Gotowe bibliografie tematyczne / Health education teachers – Training of

Gotowa bibliografia na temat „Health education teachers – Training of”

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Data publikacji: 26 lipca 2024

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Artykuły w czasopismach na temat "Health education teachers – Training of"

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Hamblett, Mary. "Health Education Training for Teachers". Health Education 94, nr 5 (grudzień 1994): 29–33. http://dx.doi.org/10.1108/09654289410069629.

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Pickett, Karen, Willeke Rietdijk, Jenny Byrne, Jonathan Shepherd, Paul Roderick i Marcus Grace. "Teaching health education". Health Education 117, nr 3 (3.04.2017): 323–40. http://dx.doi.org/10.1108/he-10-2016-0051.

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Purpose The purpose of this paper is to understand early career teachers’ perceptions of the impact of a pre-service health education programme on their health promotion practice in schools and the contextual factors that influence this. Design/methodology/approach Semi-structured interviews were conducted with 14 primary and secondary trainee and qualified teachers who had trained at a university in England. Data were analysed using thematic analysis. Findings The teachers found the training to be a useful introduction, particularly when it was relevant to their practice. They valued gaining practical skills at university, on placement and in school once qualified. They reported that witnessing pupils’ lives in school had increased their awareness that health education is important. Their personal qualities, life experience, the school’s ethos and competing pressures influenced their practice. Teachers considered that building relationships with colleagues, pupils and parents facilitated health promotion, and that health education needs to be relevant to pupils. Some teachers expressed that teaching about health could be a “minefield”. They also discussed whether schools or parents are responsible for educating pupils about health issues and the place of health promotion within education’s wider purpose. Originality/value Few studies have followed-up trainee teachers once they are in teaching posts to explore the longer-term perceived impact of pre-service health education training. The findings suggest that teachers’ development takes place via an interaction between training and practice, suggesting that training could particularly aim to provide teachers with a contextualised understanding of health issues and practical experience.
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Alhaji, Ibrahim Muhammad, Wun Thiam Yew i Nordin Abd Razak. "Mathematics Teacher Education Training for Quality School Teachers: An Assessment of Mathematics Teaching Needs of Preservice Teachers’". International Journal of Psychosocial Rehabilitation 24, nr 04 (28.02.2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

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Heathcote, Gaye. "Teachers, health education, and in-service training". Health Education Journal 48, nr 4 (grudzień 1989): 172–75. http://dx.doi.org/10.1177/001789698904800405.

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Chavan, Girish Manohar, i Vishwajeet Manohar Chavan. "Knowledge, attitude and practices of secondary school teachers regarding school health services in children". International Journal Of Community Medicine And Public Health 5, nr 4 (23.03.2018): 1541. http://dx.doi.org/10.18203/2394-6040.ijcmph20181232.

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Background: Being an essential member of school, it is the responsibility of teachers to inculcate healthy habits amongst children which thereby makes the future generation of a country healthy. Objective of the study was to assess knowledge, attitude and practices of school teachers and compare them between urban and rural school teachers with special reference to school health services.Methods: The present cross-sectional study was carried out in 520 rural teachers and 185 urban teachers with an aim of assessing teacher’s health related knowledge and skills.Results: Of the rural school teachers, 10.38% received school health training as compared to only 7.57% urban teachers. First aid training was received by 84 rural in contrast to only 24 urban school teachers. Mean percent knowledge score was similar for rural and urban school teachers. Mean percent attitude score amongst all schools, irrespective of their location, was 90%. Mean percent practice score among rural school teachers was 86.67% as compared to 76.67% among urban school teachers. Teacher performance score (sum of knowledge, attitude, and practices towards school health) in rural teachers was 79.64%, while that in urban school teachers was 72.21%.Conclusions: School teachers should be periodically assessed at various levels to get status of their knowledge and understanding regarding health education. It should be ensured that teachers should receive continued education and trainings related to health, especially importance of first aid and hygiene.
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Meek, Fiona, Jacqueline Specht i Susan Rodger. "A Mental Health Training Format for Adult Education Teachers". Canadian Journal of School Psychology 32, nr 2 (26.04.2016): 103–21. http://dx.doi.org/10.1177/0829573516645099.

