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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.
Pełny tekst źródłaArizona 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’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.
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.
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.
Grych, Diane Smith. "The Role of In-Service Teachers in Pre-service Teacher Preparation for Multicultural Education". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632872.
Pełny tekst źródłaThe U.S. population is rapidly diversifying, with the expectation that culturally diverse groups—including students—will outnumber European Americans by the year 2050. In contrast, public school teachers are expected to remain largely middle class, female, and Caucasian. Most multicultural education research has focused on cultural diversity in urban education settings. However, a gap in the literature has existed regarding student diversity and teachers' culturally responsive teaching in predominantly rural areas. In this study, Appalachian elementary school teachers shared their perspectives and experiences on effective multicultural teaching. An important gap has been bridged by using a 3-part theoretical framework, based on critical reflection, scaffolding, and perspective taking, related to the main research questions regarding (a) the qualities and experiences that in-service public school teachers possess that allow them to effectively teach students from a variety of backgrounds, and (b) what in-service teachers suggest for improving teacher preparation to meet the challenges of cultural diversity in schools. A qualitative, phenomenological approach anchored in a constructivist paradigm was used to gather voice data via a digital voice recorder from 8 participants. Semi structured, open-ended interviews were conducted to collect the data, followed by transcription and analysis. Data analysis resulted in the discovery of 5 themes related to the research questions and revealed mapping onto the conceptual framework. Social change implications can result in improved teacher education programs in rural areas and can enhance collaboration with professional development schools to improve pre-service teacher preparation for teaching diverse students.
Momany, Mohammad Ahmad. "Pre-service and in-service primary teacher training in Jordan : with special reference to the teaching skills and training/teaching methods". Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247392.
Pełny tekst źródłaLewis, 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.
Pełny tekst źródłaPh.D.
Education
Education
Education
Lin, Emily Shu-Ying. "Environmental education in pre-service teacher training programs in Canadian tertiary institutions". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0022/NQ49856.pdf.
Pełny tekst źródłaMniki, Felicia Nobesuthu Vuyiswa. "A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography". Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003356.
Pełny tekst źródłaWilliams, Evelyn Elizabeth. "Inclusive education : a model for in-service teachers". Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/643.
Pełny tekst źródłaThornton, Melanie Williams. "Cultivating cultural workers through service learning in teacher education". Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/melanie_w_thornton/thornton_melanie_w_200701_EDD.pdf.
Pełny tekst źródła"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Ming Fang He. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 96-102) and appendices.
Al-Saydeh, Munim A. A. "Pre-vocational education in Jordan : implications for teacher preparation and in-service training". Thesis, University of Huddersfield, 2002. http://eprints.hud.ac.uk/id/eprint/5984/.
Pełny tekst źródłaMaake, Matsobane Joshua. "Using interactive television in the in-service education and training of guidance teachers". Thesis, University of Pretoria, 2000. http://hdl.handle.net/2263/26234.
Pełny tekst źródłaThesis (PhD (Educational Guidance and Counselling))--University of Pretoria, 2007.
Educational Psychology
unrestricted
Chryshochoos, Joseph Evangelos. "The role of theories of language and language learning in the pre-service and in-service training, education and development of language teachers". Thesis, Durham University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280095.
Pełny tekst źródłaVong, Sou Kuan. "Re-searching and re-telling the stories of in-service teacher education in Macau". Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251725.
Pełny tekst źródłaWaters, Alan G. "In-service teacher learning in ELT projects and programmes : an integrated approach". Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274195.
Pełny tekst źródłaProctor, Jason. "Mathematical Knowledge for Teaching in Elementary Pre-Service Teacher Training". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6736.
Pełny tekst źródłaJemmott, Hamilton. "Employability skills formation in the service sector in Barbados : implications for education and training". Thesis, University of Bath, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430197.
Pełny tekst źródłaPang, Elaine L. L. "In-service education and training (INSET) : the perceptions of English language teachers in Malaysia". Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/107763/.
Pełny tekst źródłaGrafton, Lee Geary. "The affectiveness of a standards-based, technology-connected staff development program". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1743.
Pełny tekst źródłaKoh, Joyce Hwee Ling. "The use of scaffolding in introductory technology skills instruction for pre-service teachers". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337251.
