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Safarpour, Beheshte. "Teacher Training and Professional Ethics." Iranian Journal of Educational Sociology 3, no. 1 (2024): 80–87. http://dx.doi.org/10.61838/kman.ijes.7.3.10.
Повний текст джерелаАнотація:
Purpose: Explaining and analyzing the professional and religious ethical needs of the human resources at Farhangian University, with an emphasis on the esteemed faculty members of this university, can be a positive step towards achieving the critical mission of teacher training and education in the country. As indicated by the title of the article, the goal of this research is to analyze the needs of instructors and faculty members in the domain of professional and religious ethics. This article aims to answer the following questions: 1) What professional ethical characteristics do Farhangian University professors need? 2) Do Farhangian University professors possess these characteristics? 3) How can these characteristics be created and reinforced? Methodology: The research methodology of the present study follows a mixed paradigm and employs descriptive-analytical and descriptive-survey methods. Findings: In summarizing the findings, it was concluded that: empathy and the development of a spirit of cooperation among students by the professor, campus presidents, providing a foundation for self-confidence, preventing rigid and dogmatic discipline in the educational environment, and adherence to the scientific and cultural norms and regulations of the university are crucial. Therefore, it is expected that the planners and managers of Farhangian University, in addition to issuing directives and regulations, also pay special attention to implementation and practice. Thus, considering the important fact that in universities, education alone does not have a meaningful impact; rather, the educational process includes teaching ethics and institutionalizing it in order to properly implement the quality charter of Iran's teacher training university. Conclusion: The study underscores the necessity for Farhangian University to integrate ethical training into its educational practices to fulfill its mission effectively.
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Stoddard, K., B. Braun, L. Dukes III, and M. A. Koorland. "Building Professional Dispositions in Pre-Service Special Educators: Assessment and Instructional Tactics." Journal of University Teaching and Learning Practice 4, no. 1 (January 1, 2007): 33–45. http://dx.doi.org/10.53761/1.4.1.4.
Повний текст джерелаАнотація:
Teacher preparation programs, in part due to national accreditation mandates, are beginning to examine assessment and instruction of teacher trainees’ professional behavior and dispositions more carefully than in the past. The faculty at University of South Florida St. Petersburg developed the Professional Behavior Assessment tool (PBA) for rating levels of competence within six professional behavior domains; punctuality, reaction to supervision, collaboration with colleagues, effort, enthusiasm, and ethical professionalism. Four pre-service teachers (PST) were taught the characteristics of the six domains employing written scenarios and rubrics of the PBA. Initially, the pre-service teachers held very different perceptions than faculty regarding behavior expected within each domain. After instruction the PST’s were able to use the PBA to rate scenarios similarly to faculty. Following training, PST’s reported better understanding regarding the level of expected professional behavior in the schools. As the semester progressed, faculty noted improvement in pre-service professional behavior in field settings.
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Mijares, Benjamin. "Teachers’ Information and Communication Technology Competencies: The Basis for a Competency-based Training Plan." American Journal of Education and Technology 1, no. 3 (November 15, 2022): 22–29. http://dx.doi.org/10.54536/ajet.v1i3.762.
Повний текст джерелаАнотація:
Information and Communication Technology (ICT) in education pertains to using information and communication technology to support, enhance, and optimize information delivery. The study sought to ascertain the ICT competencies of elementary teachers in District 2 of the SDO Malolos City. The study employed a descriptive-quantitative method. The standardized questionnaire was adopted from the National ICT Competency Standards for Teachers (NICS), which covered the four domains of the ICT framework in education. Data were analyzed using the mean Kruskal-Wallis Test and the Mann-Whitney U test to determine significant differences between teacher respondents’ profile and their level of National ICT Competency Standards. Results showed that teachers have a high level of competencies in Technology Operations and Concepts, Social and Ethical, and Pedagogical Domains, but an average level in the Professional domain. Likewise, a significant difference was not established in their gender, age, educational attainment, position, number of ICT-related training, and years of using ICT in teaching but found in teachers’ length of service. The findings suggest that teachers must increase their level of competence in the Professional Domain to become more proficient and effective in carrying out their duties and responsibilities. This can be accomplished through seminar workshops on professional growth and development, research, innovation, and collaboration. To maximize their ICT skills, a competency-based training program should be provided in District 2 of SDO City of Malolos schools.
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Zlatkin-Troitschanskaia, Olga, Sebastian Brückner, Marie-Theres Nagel, Ann-Kathrin Bültmann, Jennifer Fischer, Susanne Schmidt, and Dimitar Molerov. "PERFORMANCE ASSESSMENT AND DIGITAL TRAINING FRAMEWORK FOR YOUNG PROFESSIONALS' GENERIC AND DOMAIN-SPECIFIC ONLINE REASONING IN LAW, MEDICINE, AND TEACHER PRACTICE." Journal of Supranational Policies of Education (JoSPoE), no. 13 (July 16, 2021): 9–36. http://dx.doi.org/10.15366/jospoe2021.13.001.
Повний текст джерелаАнотація:
In the digital age, the Internet is increasingly considered a major information source. This is especially true for informal, e.g., post-university, learning. Evidentially, young professionals are increasingly using online sources as an information and learning tool. Critical reasoning from online information for learning and professional processes in the domains of medicine, law, and teaching is considered a highly relevant competence facet. For example, staying up to date on a multitude of matters, e.g., published in articles and guidelines, as is the case in the medical field, can be challenging when the required competencies to use online media are absent (e.g., Allen et al. 2005, O'Carroll et al. 2015). Current research on students in higher education indicates substantial deficits in their critical online reasoning skills, also among graduates. However, online information seeking and corresponding competencies of young professionals in job-specific educational processes have not been researched yet. There is a lack of both valid domain-specific assessments for different professions and learning tools that can effectively foster the competent use of online information in practice among young professionals. Our research presented here is part of the collaborative BRIDGE project, which is conducted under the umbrella of the program "Research for the Design of Educational Processes under the Conditions of Digital Change." This study is based on our previous work on the assessment of generic skills in higher education in the international projects CLA+, iPAL, and CORA as well as on experiences with job-specific performance assessments from the research programs KoKoHs and ASCOT+, which measured professional competence. To validly measure critical online reasoning among young professionals from three domains — medicine, law, and teacher training —we develop new computer-based online performance assessments and corresponding training tools. The specific aim is to analyze to what extent they improve in using online information with greater reflection when creating job-specific documents after an online training based on process and performance data (using innovative approaches, such as text mining and educational data mining). In this paper, we showcase the conceptual and assessment framework of the newly developed innovative tools to measure and promote generic and domain-specific online reasoning among young professionals in medicine, law, and teacher education. Based on this framework, we discuss how these crucial professional competence facets can be validly measured and effectively fostered in practice.
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Schilderman, Hans. "Het klinische domein van geestelijke zorgprofessionals." Religie & Samenleving 15, no. 3 (December 1, 2020): 214–39. http://dx.doi.org/10.54195/rs.11499.
Повний текст джерелаАнотація:
This article aims to offer a contribution to the definition of the professional domain of spiritual care professionals working in clinical settings. Starting with a conceptual disentanglement of theology and religious studies in face of the issue of interreligious communication, a starting point for this definition is found in the humanities domain. Existential, developmental, and contextual dimensions of the human condition, each with topics of their own, are distinguished in defining the object of spiritual care. These topics require professional attention in a set of tasks that are subsequently presented. Next, it is argued that clinical pastoral education offers the proper post-master program to develop these tasks in an established clinical skills training program. Integration of clinical pastoral education in postmaster spiritual care apprenticeships offers the best condition to contribute and innovate spiritual care in clinical settings, so it is concluded.
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Volkova, I. A., and V. S. Petrova. "Building digital competence in professional education." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 17–24. http://dx.doi.org/10.36906/2311-4444/19-1/03.
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In the next seven years, the Russian economy will have to switch to digital technology and digital product. The purpose of the article is to establish general recommendations to develop and implement digital competencies. The subject of the research is the set of necessary digital competencies and their ranking. To make it easier for people to adapt to the digital economy, the authors of the article conducted a survey among the chief executives of leading enterprises in Nizhnevartovsk to predict which digital competencies need to be taken into account in professional training. In addition, the research revealed additional features that a person should possess, e.g. the information consumption culture and decisiveness. The modern Russian professional education framework is setting a new educational paradigm for students and lifelong learning. This includes fundamental changes in the professional objectives of higher education. Therefore, the training must adapt to the new contextual requirements. The article provides reflections on building a profile of digital competencies for areas of higher education training that correspond to the current context and new scenario, including those that are a cross-cutting axis for other professional competencies that become relevant in the educational domain. Our research and analysis revealed areas for the further development of digital competencies, as well as three basic principles that are crucial for the successful design and advancement of new programmes in professional education. Standardized mass education in the field of digital economy is no longer relevant. Now taxonomy defines the skills that need to be included into the digital economy through a wide range of professions. This article provides a new insight into the role of competence transition from education to the labor market. To understand today’s demand for new skills and elaborate on how it might change over the next 5-10 years, we recruited employers to identify the competencies that they consider essential.
