Дисертації з теми "Professional and specialized training"
Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Professional and specialized training.
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Professional and specialized training".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Acosta, Joanna. "Building bridges| A specialized training program for professionals in school settings to address bullying in LGBTQ youth| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523158.
Повний текст джерелаАнотація:
The purpose of this proposal was to seek funding to help The American Civil Liberties Union LGBTQ Student Rights Project provide a sensitivity training to the Los Angeles County School District school professionals who work with LGBTQ youth who are being bullied or at risk of bullying. School bullying has been a new issue identified to society. Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth are specific targets to bullying. Bullying in those who identify as LGBTQ may face life-threatening consequences such as depression and suicide. The grant writer selected The Kenneth T. and Eileen L. Norris Foundation as a funding source for the proposed project. Actual submission and/or funding of this grant were not required for successful completion of this thesis project.
2
Carvalho, José Maria Pacheco Cabral de. "Contributo para a formação profissional de jogadores de futebol-estudo em clubes da Associação de Futebol do Porto da I e II ligas de futebol profissional." Master's thesis, Instituições portuguesas -- UP-Universidade do Porto -- -Faculdade de Ciências do Desporto e de Educação Física, 2002. http://dited.bn.pt:80/29536.
Повний текст джерела
3
Герлянд, Т. М. "Теоретичні і методичні основи загальноосвітньої підготовки майбутніх кваліфікованих робітників аграрного профілю". Thesis, Компринт, 2021. http://lib.iitta.gov.ua/726888/1/aref_Gerliand.pdf.
Повний текст джерелаАнотація:
У дисертації досліджено теоретичні і методичні основи загальноосвітньої підготовки майбутніх кваліфікованих робітників аграрного профілю. Обґрунтовано характеристику категоріально-поняттєвого поля дослідження, досліджено суть їхньої підготовки, проаналізовано стан, обґрунтовано концепцію і методологічні підходи до її здійснення. Спроєктовано модель педагогічної системизагальноосвітньої підготовки майбутніх кваліфікованих робітників аграрного профілю та визначено критерії, показники і рівн і сформованості загальноосвітньої компетентності особистості учня. Узагальнено експериментальні дані, які доводять правомірність висновків щодо результативності впровадженої педагогічної системи, що ґрунтується на теоретичних і методичних основах загальноосвітньої підготовки, спрямованої на вдосконалення, самовдосконалення і саморозвиток майбутніх кваліфікованих робітників аграрного профілю, їхніх навчальних знань, умінь, професійно важливих якостей.Результати дослідження впроваджено у практику роботи закладів професійної (професійно-технічної) освіти, які здійснюють загальноосвітню підготовку майбутніх кваліфікованих робітників аграрного профілюThe dissertation is devoted to theoretical and methodical bases of general educational preparation of future skilled workers of an agrarian profile. The scientific novelty of the obtained results lies in the fact that for the first time the author's concept of general education of future skilled agricultural workers in VET schools is theoretically substantiated and developed. The concept is based on the provisions of leading methodological approaches, general and specific principles, scientifically sound selection of content, forms, methods, innovative technologies, which will increase the level of formation of general competence of future skilled agricultural workers. The pedagogical conditions of general education are substantiated. The first pedagogical condition – formation of po sitive motivation of future skilled agricultural workers on achievement of success in educational activity – encourages them to choose a constructive way to obtain educational information on the basis of cooperation and mutual understanding with the teacher. The second pedagogical condition – professional orientation of the content of general education subjects – is carried out through the professional orientation of the content of general disciplines, which determines the dialectic of interaction of holist ic development of the individual and his special, professional. The third pedagogical condition – pedagogical integration of the educational process – provides an opportunity to qualitatively change the process of general educa tion, allows teachers of general disciplines to carry out creative work, helps to improve, accumulate and develop integrated own pedagogical findings, as well as to form students' general competence with a large amount of information, to realize creative opportunities, increase the share of independent work of students, increase the pace of the lesson and its learning effect. The fourth pedagogical condition – the use of innovative pedagogical learning technologies in mastering general education subjects b y applicants for education – helps to attract future skilled workers to actively interact with each other, the ability to work in groups and subgroups, thereby contributing to the formation of their positive attitude to learning and striving for high results. The author's model of pedagogical system of general education of future skilled workers of agrarian profile is developed. Such a model contains target, methodological, semantic, activity, effective blocks that reveal the component structure of general education, systematic and p urposeful nature this process in VET schools of agricultural profile
4
Аніщенко, Олена Валеріївна. "Проблема наукової організації праці учнів загальноосвітньої і професійної школи в історії розвитку педагогічної науки і практики в Україні (кінець ХІХ – ХХ століття)". Thesis, Друкарня НПУ ім. М.П. Драгоманова, 2009. http://lib.iitta.gov.ua/6034/1/%D0%90%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84_%D0%90%D0%BD%D1%96%D1%89%D0%B5%D0%BD%D0%BA%D0%BE_%D0%9E.%D0%92..pdf.
Повний текст джерелаАнотація:
Дисертація на здобуття наукового ступеня доктора педагогічних наук із спеціальності 13.00.01 – загальна педагогіка та історія педагогіки. – Інститут педагогічної освіти і освіти дорослих АПН України, Київ, 2009. У дисертації висвітлено історію розвитку наукової організації праці (НОП) учнів загальноосвітньої і професійної школи в Україні наприкінці ХІХ – упродовж ХХ століття; схарактеризовано стан дослідженості обраної теми у педагогічній теорії; розкрито сутність ключових понять, зміст і структуру наукової організації праці учнів з позицій міждисциплінарного підходу; теоретично обґрунтовано періодизацію розвитку наукової організації праці учнів у загальноосвітній і професійній школі в Україні; розкрито особливості НОП школярів у контексті педологічних досліджень; виявлено тенденції розвитку наукової організації праці школярів, а також учнів у системах підготовки кваліфікованих робітників; проаналізовано основні напрями та організаційні форми професійно-педагогічної підготовки педагогів до організації праці учнів на наукових засадах; висвітлено особливості професійно-педагогічної компетентності вчителів з наукової організації праці учнів в умовах інформаційно-технологічного розвитку суспільства; здійснено прогностичне обґрунтування реалізації міждисциплінарного підходу у галузі організації праці учнів загальноосвітньої і професійної школи на наукових засадахThe thesis for a Doctorate Degree in Pedagogical Studies. Speciality 13.00.01 – General Pedagogy and the History of Pedagogy. – The Institute of Pedagogical Education and Adult Education at the Academy of Pedagogical Sciences of Ukraine, Kyiv, 2009. The dissertation deals with the historical development of pupils’ scientific labour management (SLM) in secondary and vocational schools in Ukraine at the end of the XIX – during the XX century; the extent to which the chosen theme has been investigated in pedagogical theory has been characterized; the meaning of the key concepts, the contents and the structure of the pupils’ scientific labour management have been revealed from the position of multidisciplinary approach; the periodization of pupils’ scientific labour management development in secondary and vocational schools in Ukraine has been grounded theoretically; the peculiarities of pupils’ SLM have been cleared in the context of pedological researches; the new tendencies in the development of pupils’ labour management in the systems of qualified workers’ training have been brought to light; the main directions and organization forms of teachers’ professional training for scientific labour management have been analysed; the peculiarities of teachers’ professional competence in pupils’ scientific labour management in the conditions of informational and technological society development have been enlightened; the prognostic grounding of multidisciplinary approach in the field of pupils’ SLM in secondary and vocational schools has been determined
Диссертация на соискание ученой степени доктора педагогических наук по специальности 13.00.01 – общая педагогика и история педагогики. – Институт педагогического образования и образования взрослых АПН Украины, Киев, 2009. В диссертации воссоздана история развития научной организации труда (НОТ) учащихся общеобразовательной и профессиональной школы в Украине в конце ХІХ – на протяжении ХХ века. Проанализировано состояние исследованности избранной темы в педагогической теории на основе изучения архивных источников, научно-методических, историко-педагогических, психологических, философских материалов, отчетной документации разных учреждений и административных лиц, а также результатов диссертационных исследований, содержания периодических изданий, в которых освещается названная проблема. Раскрыта сущность ключевых понятий, содержание и структура научной организации труда учащихся общеобразовательной и профессиональной школы на основе междисциплинарного подхода. Обоснование структуры НОТ учащихся осуществлено в контексте взаимосвязи всех ее составляющих (педагогической, психологической, социальной, экономической, организационно-управленческой и пространственно-предметной). С учетом социально-экономических, общественно-политических событий в Украине, а также специфических целей, задач и функций, некоторых зарубежных тенденций в области научной организации труда раскрыты особенности организации труда учащихся на разных этапах развития общеобразовательной и профессиональной школы. Разработана периодизация развития научной организации труда школьников и учащихся профессиональной школы в Украине и осуществлено ее теоретическое обоснование. Выявлены тенденции развития научной организации труда учащихся в общеобразовательных учебных заведениях, а также в учебных заведениях начального профессионального и профессионально-технического образования. Разработана хронологическая таблица документов, в которой систематизированы основные события и факты из истории развития научной организации труда учащихся общеобразовательной и профессиональной школы исследуемого периода. Проанализированы основные направления и организационные формы профессионально-педагогической подготовки педагогов к организации труда учащихся на научной основе. Определены особенности профессионально-педагогической компетентности учителей в области научной организации труда учащихся в условиях информационно-технологического развития общества. Осуществлено прогностическое обоснование реализации междисциплинарного подхода в области научной организации труда учащихся общеобразовательной и профессиональной школы. Определены перспективы дальнейших научных исследований проблемы содержания и структуры научной организации труда субъектов педагогической деятельности
5
Каспрік, Наталія Миколаївна. "Психологічні засоби профілактики наркотичної залежності учнів професійно-технічних навчальних закладів". Thesis, Видавництво Національної академії ДПСУ, 2012. http://lib.iitta.gov.ua/710609/2/%D0%B0%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84%D0%B5%D1%80%D0%B0%D1%82_%D0%A1%D0%B8%D1%81%D0%BA%D0%BE.pdf.