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The present study investigated the needs of adult education staff pertaining to adult students’ mental health issues within a local school board. The study utilized mixed-methods design and was divided into progression of three separate studies. An initial focus group was conducted to identify the 12 participants’ concerns and provide a direction for the needs assessment survey that was administered to the entire population of adult education teachers in the board. Two 2-hr workshops were designed for the 114 members of the staff based on the needs identified by the surveys. An evaluation of the workshops indicated that the workshops were valuable and further training was desired. By educating teachers about students who are learning in the context of mental health challenges, we will be able to provide them with the necessary tools to do their jobs more successfully and comfortably.
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Komar, Olha. "FEATURES AND CONTENT OF TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS FOR FORMING A HEALTHY LIFESTYLE OF STUDENTS IN PHYSICAL EDUCATION LESSONS". Problems of Modern Teacher Training, nr 1(27) (30.03.2023): 32–40. http://dx.doi.org/10.31499/2307-4914.1(27).2023.278725.

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The article reveals the features and characterizes the content of the training of future primary school teachers for the formation of a healthy lifestyle for students in physical education lessons. The main provisions on which the training of future primary school teachers by means of physical education is based are defined. A person-oriented approach to the content of the training of future teachers is revealed. It has been proven that the content of the training of future teachers is a means of cultural transmission, mastering which acquirer adapts to the changing conditions of society, becomes capable of no adaptive activity. The main tasks of training future primary school teachers are defined, then its content is revealed, which consists of elements of social culture accumulated by mankind and passed on from generation to generation: a set of knowledge, abilities and skills, the formation of a worldview, as well as the mastering of the experience of humanity in a certain direction. A special component of the content of the studentsʼ training is singled out ‒ the acquisition of the ability to form a healthy lifestyle in elementary school students during physical education lessons. The importance of the physical education lesson in the formation of a healthy lifestyle of students is revealed. The content components of the training of future primary school teachers through the processes of forming a healthy lifestyle of students in physical education lessons have been established: knowledge, motor actions, physical exercises, bodily functions of the body, health systems, attitude to oneʼs health, to oneself, as values. Attention is drawn to the characteristics of health-improving systems, lifestyle, purposeful motor activity, and psychological readiness of future primary school teachers for the formation of a healthy lifestyle for students in physical education classes. The specifics of training future primary school teachers for the formation of a healthy lifestyle of students through the means of physical education are revealed. It has been proven that a health-preserving approach determines new goals and the result of training future primary school teachers for the formation of a healthy lifestyle for students by means of physical education. Key words: features; content; preparation; future teachers; elementary school; formation of a healthy lifestyle; younger schoolchildren; physical education lessons.
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Zhara, Hanna. "COMPETENCE-ORIENTED FORMATION OF TEACHERS' INDIVIDUAL HEALTH PRESERVATION IN THE SYSTEM OF CONTINUING PEDAGOGICAL EDUCATION". Innovative Solution in Modern Science 8, nr 44 (9.01.2021): 36. http://dx.doi.org/10.26886/2414-634x.8(44)2020.4.

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The requirements for up-to-date professional training of teachers provide for the formation of competencies that are close to the teacher's individual health preservation competence and are formed simultaneously with its components.The purpose of the article is to reveal the competence aspects of the formation of teachers' individual health preservation in the system of continuing pedagogical education.The consistency of the components of the individual health preservation competence with the competencies defined in the draft standard of teacher training is theoretically substantiated. The peculiarities of the components of individual health preservation competence formation in the process of continuing pedagogical education are shown, in particular, during the study of the course “Technologies of teacher's individual health preservation and professional burnout prevention” and the preventive program “Teacher's Health”.The proposed measures of formal and non-formal education, which are focused on the formation of the components of individual health preservation competence in future teachers and teachers-practitioners, allow to influence the formation of professional competencies defined by current standards.Kеуwоrds: teacher, health, individual health preservation competence, professional standard, continuous pedagogical education.
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Esenalieva, Gulzat, i Nurlan Shaidullaev. "PROFESSIONAL TRAINING OF FUTURE TEACHERS". Alatoo Academic Studies 23, nr 1 (30.01.2023): 181–88. http://dx.doi.org/10.17015/aas.2023.231.19.