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Fabrychna, Yana G. "CURRENT TRENDS IN PROFESSIONAL TRANSLATOR TRAINING." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 284–91. http://dx.doi.org/10.32342/2522-4115-2021-2-22-31.
Повний текст джерелаАнотація:
The objective of this paper is to study the current trends in professional translator training within masters of art in translation study programs of world leading universities. The analysis of study programs represented on the web-sites of Deutscher Akademischer Austauschdienst, European Master’s in Translation, Keystone MASTERSTUDIES, MastersPortal, Postgrad is aimed at finding out the important and successful features in the context of teaching translation in the educational domain to studentsphilologists. Aspects and practices of translator training organization and implementation are studied. The analysis results reveal that preparation of professional translators is distinguished by a strong emphasis on practical translation work and is delivered through a combination of practice classes, workshops, translation project management practices, translation internship in close cooperation of universities with translation service providers, clients, organizations for professional translators, partner universities from the countries whose language is studied within the MA program, translation-related software providers. Practice classes and workshops are taught by staff who are professional translators, editors, reviewers, proofreaders, translation managers. Translation project management is realized in the mode of a simulated translation company staffed and run by students and authentic translation projects preparation and delivering. These project methods are an integrated part of the curriculum that earns credit points. Translation internship is arranged in translation agencies home and abroad, under the guidance of freelancers, in international organizations such as the European Parliament, the United Nations, translation departments of governmental and non-governmental institutions, media, cultural funds, museums, art galleries, local businesses and authorities. Affiliate membership of organizations for language practitioners provides students with useful contacts for building career, as well as interview coaching. Academic editions of translation tools familiarize them with terminology databases, translation memory software, computerassisted translation systems. Aspects and practices of MA in translation training under consideration are important from the point of view of translation pedagogy and have a great potential for being incorporated into the process of teaching translation of texts on education issues to students-philologists as they are aimed at increasing employability of graduates in the domain of translation.
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Benge, Matt, and Jeff W. Howard. "Importance of the Access, Equity, and Opportunity Competencies Among 4-H Professionals." Journal of Youth Development 17, no. 3 (September 27, 2022): 118–37. http://dx.doi.org/10.5195/jyd.2022.1248.
Повний текст джерелаАнотація:
The 4-H Professional Research, Knowledge and Competencies (PRKC) is a professional development framework that can be used to identify competency gaps and training needs of 4-H professionals. The PRKC consists of 6 competency domains, 1 being access, equity, and opportunity (AEO). A tailored design method was used to gather data and sort the respondents between rural and urban community type. 4-H Extension agents serving urban communities perceived 12 out of the 14 AEO domain components as more important than agents serving rural communities did. The 2 AEO domain components that were not significantly different in perceived importance were values, norms, and practices and active listening. An essential element of the 4-H experience must include creating an environment where children and youth feel safe, included, and that they belong. The differences among 4-H youth development professionals’ perceptions of the importance of the AEO domain components, based on their work location, warrants further review. Implications of this information could influence the competencies that Extension systems look for in hiring. Furthermore, educational workshops and trainings around AEO for existing youth workers may need to be evolved.
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Fadeeva, Svetlana. "THE MODEL FOR CONTINUOUS PROFESSIONAL DEVELOPMENT OF ADDITIONAL EDUCATION TEACHERS: DESIGN EXPERIENCE IN THE REGIONAL DOMAIN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 152. http://dx.doi.org/10.17770/sie2020vol3.4949.
Повний текст джерелаАнотація:
The mainstreaming of the additional education for children requires the training of the teaching staff capable of effectively developing the creative urges and gifts of pupils through the free choice of diverse activities. Additional education specialists should not only professionally know and have a good command of their subject, which supports children’s hobbies, but they shall also act as a catalyst for the development of the individual’s motivational potential, professional self-determination and as a long-term result they shall modify the innovative resource of society. Nevertheless, a teacher being a competent specialist in a certain subject domain such as theater and musical performance, aircraft modeling and robotics, powerlifting and football may not have sometimes the required knowledge and skills for the child's personality education and for designing expected educational results.The need for the scientific and methodological support to the professional development of the teaching staff in the additional education system has evoked the decision to elaborate a conceptually new model of training for this category of specialists, thus, having made it the purpose of the study. The novelty of the study was the fact that the said model was based on the personified nature of the choice of the teachers’ educational trajectory. It appeared to be a common multi-level structure combining diverse fields and forms of advanced training and retraining of additional education specialists. In addition to design and modeling methods there were applied in the study the methods of empirical research, interrogation and questioning, data analysis and generalization. The elaborated and implemented model for supporting the professional development of the teaching staff enabled to systematize and structure the training of additional education specialists in the regional domain. The practical relevance of the model for the continuous professional development was determined by its possible use also in the post-graduate education in another territory.
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Шарчевић, Иван, та Слађана Шарчевић. "СТРУЧНО УСАВРШАВАЊЕ И НАПРЕДОВАЊЕ У ЗВАЊИМА НАСТАВНИКА У ОБРАЗОВАЊУ ОДРАСЛИХ – ИЗМЕЂУ ПОТРЕБЕ И ОБАВЕЗЕ". ГОДИШЊАК ЗА ПЕДАГОГИЈУ 8, № 2 (13 лютого 2024): 87–98. http://dx.doi.org/10.46630/gped.2.2023.6.
Повний текст джерелаАнотація:
This paper is aimed at looking at the legal obligation of professional training of teachers in schools for basic education of adults, and by reviewing the literature of perceived needs in daily practice, as well as pointing out the possibilities and limitations of advancement to higher titles in the teacher’s professional career. Teachers in elementary education have a predominantly passive role in choosing the form of professional development, that is, they only participate in certain mandatory forms and are rarely active participants in making decisions on this issue. The involvement of teaching staff dealing with adult education in professional training programs is a neglected topic. The law provides for promotion in the ranks of teachers, as well as prescribed benefits that accompany professional development, but they are absent in practice. The specific work of schools for basic adult education requires great commitment and expertise, and initial education does not always meet the requirements regarding teacher expertise. Content analysis revealed that teachers have limited opportunities for professional development through accredited training in the domain of adult education. Current trends in the field of adult education offer significant opportunities for connecting with other actors and encouraging practitioners through numerous European organizations and projects of learning, professional training and teacher mobility. Greater support from the competent ministry, adequate valuing of professional staff and promotion of the teaching profession can be a significant part of solving the perceived problems in this area
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Sethi, Ahsan, and Gohar Wajid. "Continuing Professional Development for Doctors in Pakistan is need of the hour." Health Professions Educator Journal 3, no. 1 (January 4, 2020): 7–8. http://dx.doi.org/10.53708/hpej.v3i1.714.
Повний текст джерелаАнотація:
In Pakistan, health professionals get their professional undergraduate and postgraduate qualifications after thorough training and assessment criteria as defined by their respective national regulatory bodies. These qualifications help them get registered and get a license for clinical practice in their respective domains. Any registrations and licenses are renewed by paying the prescribed fee without any requirements for reassessment or recertifications. Over the last few decades, health sciences have shown rapid advancements with the invention of new drugs and technologies. Due to this exponential increase in knowledge, no practitioner can hope to remain competent for more than a few years after graduation without a program of active learning. As such, a well-structured and regulated program of lifelong learning must be followed by all health professionals. To keep health professionals abreast with these changes and to ensure the maintenance of certain minimum competencies, there is a need for Continuing Professional Development (CPD) to be implemented at the national level with strict regulatory compliance. According to World Federation for Medical Education (World Federation for Medical Education, 2015), Continuing Professional Development (CPD) is a process of education and training commencing after completion of basic and postgraduate medical education, thereafter, continuing as long as the health professional is engaged in professional activities. CPD mainly implies self-directed and practice-based learning activities in addition to supervised education, and rarely involves supervised training for an extended period of time. The terms ‘Continuing Medical Education (CME)’ and ‘Continuing Professional Development (CPD)’ are often used synonymously.
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Neil, Elizabeth R., Cailee E. Welch Bacon, Sara L. Nottingham, Tricia M. Kasamatsu, and Lindsey E. Eberman. "Preceptors' Frequency and Supervision of Athletic Training Students' Medical Documentation During Clinical Education." Athletic Training Education Journal 14, no. 3 (July 1, 2019): 182–90. http://dx.doi.org/10.4085/1403182.