Pełny tekst źródłaTitle from PDF t.p. (viewed on Jul 28, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4696. Adviser: Theodore W. Frick.
Rabb, Jane Elizabeth. "The dynamics of solving selection-type, ill-defined problems by in-service teachers". Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5580.
Pełny tekst źródłaSaeteo, Pensri. "Competencies and In-Service Training of Functional Literacy Teachers in Northeastern Thailand". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331790/.
Pełny tekst źródłaHalawani, Mohammad Hani. "Developments in the Jordanian system of education with special reference to in-service education and training of teachers". Thesis, University of Hull, 1990. http://hydra.hull.ac.uk/resources/hull:4583.
Pełny tekst źródłaPartridge, David. "The construction of practical knowledge by physical education preservice teachers during the practicum experience". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq27223.pdf.
Pełny tekst źródłaJackson, Joanna Margaret. "The lived experience of part-time in-service physiotherapy students in their final year". Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273535.
Pełny tekst źródłaLim, Siew Bee. "An interactive model for in-service development of primary science teachers in Brunei Darussalam". Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298775.
Pełny tekst źródłaMofokeng, Lenka Elias. "A study of in-service education and training (INSET) of university lecturers in South Africa". Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07282005-090842.
Pełny tekst źródłaBurton, Steven. "In-service initial teacher training in post-compulsory education : a phenomenographical investigation into the influence of initial training on professional practice". Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/30194/.
Pełny tekst źródłaGalloway, Sheila. "Professionalism and autonomy : the case of teachers' in-service training 1988-92". Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/55555/.
Pełny tekst źródłaArmstrong, Peter K. "In-Service Education and Training for teachers of mathematics with limited qualifications and experience". Thesis, Loughborough University, 1990. https://dspace.lboro.ac.uk/2134/31996.
Pełny tekst źródłaIshak, Mohd Zaki. "Improving the Training of Pre-Service Physics Teachers in Malaysia using Didaktik Analysis". The University of Waikato, 2008. http://hdl.handle.net/10289/2544.
Pełny tekst źródłaMtose, Xoliswa A. "The use of teaching portfolios in the in-service professional development of school educators". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53182.
Pełny tekst źródłaENGLISH ABSTRACT: The aim of the study was to critically evaluate the use of portfolios as a basis for reflection in an inservice education programme for school educators. In this context the study had the following objectives: to establish a theoretical background for the use of teaching portfolios; to provide a rationale for teaching portfolios as tools for professional development of teachers; to investigate the use of teaching portfolios as tools for reflection in an in-service teacher education programme and to provide guidelines for utilising teaching portfolios as reflection tools for professional development of in-service teachers. The Diploma in Education (DE) formed the basis of the case study. This undergraduate Diploma in Education is at level 5 (b). According to the National Qualifications Framework (NQF) it is the level at which upgrading teachers who are regarded as 'unqualified' access the bachelor study. The DE is a typical case, because the findings from this case might be used to inform other undergraduate diplomas in Education accredited by the NQF in South Africa. Six in-service teachers were targeted for the research. At the time of analysis the teachers were in the first year of a two-year diploma in Education (DE) programme. The unit of analysis of this study was teachers' portfolios. The purpose of analysing portfolios was to find out how the portfolios portray the professional development of the teachers through their reflections. techniques employed included document study, interviews and observations. The data generating The constant comparative method was used for data analysis. The categories derived from the data analysis were the following: Portfolios are tools for learning from experience; Self assessment strengthens commitment to competent classroom practice; Portfolios provide opportunities for professional development. Concerns about portfolio development dissipate with time and Teachers were able to reflect more deeply. The teaching portfolio in this study has been identified as a vehicle for both self and collaborative evaluation. Guidelines for implementing portfolios in an in-service teacher education programme have been offered by this study, and recommendations have been made for further research.