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Professional pedagogical training of future vocational teachers refers to the process of preparing individuals to become effective and competent vocational teachers. This type of training includes the acquisition of both theoretical knowledge and practical skills necessary for teaching in a vocational education and training setting. The article on this topic covers a range of issues, including pedagogical technologies, development of professional competence, and policies and practices that support the professional development of teachers. The article presents the points of view of authors from all over the world, including Russian authors, who provide a unique insight into teacher training in the Russian context. In general, the article emphasizes the importance of quality professional training for teachers to ensure effective professional education and training.
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Kotsur, Nadiia, i Lydiia Tovkun. "PROFESSIONAL TRAINING OF FUTURE TEACHERS IN BASICS OF HEALTH CARE". Scientific Journal of Polonia University 50, nr 1 (28.04.2022): 248–59. http://dx.doi.org/10.23856/5030.

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The purpose of the research is to explore the state of theoretical and practical training of future teachers in formation of skills and knowledge for schoolchildren’s health preservation. To implement the research goal, the following tasks have been set: to establish the state of scientific exploration for the problem of forming health preservation competence in psychological-pedagogical research works; to reveal the situation with training future teachers in formation of skills and knowledge for schoolchildren’s health care. To perform the said tasks, the following methods of research are applied: theoretical – analysis of academic sources and literature on the problem of forming health preservation competence in future teachers and healthy lifestyle in schoolchildren; empirical – questionnaire-based survey and mathematical analysis of the obtained results. As a result of the research, the issue of training future teachers in schoolchildren’s health care has been highlighted. Theoretical-methodological aspects of training future teachers for health preservation activities at institutions of comprehensive secondary education have been revealed. The practical importance of forming healthy lifestyle in future teachers in the course of studying medical and biological subjects has been demonstrated.The research involved a questionnaire survey of higher education applicants at the Bachelor level which focused on issues of forming health preservation competence, professional knowledge, skills and habits of maintaining healthy lifestyle for schoolchildren.
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Rozprawy doktorskie na temat "Health education teachers – Training of"

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Fedorchak, Nancy E. "Perceived importance of new teacher training topics for trade and industry and health occupations career and technical education teachers /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052236.

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Hiatt, Sara Renee. "Middle School Teachers' Knowledge and Training Regarding Anxiety Identification". University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531384416690094.

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Morrison, Mary. "An Early Mental Health Intervention for Disadvantaged Preschool Children with Behavior Problems: The Effectiveness of Training Head Start Teachers in Child Teacher Relationship Training (CTRT)". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5311/.

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This study examined the effectiveness of training Head Start teachers and aides in child teacher relationship training (CTRT). CTRT is based on child parent relationship therapy (CPRT) (Landreth & Bratton, 2006), a filial therapy model based on the principles of child-centered play therapy, and was adapted for the classroom. In this quasi-experimental design, 12 teacher/aide pairs (n = 24) were assigned to the experimental (n = 12) or active control group (n = 12). Children who scored in the Borderline or Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (n = 54). Nine hypotheses were analyzed using a two factor repeated measures multivariate analysis to determine if the CTRT group and the active control group performed differently across time according to pre-, mid-, and posttest results of the C-TRF. Additionally, effect sizes were calculated to determine practical significance. Five hypotheses were retained at the .05 level of significance. Post hoc analysis was conducted to analyze the effects of the two phases of treatment. Results indicated that children in the experimental group made statistically significant improvements in externalizing problems (p = .003). Children of focus made statistically significant improvements in externalizing (p = .003) and total behavior (p = .01) problems. Results are particularly significant for the non-children of focus, who only received the in-classroom intervention. The non-children of focus made statistically significant improvements in externalizing behavior problems (p = .04) and practical significance was large. Results indicate that a school based intervention such as CTRT is a viable treatment option for many children with externalizing behavior problems.
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Goldspink, Dean. "The personal development of those who teach it". Connect to thesis, 2007. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0041.html.

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Herr, Scott William. "High School Health Education Teachers' Attitudes and Perceptions Related to Teaching HIV Prevention". University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1311274350.

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Miller, Leah Fowlkes. "The Impact of Child Teacher Relationship Training for Early Childhood Educators: The Role of the Relationship". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538685/.