Повний текст джерелаАнотація:
Context Athletic trainers (ATs) who serve as preceptors for athletic training students must model, facilitate, and guide professional skills and behaviors, including medical documentation. Preceptors have the unique ability to combine skill practice with real-time patient encounters for athletic training students. Objective To describe the frequency of preceptors who allow athletic training students to complete medical documentation and rationale for their decisions. Design Cross-sectional. Setting Qualitative study. Patients or Other Participants Of 9578 ATs, 1150 responded to an electronic survey (access rate = 12.0%), and 385 of 1150 respondents who completed an electronic survey (33.5%) indicated being a preceptor for a professional athletic training program. Respondents (age = 34 ± 11 years, clinical practice experience = 11 ± 10 years) were predominantly female (53.8%, n = 207) and held a master's degree (67.3%, n = 259). Main Outcome Measure(s) A 3-member data analysis team coded the open-ended responses following the consensual qualitative research approach. Each member coded 50 responses and a consensus codebook was created. The principal investigator coded the remaining responses, and the data analysis team confirmed the findings. Data were organized into emergent domains and categories. Frequency counts were calculated for each category. Results A majority of preceptors (81.8%, n = 315) allowed their athletic training students to document patient care. Respondents indicated an intention for student involvement (domain 1), whereby they wanted students to engage in learning and develop knowledge (43.4%, n = 167) or practice and gain experience (41.3%, n = 159). However, others discussed deterrents (20.0%, n = 77) working against the preceptor's intentions. Respondents also indicated a need to mentor (domain 2). Specifically, they reported needing to manage the logistics of documentation (63.6%, n = 245) and the degree of oversight (48.8%, n = 188) needed during practice (either direct [79.8%, n = 150 of 188] or indirect [20.2%, n = 38 of 188]). Conclusions Although preceptors intend to integrate students into medical documentation, they may benefit from formal guidance from the academic program on how to best integrate athletic training students into documenting day-to-day patient care.
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Harini, Hegar, Iis Dewi Lestari, Adisel Adisel, Yatha Yuni, and Didin Hikmah Perkasa. "Assessing Professional Development Training for Library Leader Candidates." Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara 15, no. 1 (July 21, 2023): 32–46. http://dx.doi.org/10.37640/jip.v15i1.1665.
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Library, as a place holding pivotal roles to support instructions at schools, should be led by a competent and qualified leader. The present research is purposefully conducted to assess the training program intended for school library leader candidates. Qualitative method was employed by the implementation of CIPP (Context, Input, Process and Product) model. The data were collected through observations, interviews and document analysis. Snowball sampling technique was utilized to choose the research participants. The participants involved in this research were the head of assurance council, the head of training program, and the training partners. The present research indicates the following findings. Generally, the training is regarded as successfully implemented. To be more specific, 1) context evaluation assesses legal standing, objectives, and target of the training; 2) input evaluation assesses resource of the training; 3) process evaluation assesses trainee recruitment, teaching and learning process, and monitoring-evaluation of the training; and 4) product evaluation assesses cognitive, affective and skill domain of the trainees. The present research implies program segmentation for each level of education due to different problems encountered in reality. Training resource aspect also needs special attention.
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Rodrigues-Silva, Jefferson, and Ángel Alsina. "Enhancing Teachers’ Professional Identity in a Reflective Learning MOOC." International Journal of Emerging Technologies in Learning (iJET) 19, no. 01 (January 10, 2024): 23–38. http://dx.doi.org/10.3991/ijet.v19i01.38897.
Повний текст джерелаАнотація:
Social interaction in online teacher training can be challenging. Accordingly, we aim to explore how a massive open online course (MOOC) for teacher training affects the professional identity (PI) and development of teachers. This course was developed based on the reflective learning framework (RLF) and utilises modelling as a teaching method. For that, we enrolled in a mixed-method research study. Data were collected from 54 teachers and three discussion boards. Next, it was analysed through content analysis using grounded theory, the application of the narrative reflection assessment rubric (NARRA), and statistical tests. As a result, we observed a significant increase in teachers’ evaluations regarding reflective thinking (from 24% to 67%) and sociocultural learning (from 13% to 39%) after completing the course. Pearson’s r coefficient showed a positive relationship between the fourth NARRA element, transformation, and its predecessors. This indicates that each element plays a role in a continuous development process. The evidence was sufficient to conclude that the training promoted teachers’ PI development, except in the domain of job satisfaction.
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Webster, Collin A., Diana Mindrila, Chanta Moore, Gregory Stewart, Karie Orendorff, and Sally Taunton. "Exploring the Role of Physical Education Teachers’ Domain-Specific Innovativeness, Educational Background, and Perceived School Support in CSPAP Adoption." Journal of Teaching in Physical Education 39, no. 1 (January 1, 2020): 36–47. http://dx.doi.org/10.1123/jtpe.2018-0313.
Повний текст джерелаАнотація:
Purpose: A comprehensive school physical activity program (CSPAP) is designed to help school-aged youth meet physical activity guidelines as well as develop the knowledge, skills, and dispositions that foster meaningful lifelong physical activity participation. In this study, we employed a “diffusion of innovations theory” perspective to examine the adoption of CSPAPs in relation to physical education teachers’ domain-specific innovativeness, educational background, demographics, and perceived school support. Methods: Physical education teachers (N = 407) responded to an electronic survey with validated measures for each of the above-mentioned variables. Results: Latent profile analysis classified teachers into three domain-specific innovativeness levels (high, average, and low). CSPAP-related professional training, knowledge, and perceived school support were found to be significant factors in domain-specific innovativeness and CSPAP adoption. Discussion/Conclusion: This study provides novel evidence to inform professional development initiatives so that they can be tailored to physical education teachers who may be less likely to adopt a CSPAP.
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Detmer, Don, Benson Munger, and Christoph Lehmann. "Clinical Informatics Board Certification: History, Current Status, and Predicted Impact on the Clinical Informatics Workforce." Applied Clinical Informatics 01, no. 01 (2010): 11–18. http://dx.doi.org/10.4338/aci-2009-11-r-0016.
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SummaryWithin health and health care, medical informatics and its subspecialties of biomedical, clinical, and public health informatics have emerged as a new discipline with increasing demands for its own work force. Knowledge and skills in medical informatics are widely acknowledged as crucial to future success in patient care, research relating to biomedicine, clinical care, and public health, as well as health policy design. The maturity of the domain and the demand on expertise necessitate standardized training and certification of professionals. The American Medical Informatics Association (AMIA) embarked on a major effort to create professional level education and certification for physicians of various professions and specialties in informatics. This article focuses on the AMIA effort in the professional structure of medical specialization, e.g., the American Board of Medical Specialties (ABMS) and the related Accreditation Council for Graduate Medical Education (ACGME). This report summarizes the current progress to create a recognized sub-certificate of competence in Clinical Informatics and discusses likely near term (three to five year) implications on training, certification, and work force with an emphasis on clinical applied informatics.
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Wang, Ping, and Hubert D'Cruze. "Certifications in Cybersecurity Workforce Development." International Journal of Hyperconnectivity and the Internet of Things 3, no. 2 (July 2019): 38–57. http://dx.doi.org/10.4018/ijhiot.2019070104.
Повний текст джерелаАнотація:
The workforce demand for cybersecurity professionals has been substantial and fast growing. Qualified cybersecurity professionals with appropriate knowledge, skills, and abilities for various tasks and job roles are needed to perform the challenging work of defending the cyber space. The certified information systems security professional (CISSP) certification is a globally recognized premier cybersecurity credential and validation of qualifications. This case study analyzes the CISSP certification requirements, domains and objectives and attempts to map them to the cybersecurity industry competencies and the US national cybersecurity workforce framework (NCWF). This research is an extended study with full mapping of all CISSP domain areas to the knowledge, skills, and abilities in NCWF. The extended study aims to discover the in-depth value and role of reputable certifications such as CISSP in competency development for cybersecurity workforce. This article also discusses the value and implications of the CISSP certification on cybersecurity education and training.
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Paudel, Florentine, and Barbara Prazak-Aram. "Language and Literacy Education in Austria: Teachers’ Perspectives." Journal of Education, Society and Behavioural Science 37, no. 6 (October 17, 2024): 210–29. http://dx.doi.org/10.9734/jesbs/2024/v37i61340.
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This study examines the critical role of language and literacy in educational contexts, emphasizing their significance in human development and social inclusion. Drawing on a diverse range of literature and research, this study explores the interconnectedness of language acquisition, literacy development, and educational practices. Highlighting language and literacy as fundamental human rights, this study underscores the importance of inclusive and equitable education. Through qualitative methods, including online questionnaires (n=18) and interviews (n=8) with teachers, this study investigates the implementation of language and literacy education in Austrian primary schools as well as the challenges faced by educators in this domain. The findings reveal diverse teaching methodologies employed by teachers, ranging from shared book reading to digital tools, while also identifying obstacles, such as multilingualism, professional training deficiencies, and student engagement issues. The study’s findings strongly support the need for targeted interventions to improve educational outcomes. Specifically, the challenges identified—particularly multilingualism and training gaps—underscore the necessity of ongoing professional development tailored to teachers’ specific needs. Enhancing teacher training programs with a focus on multilingual pedagogy and culturally responsive teaching can directly address these obstacles. Furthermore, the findings suggest that improving student engagement requires innovative and adaptable teaching methodologies, such as integrating digital literacy tools more effectively into the curriculum.
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Lat, Ishaq, Christopher Paciullo, Mitchell J. Daley, Robert MacLaren, Scott Bolesta, Jennifer McCann, Joanna L. Stollings, et al. "Position Paper on Critical Care Pharmacy Services (Executive Summary): 2020 Update." American Journal of Health-System Pharmacy 77, no. 19 (August 20, 2020): 1619–24. http://dx.doi.org/10.1093/ajhp/zxaa217.