Повний текст джерелаАнотація:
Дисертація на здобуття наукового ступеня кандидата психологічних наук за спеціальністю 19.00.07 – «Педагогічна та вікова психологія» – Національна академія Державної прикордонної служби України імені Богдана Хмельницького. – Хмельницький, 2012.
У дисертації досліджується проблема профілактики наркотичної залежності учнів професійно-технічних навчальних закладів.
Проаналізовано соціальні та психологічні аспекти проблеми профілактики наркотизації учнівської молоді, індивідуально-психологічні особливості учнів професійно-технічних навчальних закладів, схильних до вживання наркотичних речовин, обґрунтовано особистісний підхід до проблеми розробки психологічних засобів профілактики наркотичної залежності учнів закладів профтехосвіти. Здійснено емпіричне дослідження індивідуально-психологічних особливостей учнів професійно-технічних навчальних закладів, схильних до вживання наркотичних речовин. Розроблено систему психологічних засобів профілактики наркотичної залежності учнів професійно-технічних навчальних закладів, експериментально перевірено її ефективність. Обґрунтовано методичні рекомендації для практичних психологів і соціальних педагогів щодо проведення профілактичної роботи із запобігання вживання наркотичних речовин учнями професійно-технічних навчальних закладів.Thesis on the obtaining of scientific degree candidate of psychological sciences for speciality 19.00.07 – «Pedagogical and age psychology» – The National Academy of the State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi. – Khmelnytskyi, 2012. The problem of prophylaxis of drug addiction of vocational school students has been examined in the thesis. The social and psychological aspects of problem of prophylaxis of drug addiction of students have been analyzed; also individually psychological features of vocational school students inclined to drug consumption have been described. The personality approach to the problem of development psychological facilities of prophylaxis of drug addiction of vocational school students has been substantiated. The empiric research of individually psychological features of vocational school students inclined drug consumption has been carried out. The system of psychological facilities of prophylaxis of addiction of vocational school students has been worked out and its efficiency has been experimentally verified. The methodical recommendations for practical psychologists and social pedagogues concerning realization of prophylactic work with regard to prevention of the drug consumption by vocational school students have been given.
Диссертация на соискание ученой степени кандидата психологических наук по специальности 19.00.07 – «Педагогическая и возрастная психология». – Национальная академия Государственной пограничной службы Украины имени Богдана Хмельницкого. – Хмельницкий, 2012. В диссертации исследуется проблема профилактики наркотической зависимости учащихся профессионально-технических учебных заведений. Проанализировано социальные и психологические аспекты проблемы профилактики наркотизации ученической молодежи, индивидуально-психологические особенности учащихся профессионально-технических учебных заведений, склонных к употреблению наркотических веществ, обоснован личностный подход к проблеме разработки психологических средств профилактики наркотической зависимости учащихся учреждений профтехобразования. Выполнено эмпирическое исследование индивидуально-психологических особенностей учащихся профессионально-технических учебных заведений, склонных к употреблению наркотических веществ. Разработано систему психологических средств профилактики наркотической зависимости учащихся профессионально-технических учебных заведений, экспериментально проверено ёё эффективность. Обосновано методические рекомендации для практических психологов и социальных педагогов по проведению профилактической работы по предупреждению наркотической зависимости учащихся профессионально-технических учебных заведений.
6
Туташинський, Василь Іванович. "Організаційно-педагогічні умови професійної орієнтації учнів у процесі профільного навчання з технологій". Thesis, Видавництво "Науковий світ", 2012. http://lib.iitta.gov.ua/715165/1/%D0%90%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84%D0%B5%D1%80%D0%B0%D1%82%20%D0%92.%D0%86.%20%D0%A2%D1%83%D1%82%D0%B0%D1%88%D0%B8%D0%BD%D1%81%D1%8C%D0%BA%D0%BE%D0%B3%D0%BE%20.doc.pdf.
Повний текст джерелаАнотація:
Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.02 – Теорія та методика навчання технологій. – Інститут педагогіки НАПН України. – Київ, 2012.
У дисертації обґрунтовано умови професійної орієнтації учнів у процесі профільного навчання за технологічним напрямом.
Здійснено системний аналіз розвитку професійної орієнтації, висвітлено передумови, соціально-економічні, психолого-педагогічні та медико-фізіологічні чинники професійного самовизначення особистості, визначено закономірності та сучасні тенденції в професійній орієнтації учнів.
Доведено, що система професійної орієнтації в Україні є функціонально неповною. Встановлено, що в загальноосвітніх навчальних закладах України організаційно і методично не забезпечується проведення професійного добору. Розкрито педагогічну технологію професійного добору та обґрунтовано необхідність його запровадження під час комплектування груп для профільного навчання з технологій. Підготовлено пропозиції та рекомендації щодо удосконалення нормативно-правової бази, змісту і педагогічних технологій професійної орієнтації учнів.
Визначено сукупність організаційно-педагогічних умов професійної орієнтації учнів, розроблено та експериментально перевірено модель профорієнтаційної роботи у процесі профільного навчання з технологій.The thesis for a Candidate Degree in Pedagogical Sciences in speciality 13.00.02 – Theory and Metods of Teaching Technology. – Instutute of Pedagogics NAPS in Ukraine. – Kyiv, 2012. The thesis is devoted to the problems of creating conditions for students` professional orientation in the process of school education for technological direction. Systemic analysis of the vocational guidance development is created, covered backgrounds, social-economic, psycological, pedagogical and medico physiological factors of professional self identitu, defined patterns and tendencies in modern professional students’ orientation. It is also put into scientific use new and Little-known sources that expand scientific knowledge about the development of professional orientation in Ukraine. It is proved that system of professional orientation in Ukraine is functional incomplete. It is established that in educational institutions of Ukraine the organization of professional selection is not provided both organizationally and methodologiically. It is specified the definition of “professional selection” and grouneded the nessesity of installation of professionl selection while gathering the groups for profile teaching of technology. It is determsned the objective and subjective factors which influence on efficiency of professional orientation of pupils. It is prepared the propositions and recommendations about improvement of normative-law base, content and psychological-pedagogical tehnologies of professional orientation of pupils. It is the defined totality of organizational-pedagogical conditions of implementation of experimentalmodel of professional orientation of pupils in thе process of profile teaching of technology and experimentally checked the efficiency of professional orientation methodic in the process of profile technology education.