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In this qualitative study, I explored the lived experiences of eight early childhood educators implementing a play-based teacher professional development intervention, child teacher relationship training (CTRT), in an affluent Christian based preschool. Through the building of relationships, CTRT provided the teachers a person-centered approach to develop skills to establish relationships and to attend to the intentional emotional and relational development of young children. The research questions addressed the impact on teachers with children exhibiting challenging behaviors utilizing CTRT experienced before, during, and after the implementation of the play-based consultation intervention. Thematic analysis of the pre-intervention interviews, observation journals, reflexive journal, and post-intervention interviews revealed two clusters and seven distinct themes. The first cluster described the learning experiences of teachers while implementing CTRT with four identified themes: (a) changes in their views about children; (b) changes in their views about their personal abilities and performance; (c) a deeper understanding of theory (Reggio Emilia and CTRT); and (d) teacher skill development. The second cluster concerned the impact of CTRT before, during, and after the implementation of CTRT with three identified themes: (a) relationships; (b) support systems; and (c) the transfer of CTRT skills outside the classroom. The emerging themes indicated that the participants found CTRT to be a useful intervention for skill development to address challenging behaviors in young children, increased the teachers' abilities to manage classrooms, and professional and personal growth.
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Kajiyama, Kentaro. "The effects of gender on preservice teachers' motivation on teaching physical education". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3012.

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The project examines the effects of gender and academic achievement on motivation for teaching in physical education. A total of 57 (Female = 33; Male = 24) preservice teachers, randomly selected from a Physical Education Teacher Education (PETE) program in southern California participated in the study. Participants completed a Teacher Motivation for Teaching questionnaire (TMT-PE) and a demographic questionnaire. Results indicate that both male and female preservice teachers tend to be motivated for teaching by perceived feedback from other teachers, principals, and supervisors. Female teachers were more likely to be motivated by perceived feedback than male teachers.
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Clemons, Courtney. "Pre-service Education Teacher Perceptions of Needs, Training, and Self-efficacy for School Mental Health". Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588954197384985.

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Duffy, Mark Steven. "Developing the Etiwanda Intermediate School physical education curriculum through inservices and staff development". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1262.

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Despite having a successful physical education program at Etiwanda Intermediate School the need still remains for a written curriculum that ties in with the California State Framework (1994). The development of this project represents the beginnings of the goal of a written curriculum at Etiwanda Intermediate School. This will be an on-going process, through use of needs assessment surveys, including the teachers at all levels, focus on teaching practices, plenty of hands-on practice, and incentives for teachers. There is also an evaluation form to meet the needs in the ever-changing world of physical education.
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Tedesco, Maria F. "Concussion in School-aged Children: Evaluating the Effectiveness of an Online Concussion Training Program". University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1501166656935177.

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Książki na temat "Health education teachers – Training of"

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Danmarks lærerhøjskole. Forskningscenter for miljø- og sundhedsundervisning., red. Health education: International contributions. Copenhagen: Royal Danish School of Educational Studies, 1989.

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Bruun, Jensen Bjarne, i Danmarks lærerhøjskole. Forskningscenter for miljø- og sundhedsundervisning., red. Research in environmental and health education. Copenhagen: Research Centre for Environmental and Health Education, the Royal Danish School of Educational Studies, 1995.

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Cleary, Helen P. The credentialing of health educators: An historical account 1970-1990. Whitehall, PA: The National Commission for Health Education Credentialing, 1995.

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American Association for Health Education. i Society for Public Health Education., red. Standards for the preparation of graduate-level health educators. [Berkeley, Calif.]: Society for Public Health Education, Inc., 1997.

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Step by step to involving parents in health education. Santa Cruz, Calif: ETR Associates, 1996.

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Benes, Sarah. The essentials of teaching health education: Curriculum, instruction, and assessment. Champaign, IL: Human Kinetics, 2016.

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Daigaku, Ōsaka Taiiku. Atarashii taiiku gakubu karikyuramu o motomete: Quest for the new curriculum in health, physical education and recreation. Ibaraki-shi: Ōsaka Taiiku Daigaku, 1988.