AFRIKAANSE OPSOMMING: Die doel van die studie was om die benutting van portefeuljes as 'n basis vir refleksie in 'n indiensopleidingsprogram vir skoolopvoeders te gebruik. Binne hierdie konteks het die studie die volgende doelwitte gehad: Om 'n teoretiese basis daar te stel vir die benutting van onderrigportefeuljes; om 'n rasionaal te verskaf vir die benutting van onderrigportefeuljes as 'n professionele ontwikkelingsinstrument; om die benutting van onderrigportefeuljes te ondersoek as instrumente in 'n indiensopleidingsprogram vir skoolopvoeders, en om riglyne daar te stel vir die benutting van onderrigportefeuljes vir die professionale ontwikkeling van skoolopvoeders. Die Diploma in Onderwys (DO) het as basis vir die gevallestudie gedien. Hierdie voorgraadse diploma in Onderwys is gelys op vlak 5(b) van die Nasionale Kwalifikasieraamwerk (NKR) en bied aan "ongekwalifiseerde" opvoeders toegang tot graadstudies. Die DO is gesien as 'n tipiese geval, aangesien die bevindinge van hierdie geval moontlik vir ander voorgraadse diplomas wat op die NKR geregistreer is van waarde mag wees. Ses opvoeders wat indiensopleiding ondergaan het, het die teikenpopulasie van die studie uitgemaak. Ten tye van die navorsing was die opvoeders in hul eerste jaar van die tweejarige DO. Die eenheid van analise was die onderrigportefeuljes van die opvoeders. Die doel met die analise van die portefeuljes was om vas te stel in watter mate dit die professionele ontwikkeling van die opvoeders vergestalt deur hul eie reflektiewe aktiwiteite. Die tegnieke waardeur die data gegenereer is het dokumentstudie, onderhoude en observasie ingesluit. Die konstante vergelykingsmetode is benut in die analise van die data. Die analisekategorieë wat vanuit die data afgelei is, het die volgende ingesluit: Portefeuljes is instrumente vir ervaringsleer; Selfevaluering is versterkend in die verbintenis tot kompetente klaskamerpraktyk; Portefeuljes is geleenthede tot professionele ontwikkeling; Die ontwikkeling van portefeuljes is tydrowend; Opvoeders het die vermoë om in diepte te reflekteer. In die studie IS die onderrigportefeulje geïdentifiseer as 'n instrument VIr beide self- en samewerkende evaluering. Riglyne VIr die implementering van portefeuljes ill 'n indiensopleidingsprogram is voorgstel en aanbevelings vir verdere navorsing is deur die studie gemaak.
Smith, Prudence M. "Professional development : teachers' learning in reading recovery". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/298.
Pełny tekst źródłaLeste, Andre. "The socialisation of young people in the National Youth Service of Seychelles". Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384808.
Pełny tekst źródłaSahin, Vildan. "Evaluation Of The In-service Teacher Training Program". Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607752/index.pdf.
Pełny tekst źródłafirst 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
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
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
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.
Duru, Sibel. "Pre-service elementary education teachers' beliefs about teaching and learning in Turkey /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243776.
Pełny tekst źródłaSource: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4430. Adviser: Mary B. McMullen.
Bollington, Lynne Carol. "Pharmacy education and training in the hospital service in Wales : identifying demand and development capacity". Thesis, Cardiff University, 2010. http://orca.cf.ac.uk/55505/.
Pełny tekst źródłaLu, Hong. "Information communication technology support for in-service training of higher education English teachers in China". Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436797.
Pełny tekst źródłaMofokeng, Lenka Elias. "A study of in-service education and training (INSET) of university lecturers in South Africa". Thesis, University of Pretoria, 2003. http://hdl.handle.net/2263/26731.
Pełny tekst źródłaSomuncuoğlu, Yeşim. "An analysis of change in pre-service teacher education in Turkey by using vhaos theory". Ankara : METU, 2003. http://etd.lib.metu.edu.tr/upload/503730/index.pdf.
Pełny tekst źródłaKeywords: chaos theory, pre-service teacher education, organizational change, teacher professionalism, educational restructuring and reform, teacher education programs.
Nilsen, Mona. "Food for thought : communication and the transformation of work experience in web-based in-service training /". Göteborg : Acta Universitatis Gothoburgensis, 2009. http://hdl.handle.net/2077/20235.
Pełny tekst źródłaMeaklim, Timothy Paul. "The costs and benefits of training within the police service in Northern Ireland". Thesis, University of Hull, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252560.
Pełny tekst źródłaMohamed, Abdul Rashid Bin. "The English connection tales from the Malaysian-UK BEd (TESL) in-service programme". Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267562.
Pełny tekst źródłaSimpson, Donald. "The responses of local education authorities to changes in their functions : a study of in-service education and training". Thesis, Open University, 1998. http://oro.open.ac.uk/18862/.