7
Black, Gail. "Computer Assisted Psychomotor Training in a Specialized Population." NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/92.
Повний текст джерелаАнотація:
Computer assisted psychomotor training is recognized as an appropriate tool in motor skill acquisition in adults with and without physical limitations. In specialized populations of individuals with physical deficits such as Parkinson's disease, previous researchers have examined the application of computer assisted training during upper extremity psychomotor skill acquisition. Presently, there is a lack of controlled studies regarding computerized functional psychomotor task training in persons with Parkinson's disease. The specific purpose of this study is to test the efficacy of a computerized functional balance training protocol in a specialized population of individuals with Parkinson's disease. Experimental group subjects practiced functional balance activities with computer generated visual cues and feedback utilizing the Balance Master SystemTM (BMS). This computerized system integrates visual cues and visual feedback into graded psychomotor training protocols. The BMS has been used to evaluate persons with PD, but as yet, has not been tested in controlled training studies.
The performance of the experimental group was compared to a control group receiving training under non-visually cued, non-computerized conditions. All subjects' functional status was assessed pre and post training utilizing the Timed Up and Go (TUG) test and Functional Reach Test (FRT). Both of these measures quantify an individual's ability to adapt their movement patterns and perform functional activities. Post-testing occurred following the completion of ten training sessions and at four weeks. The experimental group showed improvements in their TUG scores over the three testing intervals as compared to the control group (F(1,18) = 32.86, p = .000). The experimental group subjects demonstrated a trend towards improvement in TUG scores while the control group demonstrated a trend towards baseline levels by post test two. The experimental group did display improvements in FR scores compared to the control group, but these trends were found to be insignificant (F(1,18) = 3.46, p = .079). Subjects that practiced under computerized, externally cued conditions displayed persistent improvements in functional activity (TUG measurement) over time as compared to control group subjects.
8
Gentile, Sonia. "Specialized worker training related to child sexual abuse custodyaccess investigations." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30779.
Повний текст джерелаАнотація:
In this paper the researcher discusses the importance of specialized training for workers in child welfare who are responding to allegations of child sexual abuse in the context of custody/access disputes. The researcher has implemented an experimental design involving two matched groups of staff, equally sized, from an Ontario child welfare agency. Participants were requested to complete a pre-test and post-test which measured the priority assigned to a set of fictitious scenarios developed for the project. A training session was offered to the experimental group prior to the post-test.The outcome data suggests that the training affected the coding which members of the experimental group applied to scenarios. The experimental group tended to consider dynamics related to the issue of custody/access when assessing the priority of response time given to a referral. The control group evidenced no consideration of such dynamics.
The researcher has included a number of recommendations within the analysis section so that future applications of similar studies may be improved. The conclusion of this study clearly states that adequate worker training is essential in order that objective, reliable, and competent service is available to child welfare clients.
9
Bostock, John Raymond. "Conceptualising teacher education in professional training." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/313187/.
Повний текст джерелаАнотація:
This thesis examines the education of people who are employed as educators in certain professional settings. It considers how such education has changed in response to academic accreditation increasingly being demanded in professional locations. Yet, the preparation of in-service trainee teachers is depicted as still being concerned with enabling compliance with prescriptive, professional guidelines that temper educational aspirations. This is shown to have implications for how professional identity is understood for the teacher educators and for the trainee teachers. This topic is considered primarily through the perspective of the author’s own recent professional engagement in police training, with some historical reference to other areas of professional training in which he has been engaged. By considering his own practice, the author conveys the educational challenges being encountered more generally as preparing those for work in professional training is recast as teacher education. A central theme is concerned with how the challenges relate to professional concepts of ‘teacher’ mediated through language associated with respective professions. The thesis considers how these restrictive definitions introduce uncertainty in relation to how professional identity is experienced by professional trainers, especially the police, when engaged in teacher education. The principal focus of this thesis, therefore, concerns not only the notions of professional teacher or trainer perceived by those who have undertaken teacher education, but also an analytical investigation into the responses made by trainee teachers in relation to the qualification content and the training experience.
10
Plimmer, Frances Anne Sterry. "Professional education and training of valuers." Thesis, University of South Wales, 1999. https://pure.southwales.ac.uk/en/studentthesis/professional-education-and-training-of-valuers(f285c692-3425-4d04-8d70-151e0f7d8db0).html.
Повний текст джерелаАнотація:
This document entitled Professional Education and Training of Valuers is submitted for the award of Doctor of Philosophy by publication and comprises an overview based on twenty publications by the candidate and the research which underpins those publications. The publications are presented within the themes of property taxation, the mutual recognition of professional qualifications and the teaching of valuation. The development of the research from the earlier work which led to an MPhil award is clearly identified. The reflective overview is divided into five sections. Section one introduces the work and analyses the publications. Section two describes and critically examines the research methodology which underpins the publications and the research from which they emerged. Section three demonstrates the co-herence of the submission, while identifying the key issues within the publications. Section four identifies the specific contributions to knowledge which the candidate has made and describes how the research will be developed in the future; and section five provides a brief closing statement.
11
Whiting, Denise. "Conceptions of professional ethics and professional codes in education." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/5f483e2f-9631-4ec6-82f9-ce7e21a43721.
Повний текст джерела
12
Ellefson, Bryan A., and University of Lethbridge Faculty of Education. "Teacher-directed professional development." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.
Повний текст джерелаАнотація:
This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various authorties in this professional development activity: the voice of leadership, the voice of the collective, the voice of external influences, and the voice of the individual participant. As a professional development activity, this studyindicates that, for the participating teachers, self-directed professional development created conditions conducive to change. Although the voices of professional development authority are incomplete and contradictory, this study provides a view of the landscape of teacher change and growth that is shaped by professional development guidelines concerning function, governance, cultural milieu, leadership, and reflection. These conclusions suggest ways for researchers, administrators, teacher leaders and teachers.to enhance professional development.174 leaves ; 29 cm.
13
Chan, Yiu-kwan, and 陳耀坤. "A study of specialized social work practice and related training needsin Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31247775.
Повний текст джерела
14
Gibson, Jerry D. "Training Needs Of Area Specialized Extension Agents in the North Carolina Extension Service." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/37548.
Повний текст джерелаАнотація:
The study determined the level of agreement between ASEAs and their administrators and subject-matter specialists as to the competency areas considered most important to the effectiveness of the agents. The study also determined the specific items within the competency areas that ASEAs would like to have included in their in-service training. Selected demographic characteristics were collected to determine characteristics such as agents' age, race, gender, level of education, and years of experience.
The population for this study consisted of 66 ASEAs, 49 administrators, and 18 subject-matter specialists employed by the North Carolina Cooperative Extension Service. Data were collected by mailing the questionnaire accompanied by a letter from the director of the North Carolina Cooperative Extension Service announcing the study and providing details on its nature, use of the data, and instructions for completing the questionnaire.
The data were analyzed using the Statistical Package for the Social Sciences (SPSS-X). Frequencies and means were used to describe the research objectives. Demographics were surveyed using an instrument developed for that purpose by the researcher.