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Minelli, Mark J. Community health education and health promotion: Settings, roles, and skills. Wyd. 5. Sudbury, Mass: Jones and Bartlett Publishers, 2009.

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HIV/STD Education Program (Mont.). 1995-96 Teacher training evaluation report. Helena, MT: Dodge Data Systems, Inc., 1996.

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HIV/STD Education Program (Mont.). 1996-97 Teacher training evaluation report. Helena, MT: Dodge Data Systems, Inc., 1997.

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Części książek na temat "Health education teachers – Training of"

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Williams, Trefor. "Health Education and Initial Teacher Training in England and Wales". W New Directions in Health Education, 151–60. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003282563-24.

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Lehtonen, Jukka. "Rainbow Paradise? Sexualities and Gender Diversity in Finnish Schools". W Finland’s Famous Education System, 273–88. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_17.

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AbstractThe Finnish education system, welfare state and Finland’s position in respect to lesbian, gay, bisexual, trans and intersex (LGBTI) human rights have been praised. In this chapter, the utopian image of Finnish education system as a ‘rainbow paradise’ is questioned. Legislation, curricula, teachers, school textbooks, experiences of non-heterosexual, trans and intersex youth as well as LGBTI human rights organisations’ work are discussed, as well as the influence of COVID-19. All are looked at from the viewpoint of heteronormativity. Even if there have been several advancements in acknowledging sexual and gender diversity within Finnish education, particularly in the area of legislation and educational policies, there are serious everyday problems in making schools safe for LGBTI students and teachers, as well as with treating everyone equally despite their sexual orientation and gender identity or expression. Teacher training, teaching and textbooks used in schools are often still heteronormative, and teachers lack tools and motivation in resisting heteronormative starting points in their work. Youth culture has changed in recent years, it has become more diverse and less judgemental towards LGBTI youth but non-heterosexual, trans and intersex students are still clearly experiencing more violence in schools than cisgender heterosexual students. The mainly heteronormative Finnish education system creates stress and mental health problems for LGBTI youth. Counselling and health care services are still not fully able to respond to their needs. The COVID-19 pandemic has only made the situation worse. In short, it will require a sustained effort to make the Finnish education system anything close to a ‘rainbow paradise’.
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Llorent-Bedmar, Vicente, Verónica Cobano-Delgado i Mercedes Llorent-Vaquero. "Trends in Health Education Training for Primary Teachers in Spain. Student Proposals for Change". W Qualitative and Quantitative Models in Socio-Economic Systems and Social Work, 139–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18593-0_11.

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Schmidt, Jan-Erik, i Caterina Gawrilow. "Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health". W Student Feedback on Teaching in Schools, 191–205. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_12.

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AbstractHigh lesson quality in schools is, in addition to other factors, the result of good cooperation between teachers and students. The long history of research on offer-use models of lesson quality and student–teacher relationships documents this interaction. Feedback focused on expressing the quality of cooperation can lead to higher quality of cooperation. The fact that feedback is reciprocal, from teacher to student and vice versa, helps to avoid effects of perceived injustice and rejections of feedback which otherwise are severe obstacles to the efficient use of feedback. High-frequency applications of feedback allow for the timely detection of (positive and negative) critical fluctuations of cooperation between individuals and groups and for the monitoring of processes of adaptation, as shown in other areas of applied psychology. This chapter describes the theoretical parameters of such a feedback method for students and teachers, and outlines results of an empirical study on the effects of the reciprocal method on (1) perceived quality of cooperation and (2) teacher health. Results show that, subsequent to a three-month period of reciprocal feedback, the quality of cooperation as perceived by both students and their teachers increases significantly and teacher health scores improve significantly. Reciprocal feedback techniques should be considered in teacher education and teacher training as a way to help teachers to initiate processes of improvement of lesson quality.
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Soloway, Geoffrey B. "Preparing Teacher Candidates for the Present: Investigating the Value of Mindfulness-Training in Teacher Education". W Mindfulness in Behavioral Health, 191–205. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3506-2_12.

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Hanh, Hoang Phuong, Tran Thanh Nam i Le Anh Vinh. "Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University". W Knowledge Studies in Higher Education, 321–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_21.