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Abstract Objectives Provide a multiorganizational statement to update the statement from a paper in 2000 about critical care pharmacy practice and make recommendations for future practice. Design The Society of Critical Care Medicine, American College of Clinical Pharmacy Critical Care Practice and Research Network, and the American Society of Health-System Pharmacists convened a joint task force of 15 pharmacists representing a broad cross-section of critical care pharmacy practice and pharmacy administration, inclusive of geography, critical care practice setting, and roles. The Task Force chairs reviewed and organized primary literature, outlined topic domains, and prepared the methodology for group review and consensus. A modified Delphi method was used until consensus (>66% agreement) was reached for each practice recommendation. Previous position statement recommendations were reviewed and voted to either retain, revise, or retire. Recommendations were categorized by level of ICU service to be applicable by setting, and grouped into five domains: patient care, quality improvement, research and scholarship, training and education, and professional development. Main Results There are 82 recommendation statements: forty-four original recommendations and 38 new recommendation statements. Thirty-four recommendations were made for patient care, primarily relating to critical care pharmacist duties and pharmacy services. In the quality improvement domain, 21 recommendations address the role of the critical care pharmacist in patient and medication safety, clinical quality programs, and analytics. Nine recommendations were made in the domain of research and scholarship. Ten recommendations are in the domain of training and education and eight recommendations regarding professional development. Conclusions The statements recommended by this taskforce delineate the activities of a critical care pharmacist and the scope of pharmacy services within the ICU. Effort should be made from all stakeholders to implement the recommendations provided, with continuous effort toward improving the delivery of care for critically ill patients.
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Gardin, Fredrick A., David A. Middlemas, and James M. Mensch. "A Qualitative Description of Self-Regulatory Behaviors of Male Expert and Novice Athletic Trainers in Collegiate Settings." Athletic Training Education Journal 6, no. 3 (July 1, 2011): 136–44. http://dx.doi.org/10.4085/1947-380x-6.3.136.
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Context: Understanding the transition from a novice to an expert has the potential to provide valuable information for young professionals and athletic training educators to aid in the development of tools necessary for lifetime professional learning. Objective: The purpose of this study was to identify and describe the self-regulated learning behaviors of male athletic trainers used to develop expertise in clinical evaluation and diagnosis domain knowledge in athletic training. Design: Descriptive qualitative study using a phenomenological approach. Setting: NCAA Division I and II colleges in NATA District 3 (DC, MD, NC, SC, VA, and WV.) Participants: A total of 20 male n = 10 novice (limited experiences) and n = 10 expert (at least 10 years of experience) athletic trainers in the college setting participated in the study. Data Collection and Analysis: Data were collected using an interview and questionnaire. Data were transcribed and analyzed using interpretive thematic analysis procedures. Member checks, triangulation of data, audit trail, and peer debriefing techniques were utilized to ensure trustworthiness of the data. Results: Three major themes of (1) environment, (2) experiences and goals, and (3) sources of feedback were identified and appear to describe different ways of self-regulating learning behaviors in the clinical evaluation and diagnosis domain. Conclusions: Awareness of the types of experiences needed to develop in the clinical evaluation and diagnosis domain is important to the athletic training profession. The findings of this descriptive study raise questions regarding future study of self-regulated behaviors. Post-professional education might benefit from a better understanding of self-regulated learning but research is needed.
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Sheehan, Catherine, Judith Butler, and Cian O’Neill. "Addressing Trauma in Early Childhood—Shaping Education, Policy, and Actionable Strategies in Ireland: A Qualitative Study." Education Sciences 14, no. 12 (December 17, 2024): 1385. https://doi.org/10.3390/educsci14121385.
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The breadth and volume of research exploring the complexities of childhood trauma in Early Childhood Education and Care (ECEC) environments has grown significantly in recent years, yet, little is known about this trajectory in an Irish context. Consequently, the purpose of the current study was twofold: (i) consult with influential figures in the wider ECEC domain to access expert knowledge on the provision of trauma awareness education in Ireland and to (ii) gain invaluable insights into the trauma awareness knowledge, training, and experiences of ECEC professionals working in Irish ECEC settings. Utilising a qualitative methodological approach, eight semi-structured interviews with ECEC sector representatives (i.e., IV Group) and six focus groups with managers (n = 8), room leaders (n = 8), and practitioners (n = 8) (i.e., FG Group) were conducted as explorative processes to investigate the presence of trauma awareness in ECEC, if any, and the factors supporting/hindering this discourse from the perspectives of diverse stakeholders and professionals in Ireland. Results revealed that the provision of trauma awareness is challenged by the dearth of relevant educational opportunities during both Initial Practitioner Education (IPE) and Continuous Professional Development (CPD) pathways, with an absence of neuro-informed practice among the FG Group. Contrastingly, while sector representatives in the IV Group demonstrated an awareness of childhood trauma, these participants identified the need for (i) government investment, (ii) training reform, and (iii) professional practice considerations. Based on the cumulative findings, this research recommends that policymakers in Ireland prioritise the provision of funded and/or incentivised professional development opportunities for the ECEC profession to enhance the knowledge and skills associated with trauma-informed practice.
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O'Toole, Kevin, Adrian Schoo, and Andrea Hernan. "Why did they leave and what can they tell us? Allied health professionals leaving rural settings." Australian Health Review 34, no. 1 (2010): 66. http://dx.doi.org/10.1071/ah09711.
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The aim of this paper is to explore the lack of retention of allied health professionals in rural areas in Victoria, Australia. A structured telephone interview was used to elicit responses from 32 allied health professionals from south-west, central-west and north-east Victoria about their working experiences and reasons for resignation. The data revealed that work experiences in rural areas can be summarised within three domains: organisational, professional and personal/community. Under the organisational domain the participants were mainly focussed on the way in which their work arrangements require them to be both more generalist in their approach to day-to-day work, and more expansive in shouldering management style functions in the workplace. Under the professional domain there were three major issues; clinical, career and education/training. The personal/community domain focussed on issues to do with their affinity for their workplace as well as their location in a rural place. The attempts by government to address some of the leading factors for retention of allied health professionals are perhaps too narrowly focussed on the public sector and could encompass a wider approach. What is known about the topic?Although recruitment and retention of allied health professionals in rural areas is widely discussed, the professionals have not been interviewed about their experiences once they have left rural employment. What does this paper add?This paper provides detailed insights into the reasons why allied health professionals leave their positions in rural areas and the positive and negative aspects of living and working in a rural area. The results of this study contribute to the development of better policy models for recruitment and retention of allied health professionals in rural areas. What are the implications for practitioners?The factors that influence whether allied health professionals stay or leave rural areas is of concern for health policy makers at state and federal levels. This paper provides information for the extension and development of programs to attenuate rural leakage of professionals.
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Honcharuk, Valentyna, Nelia Podlevska, and Victoriya Zhyvolup. "PROFESSIONAL COMMUNICATIVE COMPETENCE IN THE SYSTEM OF SPECIALIZED TRAINING OF FUTURE PHILOLOGISTS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 89–94. http://dx.doi.org/10.36550/2415-7988-2021-1-194-89-94.
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The ability to communicate and engage in a dialogue in an appropriate level indicates not only professional qualities of the teachers, but also ensures his/her success in a competitive and changing labour market. Having made researches and analyzed the scientists' interpretation of the concept of communicative competence and found out that it is known as a person's ability to build his/her own communicative behavior in accordance with real communication situations, a special quality of speech personality, acquired in the process of communication or special training. Communicative competence is the teacher's ability to build effective communication actions in a certain range of situations in an interpersonal interaction, the specialist's knowledge of patterns in different forms of communication and rules of behavior in different situations, the ability to form and implement a tactical plan, which is based on social skills. An important part in the process of forming communicative competence of higher education students is working with texts, especially deepening their reading, annotating, abstracting and editing texts, which is based on which dialogical statements are formed. Work on fiction texts will enable students to master phonetics and grammar at the level that is not regulated by rules. In addition, future teachers of philology are encouraged to read professional literature. Such a view of a communicative competence includes an impeccable command of the norms of modern literary language, linguistic literacy and broad erudition. Nowadays, competitiveness in the professional domain requires knowledge, skills and abilities in a whole range of related domains, one of which is professional mobility. Attention has been paid to the direct link between mobility and a teacher's communicative competences, and to the effect that mobility has on the set of competences associated with direct communicative manifestations. The primary place in the professional training of philologists belongs to the study of the Ukrainian language and literature and other philological disciplines, during which higher education applicants discover cultural, historical, social and other aspects of the Ukrainian language. Thus, the system of professional training of teachers-philologists will give them an opportunity in the future to develop communicative abilities with pupils, to bring up a feeling of Ukrainianness, to form a Ukrainian mentality and love to the native land.
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Rishel, Carrie W., Sara K. Guthrie, and Helen P. Hartnett. "Who Am I and What Do I Do?" Advances in Social Work 20, no. 2 (September 10, 2020): 440–53. http://dx.doi.org/10.18060/23640.