Major findings included several items. In terms of importance, ASEAs, administrators, and specialists rated program planning highest. In rating the need for training, ASEAs, administrators, and specialists also rated program planning highest. Specific items in the program planning competency area that were rated important, 3.0 on a 4.0 scale, were the role of area agents, involving lay people, long-term program development, area agent programming, developing programs, and evaluation. The only important differences among groups--ASEAs, administrators, and specialists-~regarding specific items were in their ratings of the need for training of the items of history, philosophy, University USDA-partner, and county responsibilities in the general competency area of organization and administration. An important differences among groups was also observed in ratings of need for training in the program planning competency area for the specific item program planning. No other important differences were found. The majority of ASEAs held master's degrees. Over 50% of ASEAs had a tenure as ASEA of 5 years or less, and over 50% had a tenure with the Extension Service of 6 years or less. The majority of ASEAs were male; only 18% were female. The majority of ASEAs were Caucasian; only 5% were minorities. From the data gathered in this study, a proposed Area Specialized Extension Agent Development Institute was developed.Ed. D.
15
Blood, Kenneth J. "Professional Development of Novice Athletic Training Faculty." University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1624362340743421.
Повний текст джерела
16
Adamietz, Daniel James. "Assessing Critical Thinking Skills of Athletic Training Professional and Post-Professional Students." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27246.
Повний текст джерелаАнотація:
Critical thinking (CT) can be described as using resources, identifying assumptions, asking questions, comparing alternatives, and finally coming to a conclusion. Critical thinking can be used in daily life, general work, or in specialty situations and is a valuable skill in health professions. Athletic training integrates CT into evaluations, treatments, rehabilitation programs, and other activities. Critical thinking is needed in the profession of athletic training to increase accuracy of diagnosis and evaluation and to improve patient outcomes. The purpose of this study was to establish CT baseline scores for athletic training professional and post-professional students. Results revealed that the post-professional students in this sample scored higher on the Health Science Reasoning Test than professional students.
17
Chan, Yiu-kwan. "A study of specialized social work practice and related training needs in Hong Kong /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341630.
Повний текст джерела
18
Chauke, R. F. "Management training for professional leaders : myth or reality." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/44455.
Повний текст джерелаАнотація:
“Attainment of competency in management and leadership is no longer an optional extra for doctors” (Clark & Armit, 2008).
Is management training recognised as necessary and important by professionals who ascend into leadership positions? Are professionals prepared to undertake management training or are their professional qualifications adequate to allow them to be effective managers as leaders? There are three concepts involved here, namely
Management training.
Professionals.
Leadership.
The aim of the study was therefore to gain an in depth understanding of whether or not professional leaders need to be managerially trained. The study also attempted to establish the type/aspects of management training that the leaders should be trained in, and whether other factors such as experience influence the need for management training. Ultimately, the success or failure of management training for professional leaders needs to be assessed against the performance of their organisations and the self.
An in depth literature review of the concepts of the research was conducted. The Chief Executive Officers of various tertiary/central academic hospitals were selected to be interviewed for this qualitative study by means of the purposive, quota sampling technique. In depth semi-structured interviews were held with seven academic hospital CEOs, with interviews lasting on average 1 hour 36 minutes (see Appendix B). The CEOs were also requested to complete the long Minnesota Satisfaction Questionnaire. The information received was analysed using a mixture of content, constant comparative, phenomenological, narrative, and discourse analysis.
The key findings revealed that management training was necessary as an entity and should be attained regardless of professional training, leadership, or management experience. It was also noted, interestingly, that although the CEOs person-organisation fit was a high 71% and turnover intent a low 14%, job satisfaction was only average in the region of 60%. The sample number was too small to make meaningful conclusions. It is hoped that the findings of this
iii
study will stir the need to include management training in the curriculum of professional trainings.Dissertation (MBA)--University of Pretoria, 2014.
zkgibs2015
Gordon Institute of Business Science (GIBS)
Unrestricted
19
Hibberd, R. E. "Evaluation of computer-based training for professional engineers." Thesis, Cranfield University, 2001. http://dspace.lib.cranfield.ac.uk/handle/1826/11425.
Повний текст джерелаАнотація:
The purpose of this research was to develop a novel framework for the evaluation of
computer-based training (CBT) programmes used by employees of industrial
organisation. Whilst there is increasing demand for training within industrial
organisations, appropriate models for the evaluation of CBT programmes appeared to be
absent. The literature review indicated that there are many models of CBT programme
evaluation that can provide data about a programme’s effectiveness. However none of
these models addressed the contextual factors that could affect a programme’s operation
or effectiveness. These models would indicate to the designer of the CBT programme
whether or not a particular programme was effective but not why. This research aimed
to rectify this situation by producing a model of evaluation that would assist designers
of CBT programmes understand the influence of contextual factors on their designs. In
order to achieve this it was necessary to gain an understanding of the factors that would
affect the attainment of appropriate training outcomes. It was also necessary to
understand those variables that would influence the use of CBT programmes within
industrial organisations. The former objective was achieved through an analysis of the
existing literature on learning, the latter through investigation of the criteria used by
employees of industrial organisations to evaluate CBT programmes. In the case of this
research, 47 employees of 9 industrial organisations were asked to evaluate a specific
CBT programme. Evaluative verbal utterances about a CBT programme were elicited
from participants using a methodology that involved the use of concurrent verbal
protocols supplemented by a series of specific questions on particular design features of
the CBT programme. The research strategy that was adopted arose in response to a need
to minims the time demands placed on participants, all of whom were employees of
industrial organisations. The results of this analysis allowed the development of a
descriptive model that identified the contextual factors that affected the perceived
effectiveness of CBT programmes. Further models of evaluation were also produced. A
normative model that described the cognitive and motivational factors that were
believed to be present during the usage of different CBT programmes. The descriptive
and normative models were combined to provide a normative model for the evaluation
of CBT programmes used in industrial organisations. The limitations of this model and
the research methods employed are also discussed.
20
Razo, Demesia. "An Exploration of Professional Training and Professional Practice: Title IX Administrators and Meaning Making." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609115/.
Повний текст джерелаАнотація:
Federal law requires institutions to designate campus-based administrators to oversee Title IX processes and investigations, but little is known about how these have been professionally prepared for their roles. The purpose of this study was to understand the professional preparation, educational experiences, and professional training of Title IX administrators and to understand their independence in decision-making in those roles. This study utilized qualitative content analysis and a social constructionist approach to analyze data generated from interviews and document analysis. Sixteen current and former Title IX administrators (investigators, deputy coordinators, coordinators) provided their perspectives on their professional training and development. Using frameworks of work/professional socialization and professions theory, findings illustrated complex systems for knowledge acquisition, professional preparation, and professional socialization based on factors including resources, institutional context, and role prioritization. Participants' formal education, formative experiences, position-specific training, and professional organizations training all served as preparation for their roles. Discussion focused on implications for graduate programs, training and trainers, institutions and supervisors, the field of higher education, and current Title IX practitioners regarding professional preparation for these roles.
21
Graham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.
Повний текст джерелаАнотація:
Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high expectations are universally held negates belief that expectations should be part of the professional conversations in which educators engage and precludes the topic from being included in the professional development programs in which school staffs are engaged.
My review of literature includes learning from the other social sciences on beliefs, cultural assumptions, and expectations. This dissertation examines the development of negative stereotypes and manifestations of those stereotypes in the educational experiences, past and present of African Americans, as representatives of those segments of the population who have historically been under-served by education.
The results of the survey conducted as part of this study indicate that expectations are rarely included in professional development programs. Additionally, the results demonstrate a lack of consistency among districts in approaching similar challenges. Finally, a model developed to increase the effectiveness of professional development is proposed.
22
Cipolloni, Ambar J. "A Study of Changes in Montessori Early Childhood Teachers as a Result of Specialized Training." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/91.