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AbstractThis chapter describes a case study of the university’s attempts to support general education institutions through the COVID-19 pandemic crisis. Applying the School-Based Mental Health Collaboration, faculties from the University of Education, Vietnam National University Hanoi took a whole-school approach to promote mental health services for students all over the country via various channels. With multiple training webinars on studying and coping skills during social distancing periods for students, classroom consultation skills for teachers, initiatives from the university attracted remarkable responses from the community. Suggestions to improve the effectiveness and sustainability of the efforts, including digitalization consideration, targeting and effective mobilization of resources, dissemination of learning materials, and long-term planning, are discussed in the last half of the chapter, after reviewing and evaluating their impact and potential.
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Hanh, Hoang Phuong, Tran Thanh Nam i Le Anh Vinh. "Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University". W Knowledge Studies in Higher Education, 321–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_21.

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AbstractThis chapter describes a case study of the university’s attempts to support general education institutions through the COVID-19 pandemic crisis. Applying the School-Based Mental Health Collaboration, faculties from the University of Education, Vietnam National University Hanoi took a whole-school approach to promote mental health services for students all over the country via various channels. With multiple training webinars on studying and coping skills during social distancing periods for students, classroom consultation skills for teachers, initiatives from the university attracted remarkable responses from the community. Suggestions to improve the effectiveness and sustainability of the efforts, including digitalization consideration, targeting and effective mobilization of resources, dissemination of learning materials, and long-term planning, are discussed in the last half of the chapter, after reviewing and evaluating their impact and potential.
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Yeravdekar, Vidya, i Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic". W Knowledge Studies in Higher Education, 111–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.

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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.
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Kwok, Sylvia. "Implementation of Positive Education Projects in Hong Kong". W The Palgrave Handbook of Positive Education, 705–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_27.

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AbstractApplying the PERMA model, several positive education projects were launched in pre-primary, primary, high schools, and universities in Hong Kong. The projects were guided by a six-level implementation process described as learn it, live it, reflect it, conceptualize it, apply it and embed it. The pre-primary school project focused on the character strengths of creativity, bravery, hope, love, altruism, honesty, gratitude, and forgiveness. The whole school positive education project in primary schools aimed to enhance the wellbeing of teachers and students, and involved teacher trainings, parent workshops, student activities, and a positive education curriculum. The high school project emphasized promoting optimism, hope, and character strengths, aiming to decrease students’ anxiety. The university project aimed to nurture and enhance the development of students’ positive emotions, relationships, purpose, accomplishments, engagement, and health. The projects were effective in increasing the wellbeing and decreasing the mental health problems of students. Characteristics of the positive education projects and factors affecting effectiveness of the projects are discussed and suggestions for future direction of positive education in Hong Kong are proposed.
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Schwartz-Bechet, Barbara. "Research on Mental Health Training for Pre-service Teachers to Address Pupil Issues in Schools: An International Virtual Learning Experience". W Creative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education, 485–94. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-41637-8_39.

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Streszczenia konferencji na temat "Health education teachers – Training of"

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Macagnan, Celia de Fatima, i Carlos Tadeu Queiroz de Morais. "Inclusion of people with intellectual disabilities in regular education classes". W IV Seven International Congress of Health. Seven Congress, 2024. http://dx.doi.org/10.56238/homeivsevenhealth-077.

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The general objective of this article is to investigate the relationship between the pedagogical work of teachers and the inclusion of children with intellectual disabilities in regular education, focusing on the alignment of inclusive actions with the guidelines of the Political-Pedagogical Project (PPP). The study used the systematic literature review as an approach, following a critical content analysis according to the Bardin (2016) protocol. The qualitative approach allowed an in-depth exploration of the nuances present in the literature. The main results obtained were that the alignment between the PPP guidelines and the implementation of inclusive practices is crucial to create an educational environment serving all students. In this context, teacher training is a fundamental aspect for inclusive education, encompassing resources, interdisciplinary cooperation and awareness of diversity. It was also found that the PPP guidelines can guide the transformation of inclusive education, providing strategic guidance and promoting welcoming environments, highlighting that inclusive education is a dynamic process that requires constant adaptation and collaboration among all those involved. In view of this, it can be concluded that PPP guidelines, teacher training and inclusive practices are interdependent in order to achieve truly inclusive and equitable education. The adoption of PPP-aligned approaches, investment in teacher training, and continuous assessment can promote significant changes in the education system, making it more accessible and enriching for all students, regardless of their abilities.
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Li, Chang, i Ze Wang. "Problems and Improving Countermeasures on Special Education Teacher Training——A Case Study of Special Education Key Teachers’ Training Program in National Training Plan". W Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sohe-19.2019.19.