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The purpose of this study is to examine social work professional identity development through interprofessional education and practice. The Integrated Mental and Behavioral Health Training Program (IMBTP) was developed to prepare students for collaborative practice in integrated behavioral health settings. Interprofessional education and training was a core component of the IMBTP. At the conclusion of five cohorts (graduating 2014-2018), 61 MSW students had completed the training program. Content analysis of qualitative evaluation data revealed professional identity development as a recurring theme across multiple domains. Results demonstrate that providing opportunities for social work students to participate in interprofessional education and training allows for a greater understanding of other professional roles and perspectives, while at the same time helping to solidify the role and identity of a social worker. Social work education programs should consider including interprofessional education experiences for all students.
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Vo Thi, Bay, and Hai Hoang. "Digital competency – Perspectives of teacher students and primary teachers." Multidisciplinary Reviews 7, no. 12 (August 26, 2024): 2024216. http://dx.doi.org/10.31893/multirev.2024216.
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Digital transformation is regarded as the foremost priority for public governance reform across all sectors, encompassing the education domain, which has been undergoing its own digital transformation journey spanning from primary to higher education levels. Drawing from five elements of digital competency (DC) derived from conceptual references to competency, professional proficiency, digital technology, and digital transformation frameworks, opinions on these elements were sought from primary teachers and teacher students. The findings reveal disparities in the digital competency levels among teacher students relative to the demands, with notable concerns surrounding digital assessment, security, and safety in cyberspace. It is emphasized that additional emphasis should be placed on integrating digital competency domains into training programs, as digital competencies represent a deficiency in the criteria for teachers, which should be explicitly addressed in program learning outcomes (PLOs). Moreover, the increasing significance of digital competency underscores the necessity for its seamless integration into training programs catering to primary education teacher students. Further research is warranted to explore various aspects of this topic, including its scope, comparative analysis with teacher training in other sectors, and the perspectives of primary school principals.
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Sciegaj, Mark, and Nancy Hooyeman. "WORK FORCE COMPETENCIES AND TRAINING FOR SELF-DIRECTED SERVICE PROGRAMS." Innovation in Aging 3, Supplement_1 (November 2019): S232. http://dx.doi.org/10.1093/geroni/igz038.861.
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Abstract In 2017 over one million individuals of all ages were enrolled in approximately 260 self-directed long-term services and support programs nationwide. Research conducted by the National Resource Center for Participant-Directed Care (NRCPDS) and the Council for Social Work Education identified training gaps among current aging and disability network professionals and within social work education. Believing that both self-directing individuals and their family caregivers would benefit from a workforce that has the knowledge and skills to implement the principles of self-directed care, NRCPDS and CSWE working with national professional organizations and government agencies have identified workforce competency domains and developed a number of training resources that can be used in both academic and professionals settings. This presentation will review the work of NRCPDS and CSWE in workforce competencies, training resources, and recommendations for self-directed services training.
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Woolf, Sara B. "Critical Skills for Special Educator Effectiveness: Which Ones Matter Most, and to Whom?" Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 2 (May 28, 2018): 132–46. http://dx.doi.org/10.1177/0888406418776714.
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Special education teachers are expected to fulfill diverse teaching and nonteaching tasks in comparison to their general education peers. However, their performance is evaluated with measures that were normed for use with general education teachers. These specialty teachers are also routinely evaluated by professionals who may lack formal special education training or experience. These conditions render special educators vulnerable for inaccurate performance evaluation. Explicit research is needed to clarify the professional skills that are most critical to special educators’ professional effectiveness and ensure continuity of focus on these skills in preservice teacher education and employment contexts. This qualitative study builds on an earlier empirical investigation that demonstrated consensus among three sets of professionals that the standards developed by Council for Exceptional Children’s (CEC) represented skills that are critical for special education teacher effectiveness. The current study describes which skill domains were identified as critical for special education teacher effectiveness across participant groups and those that reflected distinct groups’ perspectives. Implications for future research are presented relative to strategies to more clearly articulate special education teacher expertise and ways to strengthen continuity across preservice special education teacher education and in-service professional development contexts.
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Aiello, Jacqueline, and Rossella Latorraca. "Stances toward translation training and the discipline." Translation and Translanguaging in Multilingual Contexts 9, no. 1 (March 17, 2023): 111–34. http://dx.doi.org/10.1075/ttmc.00098.aie.
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Abstract Increased attention to professionalism and realism in translation classes at university has resulted in the development of a wide range of approaches to foster future translators’ construction of knowledge and identity pertaining to their upcoming professional career and community. This paper centres on a professionalizing seminar that shared these aims. Employing corpus, stance and discourse analysis, it examines the retrospective reports written by the future translators who participated in the seminar to unveil beliefs on their experience of the seminar, their university training, their perceived competence, and their present and future identities as translators. The results of the study suggest, on the one hand, that participants perceived that the seminar fostered awareness of the professional domain of translators, heightened cognizance of their skills, and gave them authentic practice as translators and, on the other, participants perceived lacunae in their training and gaps in their competences, with potential implications on their (perceived) employability.
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Durante, Cherry Ann G., Lino C. Reynoso, Lorenzo C. Lorenzo, Norma G. Nunez, Rufo Calixtro Jr., Estrella San Juan, and Jeeno Jay Frani. "Research Hesitancy in the Academe: A Multi-University Study in the Philippines." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 5 (May 20, 2023): 1442–46. http://dx.doi.org/10.11594/ijmaber.04.05.05.
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ABSTRACT
Cultivating a culture of research in the academe is one of the goals of every institution of higher education in the Philippines. Despite of this, there exists a hesitation among faculty and non-teaching staff in engaging in research and publication. This study explored the reasons behind the decrease of research productivity in the academe in different higher education institutions in the Philippines. Sixteen faculty members from different disciplines were included in the study and were interviewed from November to December 2022. Employing a descriptive phenomenological research design, results showed that the causes of research hesitancy were summarized into four domains, namely: individual, institutional, scientific and professional domains. Under the individual domain, the themes of lack of confidence, lack of motivation, lack of time and lack of interest were identified. The institutional domain enumerated lack of research training, equipment, lack of research programs and funding deficiency. The scientific domain contained themes like lack of knowledge, skill and expertise in conduct of research and writing publishable papers. The professional domain identified themes that revolve around lack of access, lack mentors and lack of collaboration between faculty members. Based on the results of the study, all of the participants expressed the lack of funding support, which included tedious methods of acquiring such funding from the institution and other stakeholders as the primary cause of their hesitancy. Furthermore, participants expressed that individual factors that cause research hesitancy are most difficult to overcome as it pertains to past negative experiences, which led to the reluctance to be trained or to engage in research. The lack of a research culture within the institution was also linked to the absence of a clear research agenda and program, and capacity-building programs geared towards faculty researcher development.
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Douglas, Matthew, and Mark Reith. "A Survey of Learning Technology Integration in Information Warfare Education." European Conference on Cyber Warfare and Security 23, no. 1 (June 21, 2024): 148–56. http://dx.doi.org/10.34190/eccws.23.1.2403.
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Information and communication technologies (ICTs) are enduringly important in today’s world. From paying for morning coffee at the local cafe to receiving a text message from a loved one, ICTs are a part of everyday life. On a larger scale, entire nations are dependent on ICTs. From power grids to the storage of classified documents, nations have come to rely on ICTs. This dependence on ICTs has increased information warfare’s importance as a warfighting domain. In order to effectively conduct information warfare operations, operators must first be properly trained on how to be successful in this domain. The use of learning technologies could be useful to train information warfare forces. This paper surveys the current state of learning technology integration into information warfare education. Learning technologies have become commonplace in today’s professional world. Many topics in organizations are taught through learning technologies such as interactive computer-based trainings, educational videos, and more complex serious games. This is no different for information warfare professionals. Learning technologies can provide alternative ways to teach important information warfare concepts such as the roles, assets, and capabilities that are necessary to succeed in this domain. The use of artificial intelligence, game-based learning, gamification, and simulation-based learning to enhance the training of information warfare forces is discussed in this survey. Additionally, the effect of adding learning technology into information warfare education curriculum as well as the key elements for each type of learning technology integrated are analysed. This paper also identifies areas of future research to further develop this topic. These findings are useful to information warfare educators who are developing curriculum or looking for ways to introduce new technologies into existing curriculum. Artificial intelligence, game-based learning, gamification, and simulation-based learning are all great options to support information warfare education, and there are even more options that have yet to be researched that present further opportunities to study in this area.
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Van Horn, Linda, Carine M. Lenders, Charlotte A. Pratt, Bettina Beech, Patricia A. Carney, William Dietz, Rose DiMaria-Ghalili, et al. "Advancing Nutrition Education, Training, and Research for Medical Students, Residents, Fellows, Attending Physicians, and Other Clinicians: Building Competencies and Interdisciplinary Coordination." Advances in Nutrition 10, no. 6 (November 1, 2019): 1181–200. http://dx.doi.org/10.1093/advances/nmz083.