Повний текст джерелаАнотація:
This qualitative study explored the changes in the practice of early childhood education (ECE) teachers in a specific Montessori program after a series of trainings. This study’s purpose was to compare the teacher practices in a Montessori preschool program before and after specific pedagogical training. The ECE teachers were trained in a four-week series of didactic sessions on Montessori philosophy and pedagogy. On week days the teachers were mentored by observation, direct feedback, and guidance of practice. Classes met 15 hours per week for a total of 60 contact hours. Prior to the beginning of the training classes a baseline of each teacher was established according to the qualities identified for the study. These qualities included the teacher’s subjective view of young children, their perception of their teaching role, and their performance with children. Following the end of the training period this process was repeated and any changes were reviewed and described. The information for this review was collected by interview, ongoing documented observation, personal narratives, and personal journals. Results of the study supported that specific Montessori training impacted the participant/teachers’ subjective view of young children, the perception of their teaching role, and their performance with children. As compared to the beginning of the study, after the four weeks of training the participant/teachers recognized a more constructivist view of how young children learn; they expressed a more reflective perception of their teaching role; and engaged in more responsive, facilitative, and less interruptive performance with children. Conclusions of the study were that providing Montessori pedagogical and philosophical training can improve the qualitative relationships of teachers with young children.
23
Sharp, Sara J. "Standardized Professional Development Content Validation for Educators." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646183.
Повний текст джерелаАнотація:
Educators in a low socioeconomic urban school district have been concerned with the quality of professional development (PD) training provided by the district. This issue affects students, parents, and teachers. Guided by the educational philosophy of inquiry and community, which hold that empowering teachers with validated PD could improve teacher pedagogy and perhaps academic outcomes, this project study examined (a) what benefits a standardized professional development content validation program for the 21st century can provide and, (b) what standardized professional development content validation for the 21st century looks like. A sequential exploratory mixed-methods design was used on a purposive sample of 8 teachers, who participated in semistructured, open-ended interviews. A quantitative questionnaire collected perceptions of teachers at the school. Interview data were analyzed via an inductive analysis approach, and survey data were analyzed via descriptive statistics. The findings of this sequential mixed methods research revealed that the content of PD activities often lacked structured validation for teachers to master important skills in their content area, new skills were undiscovered, and their pedagogy was underdeveloped. The outcome was a 3-day workshop designed to provide PD content validation for educators in 1 district in Washington State. Positive social change implications include teachers who can engage students in an informed, confident, professional manner, and increased teacher satisfaction at the research site as well as in other rural schools. Implementing this workshop will provide useful knowledge for policymakers, educators, and other researchers who are looking for a clearer definition of PD content for the 21st century.
24
Kjelgaard, Peggy Anne. "Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278553/.
Повний текст джерелаАнотація:
In 1992, the state of Texas awarded a number of inducement grants to collaboratives of universities, schools, and service centers to develop field-based professional development schools (PDSs) and provide preservice and inservice teachers with extensive professional development. This study investigated the design and effects of the professional development models in these Texas Centers for Professional Development and Technology (CPDTs). This study used qualitative data collection and analysis procedures. Raw data were collected in the form of individual interviews, focus group interviews, documentation, and fieldnotes. Forty-six interviews were completed involving a total of 83 respondents representing all partnering entities: university representatives, school representatives, education service center representatives, and policymakers. Documentation included annual and quarterly reports, grant applications, and program approval requests. Fieldnotes included observational data from site visits. Data analysis was an iterative process using a constant comparative analysis of coded categories emerging fromtranscribed data. This comparison examined: the vision of professional development as perceived by the respondents, the enactment of professional development as experienced by the respondents, and the effects that the CPDT initiative had on professional development as perceived by the respondents. This study revealed 18 themes that were common across all eight Texas CPDTs. The themes revealed patterns of vision which included: developing a common ground, breaking barriers, evolving visions, and partnership tradeoffs. Patterns of enactment included formal and informal professional development opportunities. Patterns of effects included: empowerment of teachers, updating of university faculty on public school issues, better prepared classroom-ready interns, and more attention for K-12 students. Another pattern of effect included the distraction of "technology toys" and the difficulty keeping pace with new technologies. The study provided strong evidence that relationship building processes are crucial for building a sustained learning situation for a community of learners. The themes also provided information regarding the demands of institutionalizing and reculturing required to sustain the Professional Development School model.
25
Owen, Adam. "Contemporary Training Methods in Elite Professional Soccer : the use of small-sided training games." Thesis, Lyon 1, 2014. http://www.theses.fr/2014LYO10035.
Повний текст джерелаАнотація:
L'intégration de jeux réduits au cours des séances d'entrainements de football assure la possibilité d'optimiser le contact avec les joueurs, d'augmenter l'efficacité des exercices et de réduire la durée totale d'entraînement grâce aux caractéristiques multi-factorielles de ces type d'efforts tactique, technique et physique (Dellal et al., 2008; Owen et al., 2004). Les jeux réduits ont été démontré comme des outils intéressant de motivation intrinsèque comparativement à un autre type d'entrainement générique ou d'autres formes d'exercices (course continue, interval-training) à charge de travail équivalente (Hill-Haas et al., 2009). Cette méthode d'entrainement est particulièrement bénéfique pour les joueurs de haut niveau qui ont un temps d'entrainement limité et ayant un grand nombre de période intenses. En partant de ces constats, l'objectif de cette thèse est d'apporter une revue de littérature complète sur l'utilisation des jeux réduits afin de cibler précisément leurs impacts physique, physiologique, technique et tactique sur des joueurs d'un niveau professionnel. Après avoir démontré et relevé l'importance du développement de la composante « technico-physique » à haut niveau, le premier objectif de cette thèse consiste à comparer s'il existe des différences technique, physique et physiologique selon les variations de surfaces de jeux utilisées (ARTICLE I). Après avoir comparé qu'il y avait bien des ressemblances mais également de forte différence selon les ratios par joueur utilisé (en mètre carré par joueur), nous avons analysé les différences tactique, physiques et techniques exactes lors de jeux à surfaces très réduites, moyennement réduites et des jeux à dimensions proche des conditions de matchs (SSGs vs. MSGs vs. LSGs, ARTICLE II). Les résultats de ces deux protocoles expérimentaux ont permis de fournir une trame permettant de mieux appréhender l'intégration des jeux réduits au sein de l'entraînement en la considérant comme un outil « intégré » de travail athlétique, notamment chez le footballeur professionnel. L'ARTICLE III a testé les effets de l'utilisation de SSG en démontrant qu'il est un outil de développement des performances athlétiques. En conclusion, bien que l'intérêt de l'utilisation des jeux réduits comme une forme de travail développant les qualités technicotactico- athlétiques » ait bien été démontré au sein de ce travail de thèse, l'auteur souligne le fait que les coaches doivent être très attentif dans la préparation, l'organisation, la planification et la mise en place des jeux réduits afin d'obtenir les résultats souhaités en relation avec les besoins du football moderneIntegrating the use of SSGs as part of the technical coaching programs within soccer training, ensures coaches have the opportunity to maximize their contact time with players, increase the efficiency of training and subsequently reduce the total training time due to their multifunctional nature (Dellal et al., 2008; Owen et al., 2004). SSGs have also been suggested to increase player motivation to train when compared to generic running intervals eliciting the same intrinsic loading (Hill-Haas et al., 2009). It is believed that this type of training is particularly beneficial for those elite players whom have limited training time as a result of intense fixture periods. In this context, the intention of this thesis is to draw from current literature in order to establish the key physical, physiological, technical and tactical demands imposed upon players at the elite professional level of the game. Having outlined and linked these specific demands and in turn highlighted key physical-technical components needed for physical performance development at the elite level, the primary aim of the thesis is to further develop the literature through identifying whether or not there are similar physiological and technical demands when comparing small vs. larger sided training games (Paper I). Having established if a link between the two game types exist, the literature will be progressed through the examination of SSGs, MSG and LSGs in order to evaluate the reliability and variation levels in physical and technical activities between these game formats (Paper II). Findings from the initial investigations within this thesis will be used to provide a framework for the use of more functional training (SSGs) as part of a training intervention aimed at improving physical performance in elite level players (Paper III). Finally, based on the findings of the studies within this thesis, the author will attempt to highlight the need for careful preparation, advanced planning and the successful implementation of SSGs to supplement the day to day training of modern day professional soccer players
26
Cox, Lillian Sharon. "Teacher empowerment change and Reading Recovery professional development training /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137691.