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Martinez-bueso, Pau, Olga Velasco-Roldán, Iosune Salinas-Bueno, Inmaculada Riquelme-Agulló i Elisa Bosch-Donate. "Competency-based education advances in Higher Education in Health". W Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16284.

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INTRODUCTION. The incorporation of digital technology to rehabilitation settings requires competency-based education advances in Higher Education in Health or in life-long training. AIM. This work aimed at developing knowledge in digital rehabilitation, exploring competences in Digital Rehabilitation in higher education teachers, students, and professionals, and creating pedagogical tools for them. A consortium of higher education teachers from 5 European countries (DIRENE consortium) designed and piloted a project in higher education studies from health and social care. RESULTS. Mixed methodology found digital competences in students, teachers, and professionals. Digital content and a module on digital rehabilitation study module was created. CONCLUSION. Assessing Competency-based education advances in Higher Education in Health is an essential need for the design and development of educational methods and for enhancing the use of digital technologies in the rehabilitation practice.
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Kovrigina, Tatyana R., i Mariya A. Ilina. "Preparation of teachers of preschool education for the implementation of health-saving activities". W Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-356-362.

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This article discusses the problem of preparing preschool teachers to carry out health-saving activities for the full and comprehensive development of children, since solving this problem is one of the main tasks of education: preserving and strengthening the physical, psychological and social health of children. The analysis of the educational needs of teachers in the field of health care is carried out on the basis of a questionnaire to identify professional deficits and requests of teachers of preschool education in the aspect of health care. The reflection of health-saving problems in the content of additional professional training programs is considered.
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Gerchenovitch, Yifat. "Sexual Health Training Program For Special Education Pre-Service Teachers: Assesment Tools Preparation". W ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.37.

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Zhiyong, Zhang, i Liu Fangqiu. "Health vocational schools’ clinical courses of Medicineq double typeq teachers’ training strategy". W 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.69.

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Tavares, Ana Carolina Alvares Lavigne de Lemos, Vanessa Barreiros Gonçalves, Kayo Resende Dias e Almeida i Guilherme Pereira Ramos. "Implementation of a teaching initiation project in public health and its relevance to medical training". W Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17183.

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The study in question reports on the experience of medical students in monitoring activities in the disciplines of Practices for Integrating Teaching and Community Service. The monitoring was able to increase learning efficiency, motivation and commitment to the syllabus. The process of building the autonomy and critical awareness of the subject and his group about the teaching-learning process was fundamental to these results. The monitoring activity is important for establishing, expanding and fostering knowledge, enabling the exchange of information and knowledge between teachers, student-monitors and students, contributing to improved teaching in curricular components. It is concluded that the monitoring effectively enabled the production of critical thinking, the joint construction of knowledge and the systematization of different points of view between the teacher in charge, the monitors and the students, showing that the monitoring proposal enables the construction of learning based on self-awareness of the teaching-learning process.
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Musmiah, Sri, Nuryani Rustaman i Saefudin Saefudin. "Studentsr Knowledge on Adolescent Reproductive Health". W International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.43.

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Olivares-Olivares, SL, ML Turrubiates-Corolla, RI EsperónHernández i M. Sánchez-Mendiola. "DESIGN AND EVALUATION OF A MOOC FOR CLINICAL EDUCATORS". W The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7138.