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ABSTRACT Nutrition plays an important role in health promotion and disease prevention and treatment across the lifespan. Physicians and other healthcare professionals are expected to counsel patients about nutrition, but recent surveys report minimal to no improvements in medical nutrition education in US medical schools. A workshop sponsored by the National Heart, Lung, and Blood Institute addressed this gap in knowledge by convening experts in clinical and academic health professional schools. Representatives from the National Board of Medical Examiners, the Accreditation Council for Graduate Medical Education, the Liaison Committee on Medical Education, and the American Society for Nutrition provided relevant presentations. Reported is an overview of lessons learned from nutrition education efforts in medical schools and health professional schools including interprofessional domains and competency-based nutrition education. Proposed is a framework for coordinating activities of various entities using a public–private partnership platform. Recommendations for nutrition research and accreditation are provided.
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Chong, Joy Boon Ka, Shun Wei Lim, Xue Liang Goh, Sarah Li Hui Gan, and Hwee Lin Wee. "Defining evidence requirements for a Development Framework for Pharmacists (DFP) in community pharmacy practice." Pharmacy Education 24, no. 1 (April 22, 2024): 248–61. http://dx.doi.org/10.46542/pe.2024.241.248261.
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Background: The Development Framework for Pharmacists (DFP) was implemented in a pharmacy chain to guide pharmacist development. Both pharmacists and their supervisors faced challenges in defining evidence and performance levels for Domain 1 (Expert professional practice) standards. This study explored these challenges in a community pharmacy setting. Methods: Three online focus group discussions (FGDs) involving a DFP workgroup member and representatives from community pharmacies and polyclinics were conducted. The FGDs were facilitated by guiding questions and evidences gathered from pharmacists who had attempted the DFP. The FGDs were recorded, transcribed, and coded thematically. Results: Participants viewed the DFP as relevant to community practice but suggested aligning DFP evidence examples with community pharmacists’ responsibilities. Key themes from the FGDs included: (1) The need for clear definitions for descriptors, especially when identical evidence was used for different standards; (2) Professional education can be Domain 1 evidence when skills learned are demonstrated in the workplace; (3) Potential inclusion of education and training activities in Domain 1. (4) The need for a criteria model to assess pharmacists’ performance level in various roles and situations; (5) Clarification regarding the term "group of patients" (6) Considering back-end work as Domain 1 evidence. Conclusion: Addressing the above themes could enhance DFP integration for community pharmacists.
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Michaelis, J. "Professional Qualification of German Physicians in Medical Informatics." Methods of Information in Medicine 33, no. 03 (1994): 312–14. http://dx.doi.org/10.1055/s-0038-1635030.
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Abstract:In addition to the medical education in the Federal Republic of Germany which includes a compulsory Medical Informatics course there exists a formal program for professional qualification of physicians in Medical Informatics. After two years of clinical practice and 1.5 years of professional training at an authorized institution, a physician may receive in addition to the medical degree a “supplement Medical Informatics”. The qualification requirements are described in detail. Physicians with the additional Medical Informatics qualification perform responsible tasks in their medical domain and serve as partners for fully specialized Medical Informatics ex-’ perts in the solution of practical Medical Informatics problems. The formal qualification is available for more than 10 years, has become increasingly attractive, and is expected to grow with respect to future Medical Informatics developments.
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Tsega, Gebeyehu, Mirkuzie Woldie, Gizachew Yismaw, and Getu Degu. "Health professionals’ competence for the provision of quality primary health care in Amhara region, Ethiopia." PLOS ONE 20, no. 3 (March 4, 2025): e0315415. https://doi.org/10.1371/journal.pone.0315415.
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Background Though competent health professionals are essential for building strong and resilient health systems; there is a dearth of evidence on whether health professionals possess core competencies for providing quality primary health care in Ethiopia. Therefore, the aim of this study was to examine health professionals’ competence in the provision of quality primary health care in Amhara region, Ethiopia. Methods A mixed methods study design with pragmatic philosophical paradigm was conducted on, 846 (for quantitative) and 12 (for qualitative) selected, health professionals from June 1–July 30/2023. Health professionals’ competence was measured through six domains, adapted from the World Health Organization (WHO) global competency framework for universal health coverage. Quantitative and qualitative data were collected. Logistic regression modeling and thematic analysis were carried out. Results The response rate was 98%. As rated by themselves, only 116 (14%) health professionals were competent for all competencies. The rating for specific competency domains was slightly higher with a range of 21.7% (180) to 30.7% (255) of the professionals were competent in personal conduct and evidence informed practice domains, respectively. The qualitative findings support the competence gaps identified in health professionals’ survey. Educational status, training, taking licensure/ certificate of competence (COC) exam, training in public universities/colleges, high cumulative GPA and monthly salary above 10,000 ETB (177.84$) positively affected the rating of the competence. Conclusions The rate of health professional competence as judged by the health professionals themselves in the study area was very low. The qualitative findings also identified several competence problems. Progressive health professional development in the form of upward and in-service training, provision of licensure/COC exam, and learning in public universities/colleges positively impact professional competence. Therefore, the health and education systems together should strengthening upgrading and in-service training including CPD; licensure/COC exam; optimize the salary and strong regulation of private colleges.
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Gerber, Michael M., and Robert J. Hall. "Cognitive-Behavioral Training in Spelling for Learning Handicapped Students." Learning Disability Quarterly 12, no. 3 (August 1989): 159–71. http://dx.doi.org/10.2307/1510684.
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This paper proposes that development of effective cognitive-behavioral training (CBT) approaches in academic domains, such as spelling, requires greater appreciation of the instructional character of such interventions. Teaching in its purest form, we argue, is cognitive-behavioral training. Therefore, design of CBT interventions needs to be imbued with greater concern for trainers' (i.e., teachers') knowledge of the academic domain as well as their pedagogical expertise in finely and precisely adjusting their instructional use of language to communicate that knowledge. Learning handicapped students, more than normally achieving peers, require such expertise if they are to learn even basic skills.
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Araiz, Julcon Avanceña. "Profile and Level of Competence of Information and Communications Technology (ICT) Coordinators among Secondary Schools in the Division of Davao del Sur." JPAIR Multidisciplinary Research 32, no. 1 (July 31, 2018): 124. http://dx.doi.org/10.7719/jpair.v32i1.579.
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ICT Coordinators play a significant role in the effective delivery of education in every school. There have been many studies carried out in relation to ICT, but less has been done dealing specifically with ICT Coordinators. The study aimed to find out the Level of Competence of ICT Coordinators in the 57 Secondary Schools in the Division of Davao del Sur, Philippines. A descriptive-correlational method was used in the study. The research instrument patterned to the NICS developed by the CICT (2006) was used in the data-gathering procedure. Data were analyzed using mean, chi-square, pearson r correlation coefficient and t- test. Results showed that ICT coordinators were intermediate in Technology Operations and Concepts, Social and Ethical, and Pedagogical Domains, but basic in the Professional domain. Likewise, significant relationships were not established with regard to their gender, age, educational attainment, length of service and position. The findings suggest that ICT Coordinators need to upgrade their level of competence in the Professional Domain to become more proficient and capable in performing their duties and responsibilities through seminar-workshops related to professional growth and development, research, innovation, and collaboration. To maintain their high level of competence, a continuing high-quality training program should be provided in the entire Secondary Schools in the Division of Davao del Sur.
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Ryökkynen, Sanna, Antti Maunu, Raija Pirttimaa, and Elina K. Kontu. "Learning about Students’ Receiving Special Educational Support Experiences of Qualification, Socialization and Subjectification in Finnish Vocational Education and Training: A Narrative Approach." Education Sciences 12, no. 2 (January 19, 2022): 66. http://dx.doi.org/10.3390/educsci12020066.
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This paper airs the experiences of eighteen students with special educational needs completing their studies at a Finnish vocational institution, which has a mandate to provide intensive special support for the students. It contributes to the national and international discussion of education’s purposes and elaborates on students’ descriptions. The study frames a research question: To what extent are Biesta’s domains of good education—qualification, socialization, and subjectification—audible in the narratives of Finland’s VET special educational needs students? The paper adopts a narrative approach and uses narrative positioning analysis as a methodical tool to drill down into the themes produced in deductive content analysis. According to our analysis, subjectification and socialization were the most important domains of VET. The qualification domain of education did not appear as professional self-confidence in students’ narratives, but it served as subjectification and socialization. VET must be an inclusive process that provides all students with the opportunity to become balanced and civilized citizens and assist them in entering the world. To this end, instead of emphasizing measurable outcomes such as qualifications and employment rates, more attention should be paid on the social and subjective domains of VET.
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Almansa, Pilar, Olivia López-Martínez, Javier Corbalán, and Rosa M. Limiñana-Gras. "Thinking Styles and Creativity Preferences in Nursing." Creative Nursing 19, no. 2 (2013): 91–100. http://dx.doi.org/10.1891/1078-4535.19.2.91.