Повний текст джерелаАнотація:
Thesis (Ed. D.)--University of Missouri-Columbia, 2004.Reading Recovery has registered trademark symbol after the "y" in Recovery in title. Typescript. Vita. Includes bibliographical references (leaves 131-144). Also available on the Internet.
27
Slade, Stephen Peter. "The training of professional linguists in the United Kingdom." Thesis, University of Bath, 1990. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.256820.
Повний текст джерела
28
Melendy, Galon Anthony. "Professional English communication training for English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1872.
Повний текст джерела
29
Simpson, Savannah, and Jodi Polaha. "Educating Rural Psychologists: An Analysis of Professional Training Programs." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6636.
Повний текст джерелаАнотація:
In rural areas, the lack of psychologists available makes it difficult for patients to receive the care they need. The lack of psychologists available perpetuates the stigma that it is not “normal” to go to a psychologist. Also, working in rural areas is difficult for psychologists because there is a need for special training and instruction and there is not enough funding for training in rural psychology. This study aims to describe the current educational practices of graduate counseling and clinical psychology programs and post graduate internship and fellowship programs in preparing professionals to serve rural populations. Surveys created to assess rural professional training programs were sent to internship/fellowship programs and graduate programs in the United States identified as having a rural focus. Surveys were completed by 33 doctoral programs (21% response rate) and 61 internship/fellowship programs (19% response rate). Then, the responses from both types of programs were compared and contrasted. The three main barriers to educating psychologists to serve rural populations as indicated by the internship/fellowship programs are lack of interest of students working in rural areas, lack of employment opportunities in rural areas, and lack of third party reimbursement for counseling services provided. For the doctoral programs, the top three barriers are lack of qualified supervisors, accreditation requirements not allowing students enough electives to take a course related to rural mental health, and a tie between lack of employment opportunities and distance of university from rural areas. Results were also analyzed for the educational approaches to educating rural psychologists and the steps being taken to address the barriers to educating rural psychologists. The main action taken to overcome barriers by fellowship programs is providing didactic experiences related to providing behavioral health services for rural populations 55% and for graduate programs 53.8% chose integrating content related to providing behavioral health services to rural populations in required courses. Also, recommendations were made for enhancing rural training, improving internship and fellowship experiences, and addressing policy issues for graduate and post graduate programs. Both the graduate programs and fellowship programs agree that students are not as interested in going to rural areas. This could be because lack of funding in rural areas, lack of employment opportunities, and lack of third- party reimbursement for services provided by the graduate student or intern. Rural training should include educating students about rural areas by allowing students to take courses in rural psychology, placing students in rural areas, greater funding for training psychologists in rural areas, possible tele-health training to make working with rural patients easier if the location is distant from university or internship, ways for students to have an internship available after graduate school and a job after the internship, and teaching students ways to reduce the stigma of psychology in rural areas. Integrating psychology into primary care would help rural patients not worry as much about the stigma associated with seeing a psychologist and seeing a psychologist would not require an extra co-pay.
30
Hibberd, Ralph Edward. "The evaluation of computer based training for professional engineers." Thesis, Cranfield University, 2001. http://dspace.lib.cranfield.ac.uk/handle/1826/11425.
Повний текст джерелаАнотація:
The purpose of this research was to develop a novel framework for the evaluation of computer-based training (CBT) programmes used by employees of industrial organisation. Whilst there is increasing demand for training within industrial organisations, appropriate models for the evaluation of CBT programmes appeared to be absent. The literature review indicated that there are many models of CBT programme evaluation that can provide data about a programme’s effectiveness. However none of these models addressed the contextual factors that could affect a programme’s operation or effectiveness. These models would indicate to the designer of the CBT programme whether or not a particular programme was effective but not why. This research aimed to rectify this situation by producing a model of evaluation that would assist designers of CBT programmes understand the influence of contextual factors on their designs. In order to achieve this it was necessary to gain an understanding of the factors that would affect the attainment of appropriate training outcomes. It was also necessary to understand those variables that would influence the use of CBT programmes within industrial organisations. The former objective was achieved through an analysis of the existing literature on learning, the latter through investigation of the criteria used by employees of industrial organisations to evaluate CBT programmes. In the case of this research, 47 employees of 9 industrial organisations were asked to evaluate a specific CBT programme. Evaluative verbal utterances about a CBT programme were elicited from participants using a methodology that involved the use of concurrent verbal protocols supplemented by a series of specific questions on particular design features of the CBT programme. The research strategy that was adopted arose in response to a need to minims the time demands placed on participants, all of whom were employees of industrial organisations. The results of this analysis allowed the development of a descriptive model that identified the contextual factors that affected the perceived effectiveness of CBT programmes. Further models of evaluation were also produced. A normative model that described the cognitive and motivational factors that were believed to be present during the usage of different CBT programmes. The descriptive and normative models were combined to provide a normative model for the evaluation of CBT programmes used in industrial organisations. The limitations of this model and the research methods employed are also discussed.
31
Сірик, Антоніна Євгенівна, Антонина Евгеньевна Серик, and Antonina Yevhenivna Siryk. "Professional training in physical education connected with information technology." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/54001.
Повний текст джерелаАнотація:
Modernisation of higher physical education is being carried out now through the introduction of new quality content, forms, methods of training, development of professionally significant qualities of a future specialist and meeting the requirements of modern informational society. Informatization of higher physical education is a factor that contributes to the quality of training of future professionals of the industry.
32
Shayshon, Bruria. "The professional development of teacher-leaders." Thesis, University of Salford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365959.
Повний текст джерела
33
Gregory, Michael. "The education, training and personal development needs of sole-practitioner management consultants." Thesis, University of Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319018.
Повний текст джерела
34
Kerry, Matthew James. "Person and professional program determinants of health provider student attitudes toward inter-professional teamwork." Thesis, Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/45745.
Повний текст джерелаАнотація:
Health provider student characteristics and professional program were evaluated as predictors of attitudes toward inter-professional (IP) teams. Sixteen months after completing a self-report battery of demographic and non-ability trait measures, participants completed a second survey (N = 213), assessing components of attitudes toward IP teams. Non-ability traits showed comparable within-program predictive validities for affective reactions toward IP behavior. Additionally, results indicated the incremental predictive validity of trait Dominance and Motivational Inter-professional Team Intelligence, over professional program, for IP attitudes and affective reactions toward IP behavior, respectively. The independent, relative, and joint roles of non-ability individual differences and professional program as determinants of IP training outcomes are discussed.
35
Brown, Julie Miller. "Professional Development| The Teacher's Perspective." Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572656.
Повний текст джерелаАнотація:
The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better understanding of past professional development in the district. This research indicates that teachers: (a) are unsure whether professional development improves teacher quality and/or student achievement (b) have had a lot of diverse professional development experiences; (c) like professional development that is interactive, easily implemented, and applicable; (d) feel more time needs to be allocated for professional development; (e) do not feel they are involved in the planning process of professional development; and, (f) that there's a lack accountability, sustainability, and focus related to professional development. Implications can be generalized for all teachers, but more specifically, from this research for this individual district.
36
Young, George R. II. "Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7991.
Повний текст джерелаАнотація:
The purpose of this exploratory case study was to understand the individual and organizational training needs of a military training organization (MTO), which trains battle staffs to inform professional development program design. The study findings might lead to an improved trainer professional development program design, which fully supports the organization’s and trainers’ efforts to deliver effective adult training. The exploratory questions used in this study were: (a) in what ways do participants in MTO perceive trainer and professional development experiences throughout their military and professional careers; (b) what are participants’ perceptions of training needs in MTO; (c) what are participants’ ideas for developing and implementing a trainer professional development program to meet these needs. The theoretical frameworks for this research were based on Knowles’s adult learning principles (2015), Lawler and King’s (2002) Adult Learning Model for Faculty Development, and the U.S. military’s Instructional Systems Design (ISD or ADDIE) model.