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The MOOCs offer education with high quality standards and have the potential to offer better educational experiences within learning communities where students and teachers from multiple institutions and areas participate. Clinical professors need to be continuously trained with new alternatives that reduce the gap of traditional education with the needs of students. In addition, it is essential to move from education focused exclusively on science, towards a comprehensive education focused on the needs of the most important actor: the patient. The purpose was to design, implement, and evaluate a MOOC on educational evaluation in health sciences. The content of the MOOC was designed and developed with the participation of 15 professors from three universities in Mexico. A pilot was implemented during September-October 2019 to train at least 30 teachers from the three universities. An instrument was designed to measure the fulfillment of teachers' expectations. The pre-test was applied before starting the pilot course and the post-test at the end of the program. The tests were answered by 29 of 57 professors, whose data were analyzed using the t-student statistical test. The course was successfully completed by 33 of 57 teachers. The results of the statistical test show that there is a significant difference. The expectations of the teachers who completed the course were exceeded. For the educational proposal to be considered valuable, it must consistently meet the participant's learning needs according to the effort and cost invested. Knowing the perceived value indicates how participants conceive the value of the program. In this sense, MOOCs represent opportunities for teacher training in educational evaluation. The project has great potential for impact at the Latin American level. Keywords: MOOC, clinical teachers, health sciences, clinical competence, patientcentered learning, educational innovation
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Tikhomirova, Larisa F., i Galina V. Skrigan. "On some results of training students-defectologists for health-preserving and health-forming activities". W Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-341-347.

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The function of preserving and strengthening the health of children occupies a special place in the activities of teachers of each educational institution. To carry out effective work on the preservation, strengthening and formation of children's health, it is necessary that the teachers themselves be ready to engage in health-preserving activities. The author notes that the most relevant and effective is the preparation of students at the university for the implementation of the function of preserving and strengthening the health of schoolchildren. The author reveals the conditions necessary to increase the level of readiness of students-defectologists for activities to preserve and strengthen the health of children.
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Raporty organizacyjne na temat "Health education teachers – Training of"

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NELYUBINA, E., i L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
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McLean, Karen, Elodie O’Connor, Rachel Ong, Corey Joseph i Sharon Goldfeld. Health, development and learning screening and assessment tools for children and young people aged 5–18 years. The Sax Institute, maj 2022. http://dx.doi.org/10.57022/julf8952.

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This Evidence Check was commissioned by the Ministry of Health to identify validated health assessment tools for physical health, mental health, development, and family violence for the Wellbeing and Health In-reach Nurse (WHIN) Coordinator program. This program is a partnership between NSW Health and the NSW Department of Education which places nurses in NSW schools to identify the health and social needs of students and coordinate early intervention and referral to services and programs. Validated assessment tools will help the nurses to identify children at risk of academic, behavioural, emotional or health-related difficulties. This Evidence Check also aims to describe how they are used in clinical practice and barriers and enablers to their effective use. Seventy-two assessment tools were found, but coverage of the areas affecting children’s wellbeing was uneven. Mental health had several promising tools, as did development for younger children. However, physical health and family violence did not have well-validated tools. There was little information on how they were used in clinical practice. Enablers for use included minimal training requirements, ease of administration and ready availability. Use of parental as well as teacher reports was seen as valuable. There is a need for further work on tools for physical health and family violence. There is also a need for information on the practicalities of the chosen tools (user acceptability, licensing, costs, and training requirements) and for clear practice guidelines.
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Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley i Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, listopad 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.
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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak i Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
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Escrig-Estrems, Anna, i 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, maj 2024. http://dx.doi.org/10.37766/inplasy2024.5.0082.

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Popova, Marina, Victoria Chistova i Alexandra Sherbakova. FACTORS AFFECTING HEALTH AND PROFESSIONAL ACTIVITIES OF TEACHERS IN SPHERE OF HIGHER EDUCATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/2658-6649-2019-11-3-2-58-64.

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The article is devoted to the health problem of teachers in the sphere of higher education. Professional factors which adversely affect the health of the teachers are discussed. It is concluded that it is necessary, from the position of an integrated approach, to study the health state of teachers in higher educational institutions and to develop measures to optimize it under current conditions.
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Christopher, Susanne. Spiritual Health: Association for the Advancement of Health Education Instructors' Attitudes, Practices and Training. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1234.

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Burgess, Lawrence. SimCenter Hawaii: Virtual Reality Applications for Health Care Education and Training. Fort Belvoir, VA: Defense Technical Information Center, grudzień 2008. http://dx.doi.org/10.21236/ada520182.

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Rarasati, Niken, i Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), styczeń 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk i Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], czerwiec 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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