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This article describes a study using a descriptive approach of cross-sectional correlation to explore the association between thinking styles and creativity in a group of nursing professionals and students. A thinking style is a characteristic way of thinking. The hypothesis was that the most creative subjects would present thinking styles that enhance and express their creativity. De la Torre and Violant (2006) argue that creativity is not only a personal value, insofar as it recognizes and stimulates the transforming potential of the individual, but is also an educational value because it generates abilities and attitudes toward improvement. The study results show that a legislative thinking style encourages innovation and creativity and should be encouraged both during education and training and in the professional domain.
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Nadarajan, Sathia Prakash, Sumitra Ropini Karuthan, Jeevitha Rajasingam, and Karuthan Chinna. "Attitudes Toward Patient Safety among Medical Students in Malaysia." International Journal of Environmental Research and Public Health 17, no. 21 (October 22, 2020): 7721. http://dx.doi.org/10.3390/ijerph17217721.
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The biggest challenge in moving toward a safer healthcare system is patient safety culture—that is, the prevention of harm to patients. Safe medical practices can prevent doing harm to the patients. For this, healthcare professionals must have good attitudes toward patient safety. Medical education plays an important role in promoting patient safety and patient safety attitudes. A study was conducted among medical students in Malaysia to assess their perceptions toward patient safety, using the 26-items Attitudes Toward Patient Safety Questionnaire (APSQ-III). In the analysis, the average percentage of positive responses (APPR) were computed for each domain, and APPR values of ≥75 were used as an indicator of positive perception. Out of the nine domains of APSQ, the students’ attitude was positive in six—Safety Training (85.2%), Error Reporting (76.3%), Working Hours (89.5%), Error Inevitability (86.1%), Team Functioning (94.6%), and Patient Involvement (80.1%). The desired level of positive attitude was not met in Disclosure Responsibility (68.5%), Professional Incompetence (70.0%), and Safety Curriculum (71.1%). APRR for disclosure responsibility was high among the first-year students, but, generally, the effect wore off over the years of study. The results support the need to enhance perception on Disclosure Responsibility, Professional Incompetence, and Safety Curriculum among the medical students in Malaysia.
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Sheehan, Catherine, Judith E. Butler, and Cian O’Neill. "What We Don’t Know Really Will Hurt Us: Examining Trauma Awareness Knowledge, Strategies, and Training in Ireland’s Early Childhood Education and Care Profession." Education Sciences 14, no. 7 (June 28, 2024): 704. http://dx.doi.org/10.3390/educsci14070704.
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Childhood trauma can exert a negative influence in the lives of young children. Yet, while Early Childhood Education and Care (ECEC) professionals are perfectly positioned to support children exposed to such trauma, extant research reports a scarcity of bespoke trauma awareness training for the ECEC profession. The aim of the current study served to explore the trauma awareness knowledge, strategies, and training of the ECEC profession in the Republic of Ireland. A comprehensive survey instrument, comprising 45 items across 5 Thematic Domains related to trauma knowledge and training, was disseminated to ECEC professionals nationwide. With a response rate of 1053 participants, key findings revealed (i) a fragmented understanding of what constitutes childhood trauma, and (ii) a significant association between lower levels of educational attainment and trauma education (Initial Practitioner Education, p = 0.000; Continuous Professional Development, p = 0.039). Further, 95% of participants called for context-specific, trauma awareness training, substantiating the voracious appetite for this crucial cog in the ECEC learning continuum, and thus reflecting the need for urgent reform to address and support the complexities of childhood trauma in ECEC discourse.
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Gareyev, A. A. "PROFESSIONAL LANGUAGE COMPETENCE OF TECHNICAL UNIVERSITY STUDENT: CONCEPT, STRUCTURE, DEVELOPMENTAL SPECIFICS." Social’no-ekonomiceskoe upravlenie: teoria i praktika 17, no. 3 (October 5, 2021): 64–69. http://dx.doi.org/10.22213/2618-9763-2021-3-64-69.
Повний текст джерелаАнотація:
The use of competence-based approach in higher technical education demands a certain degree of precision from teachers and researchers when building a structure of a competence. This paper explores foreign language training in a technical university. It discusses the specifics of a concept of competence in the context of a technical university taking into account its qualimetric nature, the ability to measure the results of its development. Also, the concept, structure and developmental specifics of a complex, professional language competence relevant for technical universities are presented. Based on the literature review and the use of method of group expert assessment, the structure of professional language competence for a technical university student is identified. It consists of three its most significant components: communicative, cognitive and domain-specific. With that, the domain-specific component implies two individual educational trajectories which correspond to the needs of future graduates. The presented structure lays the foundation of a pedagogical model and technology developed by the author and can be used for other pedagogical solutions and experiments.
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Ahn, Jae yeong, and Kang Eun Lee. "The impact of corporate education on the affective domain learning of vocational high school students." Korean Society for the Study of Vocational Education 43, no. 2 (June 30, 2024): 51–76. http://dx.doi.org/10.37210/jver.2024.43.2.51.
Повний текст джерелаАнотація:
The purpose of this study is to provide basic data necessary for operating corporate education by analyzing the impact of corporate education on students' achievement in specialized areas of professional education by major factors, corporate education factors, and school education factors. The specific results are as follows. First, after participating in corporate training, learning orientation, self-control, value awareness, and confidence in specialized subject classes increased, but anxiety and interest had a relatively low impact. Second, as a result of analysis by major factors, industrial majors such as machinery, electricity/electronics, and information and communication showed lower scores than other majors in the overall affective domain. Third, as a result of analysis by corporate education factors, the higher the satisfaction with corporate education and the satisfaction of corporate field teachers, the higher the students' achievement in the positive areas of specialized subjects. As a result of analyzing the differences according to corporate training methods, the formal learning method was 'passing on knowledge and skills directly while performing tasks or tasks with an apprentice', 'transferring knowledge through lectures, assigning tasks to apprentices and checking periodically'. , it was found that the method of ‘letting apprentices learn textbooks or learning tools on their own and checking the learning results’ had a higher impact on achievement in the affective domain than the method of ‘working similarly to other employees’. Fourth, the results for each school education factor showed that the more visits, consultations, and participation in corporate education guidance by school teachers, the higher the achievement in the affective area.
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Akimova, Olha, Vasyl Kaplinskyi, and Mykyta Sapohov. "Features of the use of Smart technology in the training of master's students in universities of foreign countries." Педевтологія 1, no. 2 (December 21, 2023): 15–24. http://dx.doi.org/10.31652/3041-1203-2023(2)-15-24.
Повний текст джерелаАнотація:
The article delineates the distinctive characteristics of integrating Smart technologies into the education of master's students at foreign universities. It delineates the fundamental principles of scientific collaboration among European nations in the educational domain, as outlined in the Declaration on the European Higher Education Region within the overarching framework of the Bologna process. Emphasis is placed on key requirements of the Bologna Convention concerning professional training within Master's degree programmes, including the implementation of dual training cycles, fostering European cooperation at the Master's level to ensure educational quality, establishing criteria and methodologies for evaluating higher education quality, and facilitating student mobility opportunities. The Smart Education Concept is expounded upon, grounded on principles such as mobile access for digital services, fostering new knowledge creation for societal modernization, Smart guidance, and the establishment of an intelligent information environment. Specific principles of Smart education are elucidated, encompassing the utilisation of pertinent information to achieve educational outcomes, the organisation of creative, independent cognitive, research, project, and scientific activities, conducting training within an educational environment, and collaboration with employers and other stakeholders. The key features of Smart technologies in education pertinent to cultivating professional and pedagogical competence among master's students are identified, including seamlessness, accessibility, mobility, and continuous access to educational information; autonomy of educational stakeholders; utilisation of diverse motivational models for didactic interaction; assessing educational process effectiveness through competency indicators; and employing flexible approaches in organising educational activities for master's students. The structure of the educational process within the Smart environment is outlined, encompassing informational interaction among education seekers in an open model of asynchronous individual training, repositories, electronic and Smart textbooks, educational complexes, and methodological materials.
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Meyers, Raymond, Anne Pignault, and Claude Houssemand. "Competences as Seen by Teachers and Employers in an Initial Vocational Training Reform." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 271–74. http://dx.doi.org/10.18844/prosoc.v3i3.1569.
Повний текст джерелаАнотація:
Luxembourg has a dual system of initial vocational training, inspired by the German model, where training takes place alternately in enterprises as well as in schools. Since 2008, a competence-based reform of vocational training is being implemented in the upper level of secondary education in Luxembourg. Semi-structured interviews were carried out with the relevant actors to analyze their strategies and perspectives during and after the reform. It appears that one major difficulty in the implementation of the reform is the difference between schools’ and enterprises’ understanding of what competence-based training is. The majority of teaching staff disagreed with training through competences as it was considered a more difficult and less manageable approach for them than the previous knowledge-based methods. When they adopt the prescribed approach albeit reluctantly, they often attribute it a meaning which is mostly school-based, where competences are seen as skills in exercises based on books and programs and not in professional situations. Enterprises were in favor of curricula based on competences, as they are more suited to the practical work expected in the professional domain. Pupils are confronted directly with practical professional situations at the workplace, but enterprises have problems in implementing explicit, systematic and progressive modular training. Coordination between these two main actors in the training system is poor and problematic; especially with regards to collaboration within the curriculum teams that are expected to develop and update the training modules. A general fatigue with the reform has spread, even if most actors agree, at least verbally, with its general philosophy; and this at a moment when the Ministry wants to implement new changes to the law. In order to make the reform viable, a newly negotiated agreement based on the interests of the different players, especially between enterprises and schools should be achieved.Keywords: competences; vocational training; secondary education; interviews
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Turlybekov, Berdibay, Guldana Seidaliyeva, Bahytzhan Abiev, and Lazura Kazyhankyzy. "Development of professional-pedagogical competence in future English language teachers." International Journal of Innovative Research and Scientific Studies 7, no. 3 (April 8, 2024): 1009–16. http://dx.doi.org/10.53894/ijirss.v7i3.3009.