The data in this study were documents and artifacts, semi-structured interviews, and a researcher reflection journal. The exploratory case study revealed six major themes: (a) trainer experiences, (b) professional development experiences, (c) organizational issues, (d) training issues, (e) organizational solutions, and (f) professional development approaches and activities. MTO participants’ revealed perceptions of organizational issues related to leadership, mission and purpose, standards, personnel, and resistance to change which affected training performance. They also identified training performance issues in material development, delivery, and evaluation due to knowledge and skills deficiencies in instructional design and adult learning principles. MTO participants suggested various professional development approaches and activities for the organizational and training issues needs identified. The study’s results suggested the professional development recommendations and implications might inform changes to MTO’s existing professional development program and generate organizational inertia to further explore and address the organizational and training issues identified. The results also add to the body of literature on adult training, professional development, and training needs analysis.
37
Mazhindu, Godfrey N. "Professional achievements in nurse education and training : a study of the personal constructs used to assess student nurses' professional achievements." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282547.
Повний текст джерела
38
Szesztay, Margit. "Professional development through research : a case study." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341339.
Повний текст джерела
39
Miller, Marilyn. "The role of education in professional career change." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278808.
Повний текст джерела
40
Paisley, Catriona. "The making of the professional accountant in the British Isles : an examination of the nature and purpose of the education and training of professional accountants from higher education, through professional training to the continuing professional development phase." Thesis, Glasgow Caledonian University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.688273.
Повний текст джерела
41
Paisey, Catriona. "The making of the professional accountant in the British Isles : an examination of the nature and purpose of the education and training of professional accountants from higher education, through professional training to the continuing professional development phase." Thesis, Glasgow Caledonian University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517700.
Повний текст джерела
42
Chambers, Cynthia R., and L. E. Swank. "Building Leaders in the Disability Field through Inter-Professional Training." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3856.
Повний текст джерела
43
Malone, James J. "An examination of the training loads within elite professional football." Thesis, Liverpool John Moores University, 2014. http://researchonline.ljmu.ac.uk/4319/.
Повний текст джерелаАнотація:
The popularity of soccer throughout the world has led to the demand for a scientific approach to the preparation of players for competitive matches. Although previous researchers have attempted to understand the training demands undertaken by soccer players, limited information is known regarding the structure of training in soccer. At present research has focused on the frequency and duration of soccer training without using both objective and subjective measures of training load to systematically evaluate training practices in elite teams. Little is also known regarding the periodisation strategies employed by elite soccer teams across a competitive season and whether they follow traditional models of periodisation. With this in mind, the primary aim of this thesis is to therefore characterise the current training periodisation practices that exist in elite soccer using applied methods of training load assessment. The aim of the first study (Chapter 3) was to evaluate the use of Global Positioning Devices (GPS) for the measurement of soccer-specific activities to provide objective data for training load assessment. Findings from this study were applied to study 3 (Chapter 5) of the thesis. Firstly, a soccer-specific movement course was designed based on the movements exhibited by an elite soccer player during a competitive match using a multi-camera tracking system (ProZone®). Two moderately trained males performed 10 bouts of the soccer-specific track following familiarisation and a 10 minute standardised warm up. Both subjects wore two 10Hz GPS units inside a custom-made vest during all bouts of the track to determine both reliability and inter-unit reliability of the GPS devices. Data analysis revealed the reliability of the GPS devices was good for distance covered at lower velocities (0 – 4 m/s; CV% = 0.6 – 3.6%). However when the velocity of movement increased (> 4 m/s), the reliability of the units decreased (mean change from 13.8 to 33.6 CV%). Both total distance (mean CV% = 1.1%) and max speed (mean CV% = 2.7%) were both found to be highly reliable variables. However the devices demonstrated high levels of inter-unit reliability error due to an increase in systematic error with random distribution of data points between both devices for all variables measured. The data suggested that 10Hz GPS devices are reliable for the measurement of lower velocity (0 – 4 m/s) running. However, care must be taken when analysing data in higher velocity bands (> 4 m/s) due to the high ii error rates observed. The high inter-unit reliability error also suggests that 10Hz GPS devices cannot be used interchangeably between players in order to minimise the associated error. The aim of the second study (Chapter 4) was to quantify the reliability and validity of a portable vertical jump assessment tool (Optojump®) for use in the applied setting. Vertical jump assessment was utilised as a measurement tool to analyse the effect of training load on the neuromuscular system that was evaluated in study 4 (Chapter 6) of the thesis. Eleven healthy male subjects were familiarised to perform four separate common types of vertical jump test: countermovement with arm swing (CMJ-W), countermovement without arm swing (CMJ-WO), squat jump (SJ) and drop jump (DJ). Contact time, flight time and jump height were selected as variables for the study. For reliability assessment, all subjects performed 3 efforts of each jump type across 5 identical testing sessions (separated by minimum of 2 days). For validity assessment, subjects were asked to perform the same jump modalities as the previous investigation on one occasion while data was simultaneously collected from both a force plate (criterion instrument) and the Optojump photocells. The data revealed the Optojump device was highly reliable for the assessment of jump flight and height for CMJ-W, CMJ-WO, SJ and DJ (all CV% = 3.2 and 5.6%). However reliability of the device was reduced for the measurement of contact time with the DJ (CV% = 13.9%). Validity data revealed that all jump types and variables were highly valid in comparison to the force plate criterion measure (SEE% = < 1%, Pearsons correlation = r > 0.99). This study revealed that the Optojump device is highly reliable and valid for all jump types and variables, with the exception of contact time for DJ. Therefore the Optojump system may be used with confidence to detect within-group changes in applied assessments of vertical jump performance. Due to the high cost and lack of portability of laboratory-based force plates, the Optojump system is a viable alternative for accurate jump measurement and neuromuscular assessment. The CMJ-WO jump assessment was chosen for study 4 for comparison with previous research. The aim of the third study (Chapter 5) was to quantify the periodisation strategies employed by an elite professional soccer team throughout a competitive season. Training load data was collected from 37 elite outfield soccer players at one professional English soccer team over a 45 week period during the 2011-2012 domestic season. All players wore iii global positioning system (GPS) devices, heart rate (HR) belts and were asked to provide a rating of perceived exertion (RPE) for each training session to generate training load data. Players were assigned to one of 5 positional groups: central defender (CD), wide defender (WD), central midfielder (CM), wide midfielder (WM) and attacker (AT). The data was separated into the pre-season (6 weeks duration) and in-season (39 weeks duration) phases in order to investigate specific training periods recognised within the annual plan. The pre-season phase was further separated into weekly blocks for analysis of the structure employed in each specific microcycle. The in-season phase was divided into 6 x 6 week blocks for analysis of mesocycle structure. Within the in-season data, three separate microcycles (weeks 7, 24 and 39) were selected consisting of the same weekly training schedules to determine whether differences in microcycle training load pattern existed. In addition, the training data within a given microcycle was analysed to investigate the loading patterns in relation to number of days away from the competitive match fixture. Linear mixed modelling analysis revealed significant differences for total distance and average HR (P < 0.05) between period 1 with periods 3 and 6 during training mesocycles. However no differences were found for the remaining training variables during both pre-season and in-season microcycles (P > 0.05). Training load variables were significantly reduced on match day (MD) -1 (P < 0.05) but remained similar across MD-2, MD-3 and MD-5 (P > 0.05) during in-season microcycles. CM players generally covered the most total distance compared to other positions. Defenders reported higher internal load values (average HR and RPE) compared to attackers during in-season training phases but such differences were not evident during pre-season. This study revealed that training load doesn’t appear to be systematically periodised across a competitive season in an elite soccer team. This may have practical implications for training planning, as monotonous training load prescription may lead to maladaptation in soccer players during a competitive season. This was the first study to systematically evaluate periodisation strategies in an elite soccer team, but further work is required to determine such practices at different soccer teams. The aim of the fourth study (Chapter 6) was to determine the neuromuscular response to a microcycle of soccer training in elite soccer players using vertical jump assessment via the Optojump device. Nine elite level youth soccer players from an U18 soccer academy team were recruited for the study. The players underwent four separate on-field soccer training sessions following familiarisation of all testing procedures.