Pełny tekst źródłaSimpson, Donald. "The responses of local education authorities to changes in their functions : a study of in-service education and training". N.p, 1997. http://oro.open.ac.uk/18862.
Pełny tekst źródłaShawie, Khammas Ilaby. "An evaluation of the pre-service training programme for technical education teachers in Iraq". Thesis, Cardiff University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237738.
Pełny tekst źródłaDlamini, Zodwa Priscilla, H. R. Mhlongo i M. S. Mabusela. "In-service training needs of educators in the teaching of writing skills: a case study of primary schools at eSwatini". Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1755.
Pełny tekst źródłaWriting is dominant in schools and continues to be important for effective communication. Therefore, learners need to be up- skilled in writing skills as their everyday activities. This study was conducted to investigate the in-service training needs of educators in teaching writing skills in primary schools at eSwatini. The study responded to the questions: (a) To what extent are educators teaching languages, trained in teaching writing skills to primary school learners? (b) What in-service training needs do educators have in teaching writing skills of primary school learners? (c) What competencies do educators possess for teaching writing skills? The mixed method design was adopted for this study which triangulated focus group semi structured interview, documentary analysis and lesson observation. Purposive sampling was used to sample N=56 educators in eight primary schools and N= 6 trainers from three teacher training colleges. The mixed-method approach was used to collect data. Quantitative data were analysed using the statistics, frequencies and percentages as well as cross tabulation. Qualitative data from focus group interviews were analysed by identifying patterns and themes. The study revealed the lack of Pedagogical Content Knowledge (PCK) in the teaching of writing skills. The findings imply that there no methods of teaching employ in teaching writing skills. In addition, the study findings imply that among other things, there was lack of parental involvement and lack of support from school administrators and government. Recommendations made from this study were that: in-service training department should strengthen workshops with regard to writing skills, there should be preparation of lessons, setting of test, scheme of work and marking of learners’ work. Furthermore, the training colleges should have comprehensive writing skills programmes for all pre-service educators, and not only those who major in languages.
JOHNS, KENNETH MELVILLE. "THE INFLUENCE OF INSERVICE EDUCATION ON CURRICULUM DEVELOPMENT BY ELEMENTARY SCHOOL TEACHERS IN THE LANGUAGE ARTS". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187952.
Pełny tekst źródłaSahamkhadam, Nasrin. "Effect of In-service Training on Teachers’ Attitudes Towards Inclusion : A Systematic Literature Review". Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, CHILD, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49949.
Pełny tekst źródłaFrey, Timothy J. "Investigating the impact of an on-line practicum experience for in-service special education teachers". [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3200640.
Pełny tekst źródłaSource: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4356. Chairperson: Dennis R. Knapczyk. Title from dissertation home page (viewed Oct. 11, 2006)
Semiz, Kivanc. "Pre-service Physical Education Teachers". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.
Pełny tekst źródłaTPACK&rdquo
, &ldquo
TISE&rdquo
and &ldquo
ITOE&rdquo
, and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
scores. Seven hundred sixty pre-service physical education teachers from 14 randomly selected universities representing seven geographical regions in Turkey participated in the study. Data were collected by validated versions of &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
surveys. Descriptive Analysis, Canonical Correlation Analysis, MANOVA, Independent t Test, and Qualitative Content Analysis were used for data analysis. Findings indicated that TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at good level. University instructors were not good role models in technology integration for the pre-service teachers in general. According to the pre-service teachers&rsquo
report, integration of physical education and sport related emerging technologies were almost did not exist in the teaching practices of university setting.TPACK, TISE, and ITOE were moderately related with each other (p<
0.05). Preservice teachers&rsquo
self perceptions on TPACK, TISE, and ITOE were positively influenced by their perception of university instructors&rsquo
technology integration into teaching in university courses (p<
0.05). Based on the findings, it is recommended to provide professional development programs for the teacher education program instructors in technology integration, in teaching and in emerging physical education and sport related technologies. In addition, using technology integrated teaching models by both university instructors and pre-service teachers should be encouraged.
Raisch, Dennis William. "Impact of case scenarios in an educational program to change drug prescribing in a health maintenance organization". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184600.
Pełny tekst źródła