Повний текст джерелаАнотація:
The study examines the professional pedagogical competence of future English language teachers. The concept of "professional pedagogical competence" is increasingly relevant in Kazakhstan's higher education reform. It reflects teachers' pivotal role and professional qualities in achieving high-quality education and upbringing. Our literature review defines the professional pedagogical competence of future English language teachers as an integrative set of qualities that indicate their personal and socio-moral experience. It also reflects their capacity to foster motivational, cognitive, and operational aspects within their professional domain. The outcomes of their pedagogical endeavors evidence this. Our model of professional pedagogical competence for future English language teachers is a pedagogical system that includes four blocks: target, conceptual, content-procedural, and criteria-evaluative. The criteria and indicators of professional-pedagogical competence are communicative, cognitive, operational-activity, and motivational-valuable. The communicative dimension emphasizes foreign languages as a means of personal and professional communication. The cognitive dimension emphasizes skills to solve non-standard lingua-pedagogical tasks. The operational-activity dimension reflects personality, professional development, and pedagogical activities. The motivational-valuable dimension emphasizes linguistic-cognitive motivation, professional self-awareness, the need for self-realization, and self-development. Our research findings contribute significantly to the discourse on teacher education in Kazakhstan. Our comprehensive model aligns with contemporary educational needs. It serves as a valuable guidepost for educational stakeholders and offers insights that can inform policy, curriculum development, and teacher training programs. Ultimately, it advances the overarching goal of enhancing the quality and impact of English language education in Kazakhstan.
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Datta, Abhijit, Sayantika Ghosh, and Rituparna Das. "Students Perception of Educational Environment During Paraclinical Training in a Government Medical College in North-East India - A Cross-Sectional Study." Journal of Evidence Based Medicine and Healthcare 8, no. 36 (September 6, 2021): 3294–99. http://dx.doi.org/10.18410/jebmh/2021/598.
Повний текст джерелаАнотація:
BACKGROUND A warm, optimally supportive, challenging, and competitive environment is widely regarded as an essential pre-requisite for best possible learning. Students’ satisfaction on educational environment influences their learning approach and outcome. The Dundee ready educational environment measure (DREEM) is a globally accepted valid tool to assess educational environment during undergraduate medical education, in which students are scored for 50 items with a total global score of 200. This study was undertaken, as there had been paucity of relevant data from north-east India, with the aim of assessing students’ perception of their educational environment in paraclinical training during second professional MBBS course. METHODS This was a cross-sectional survey-based study conducted during the months of September and October, 2017 involving 168 second professional MBBS-students of third and fifth semesters of Government Medical College of north-east India. DREEM questionnaire was used to assess the educational environment, as perceived by the students, during paraclinical training. RESULTS This study showed that the mean global score involving all the domains was 119.58 ± 46.95, suggesting a ‘more positive than negative’ educational environment prevailing in the institute during paraclinical training. The individual domain scores for their - perception of learning was 29.90 ± 5.32, perception of teachers was 27.68 ± 4.13, academic self-perception was 18.96 ± 3.78, perception of atmosphere was 26.93 ± 6.40 and social self-perception was 16.11 ± 3.34, suggesting that the training was moving in right direction across all the domains of educational environment, though was not optimally perfect. CONCLUSIONS The present study revealed a suboptimal perception of undergraduate medical students in all the domains of educational environment in paraclinical phase. The overall educational environment during paraclinical teaching moving in a satisfactory direction though was not excellent. Social perspectives of the educational environment need to be further improved. KEYWORDS Educational Environment, DREEM Inventory, Paraclinical Training, Students’ Perception, Global Score
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Feitosa, Francisco Eteval da Silva, Sonia Barbosa Camargo Igliori, and Luc Trouche. "The Teaching Professional Knowledge Formation by an Instrumental Meta-Orchestration." PNA. Revista de Investigación en Didáctica de la Matemática 18, no. 1 (October 23, 2023): 35–56. http://dx.doi.org/10.30827/pna.v18i1.25961.
Повний текст джерелаАнотація:
This investigation explores the combination of Instrumental Meta-Orchestration (IMO) and the Lesson Study methodology (LS) in teacher training. Under the Theory of Instrumental Orchestration (IO) and the knowledge domains of Ball and colleagues, and of Koehler and Mishra, the knowledge mobilized by mathematics undergraduates from a Brazilian public university was analyzed following a research-action-training design. The results indicate the relevance of combining the IMO and the LS to foster both future teachers’ development on mathematics topics and their knowledge on preparing and implementing an IO.
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PEŠEC, MOJCA. "REGULATIONS OR CODE OF CONDUCT AND BEHAVIOUR FOR THE PROVIDERS OF EDUCATION AND TRAINING IN THE SLOVENIAN ARMED FORCES." CONTEMPORARY MILITARY CHALLENGES 2011, no. 13/4 (October 15, 2011): 67–79. http://dx.doi.org/10.33179/bsv.99.svi.11.cmc.13.4.4.
Повний текст джерелаАнотація:
In June 2009, the Slovenian Armed Forces received a Code of Military Ethics. The document contains principles, values and demands characteristic of the military pro-fession, which provide guidelines for the behaviour and conduct of SAF members and encourage the development of personal and professional characteristics to guarantee successful performance of the military profession. One of the fundamen-tal elements enabling the fulfilment of the SAF’s mission is quality education and training (ET). The providers of education and training are committed to attaining the highest possible standards of competence as well as to respecting the values which regulate interpersonal relations of ET participants. The first requirement lies in the didactic principles and the current ET concept, while the second one includes the rules of conduct for the providers of this process. ET providers have to master or, better, internalise them and act in accordance with them. The Code of Military Ethics and Code of Conduct for Public Servants which direct the conduct and behaviour of SAF employees should therefore be followed by the preparation and adoption of specific regulations or code supported by documents on human rights and general rules on professional ethics for the domain of military education and training, which is one of the most important features of providing quality preparation of enlisted persons.
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Al-Shehri, Mohamad. "A proposed vision to achieve the requirements of professional development for biology teachers of the secondary stage in light of the Kingdom's Vision 2030." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 148–66. http://dx.doi.org/10.18844/cjes.v16i1.5517.
Повний текст джерелаАнотація:
This study aimed at identifying the professional development requirements for biology teachers at the secondary stage in light of the Kingdom's vision 2030 and the degree of availability of these requirements from the viewpoint of biology teachers. The study also aimed at revealing the differences in the responses of biology teachers about the requirements of professional development according to some variables (years of experience, training Program, academic qualification). The study used the descriptive methodology and was applied to a sample of (79) teachers. The study used a questionnaire consisting of (72) items as an instrument, which was distributed on seven domains. The results showed that the degree of availability of professional development requirements for biology teachers at the secondary stage was medium. The results also showed statistically significant differences in the teachers ’responses to the degree of availability of these requirements due to the variables of training Program and years of experience, while there were no statistically significant differences due to the academic qualification variable. A suggested proposal was prepared to achieve the requirements of professional development for biology teachers.
Key words: a proposed Perception- professional development- biology teachers - the secondary stage - the Kingdom’s vision. 2030.
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Adheisat, Majdi. "The Role of Field Training in Developing Art of Teaching in Students Majoring in Early Childhood at Jordanian Universities." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 597–607. http://dx.doi.org/10.9756/int-jecse/v14i1.221073.
Повний текст джерелаАнотація:
The study aimed to identify the role field training plays in developing the art of teaching in students majoring in early childhood at Jordanian universities. The study adopted the descriptive analytical method in which a questionnaire comprising (36) items was used. The items were distributed into three domains: (academic knowledge, teaching and learning, self-development and professional responsibility). The study sample comprised (97) students majoring in early childhood education at Jordanian universities (Petra, Zarqa, King Husein, and Jordan University). Findings of the study revealed that the role field training plays in developing the art of teaching in students of early childhood at four Jordanian universities was high in the three aforementioned domains as follows: self-development and professional responsibility ranked first, teaching and learning, second, and academic knowledge, third. The findings also revealed that there were differences with statistical significance for the role of training among sample members that might be attributed to academic level, besides cumulative average variables which ranked (excellent and very good) in all fields of study in favor of seniors. The study provides a set of recommendations, the foremost of which are: to spread good practice of field training program among students of early childhood at Jordanian universities, and to pay more attention to developing the art of teaching in such students at all levels.