2016. http://dx.doi.org/10.30846/1608152.

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Mortality among seriously ill neonates and children remains high in many low -income countries, even in healthcare facilities with professional staff. Most of these deaths occur within 48 hours of admission. In-service training courses in the emergency care of neonates and children are targeted towards professional healthcare staff. This is seen as a way of reducing mortality through training. However, most courses have been developed in high-income countries and their potential effectiveness in low-income country settings is unclear.
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