44
Ross-Norris, Vicki Sandra. "Literacy Training in an Urban High School Professional Learning Community." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3574.
Повний текст джерелаАнотація:
The purpose of this study was to explore the essence of professional learning experiences shared by teachers who participated in a professional learning community (PLC) at a New York City high school in the South Bronx. Guided by Hord's PLC characteristics and Bruner's constructivism theories, this phenomenological study addressed the research questions of what PLC practices urban high school teachers employ to support the academic-literacy achievement of their students of low social economic status (SES); the role of administration in the PLC process; and the roles of a shared mission, values, vision, norms, and collaborative knowledge on the functioning of the PLC. Data collected from the 6 PLC teachers included semi-structured individual interviews, observations of PLC meetings over a 2-month period, participating teacher reflective journal entries, and a researcher's log. Manual data analysis consisted of reading raw data multiple times to determine patterns, themes, and relationships. Additionally, concept and descriptive coding approaches facilitated data source analysis. Gerund words and short phrases generated labels and categories that resulted symbolic representation. The results were that the urban high school teachers demonstrated Hord's PLC characteristics and Bruner's constructivism theories within their PLC's practices and principles leading to decision-making and solutions to problems such as improving teachers' literacy practices, students' literacy skills and classroom behavior, and school wide Individualized Educational Plan process. The findings of this study support the engagement of urban high school teachers in self-directed PLC activities that may promote social change by improving literacy instruction and literacy achievement among students of low SES.
45
O’Brien, Robert Patrick, and res cand@acu edu au. "Assessing the Characteristics of Effective Professional Learning and Training Programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp54.29082005.
Повний текст джерелаАнотація:
The main aim of this thesis centred on what made effective professional development programs. As a particular case study data was collected on those programs sponsored by the Melbourne Catholic Education Office. Teachers from three schools in the North Western Metropolitan Zone of Melbourne, Australia, the principals from the three participating schools and training staff from the Catholic Education Office in Melbourne became the subjects of the study. The data collected from questionnaires was analysed in order to ascertain whether there were any common trends as to what the teachers thought was needed in effective professional development programs. The interviews with the participating principals and training staff were taped and later analysed in order to determine what they believed was the purpose of professional development and whether the programs currently being offered were effective. In addition, a list of characteristics of effective professional development was developed from the relevant research literature. The analysis of the above data was used to develop a model of effective professional development. The design of this model is cyclical. A main characteristic of the model promotes the reflection by both the participants and the training providers on what has occurred during the program and this process of reflection contributes in later development of programs in similar areas. It was also concluded that the needs and expectations from professional development of teachers and principals were different to what has been expected in past research projects. Both the teachers and principals expected that they would not be solely immersed in theory or in activities that may be used in the classroom. Instead they hoped to gain a knowledge of activities that are based on theory and develop an understanding of how these activities may be used and how they will assist in student learning. Hence, the link between the theory and its application was believed by teachers and principals to be of primary importance in professional development in order to maintain high teaching practices and in turn result in improved student learning.
46
Randall, Victoria Katherine. "Becoming a primary physical educator : sourcing professional knowledge and confidence." Thesis, University of Winchester, 2016. http://repository.winchester.ac.uk/915/.
Повний текст джерелаАнотація:
Despite a number of reforms to education, concern over teachers’ knowledge and confidence to teach physical education persists. This thesis examines the process of becoming a primary physical educator at the initial stage of a teacher’s career. The aim of which is to consider the ways beginning teachers source their professional knowledge and the implications this has on their confidence to teach. The study argues for a clear articulation of the subject’s knowledge-base and proposes a framework for the development of knowledge in primary physical education initial teacher education. Participants were drawn from a range of providers in England and were in the final year of their programme. The research adopted a mixed method approach using an online survey to obtain quantitative data and interviews to elicit constructs about beliefs from four case-study participants. The study identified that beginning teachers had perceived high levels of confidence across the subject’s knowledge-base, but areas of most and least confidence were varied and personal to the individual. The sourcing of knowledge was mainly drawn from school and university settings, but in many cases personal interests and prior experiences formed a central role in sourcing content knowledge when no opportunity was presented. Despite the varying routes that exist to become a primary physical educator, this research argues that all beginning teachers require a breadth of knowledge during initial teacher preparation, with university and school partnerships offering explicit roles in developing professional knowledge to a secure level. It further argues that it is through a focus on individual teacher transformation, not merely reflection that will ensure inherent challenges faced by primary physical education will be addressed.
47
Радкевич, В. О. "Теоретичні і методичні засади професійного навчання у закладах профтехосвіти художнього профілю". Thesis, 2010. http://lib.iitta.gov.ua/4371/1/diser.pdf.
Повний текст джерелаАнотація:
У дисертації досліджено методологічні, дидактичні, методичні засади у закладах профтехосвіти художнього профілю. Розкрито значення культурної парадигми освіти й професійно-художньої освіти зокрема, що сприяє визначенню й реалізації культурних основ педагогічної діяльності, використанню нових ціннісних орієнтацій, творчих ідей в процесі організації підготовки майбутніх фахівців художнього профілю. Доведено вплив формування в учнів ПТНЗ художнього профілю художньої культури на розвиток образотворчої грамотності й рівня самореалізації в декоративно-вжитковому мистецтві. Здійснено історико-педагогічний аналіз становлення і розвитку ремесла в Україні та його різні значення і тлумачення; систематизовано види спеціалізацій і категорії ремісників; розкрито особливості учнівства в художньому ремеслі; викладено зміст і форми підготовки майстрів художніх ремесел на різних історичних етапах.
Розроблено авторську концепцію професійно-художньої освіти; обґрунтовано гуманістичні засади професійної підготовки майбутніх фахівців художніх промислів і ремесел й гуманістичну спрямованість педагогічної діяльності викладачів і майстрів виробничого навчання ПТНЗ художнього профілю; схарактеризовано педагогічні моделі, що використовувались у професійній підготовці майбутніх фахівців художнього профілю; розкрито особливості інноваційної моделі «Педагогічна майстерня майстра художнього ремесла». Викладено положення щодо фундаменталізації професійного навчання фахівців художніх промислів і ремесел; визначено дидактичні підходи, принципи та критерії відбору і структурування змісту професійно-художньої освіти; обґрунтовано роль декоративно-вжиткового мистецтва в професійно-художньому навчанні майбутніх майстрів декоративно-вжиткової творчості; здійснено психолого-педагогічний аналіз стану розроблення стандартів із професій художніх промислів і ремесел в Україні і за кордоном; обґрунтовано сучасні підходи до створення професійних і освітніх стандартів на засадах компетентності.В диссертации изучены методологические, дидактические, методические основы в учреждениях профтехобразования художественного профиля. Раскрыто значение культурной парадигмы образования и профессионально-художественного образования в частности, что способствует определению и реализации культурных основ педагогической деятельности, использованию новых ценностных ориентаций, творческих идей в процессе организации подготовки будущих специалистов художественного профиля. Доказано влияние формирования в учениках ПТУЗ художественного профиля художественной культуры на развитие образотворческой грамотности и уровня самореализации в декоративно-прикладном искусстве. Осуществлен историко-педагогический анализ становления и развития ремесла в Украине и его разные значения и толкования; систематизировано виды специализаций и категорий ремесленников; раскрыто особенности ученичества в художественном ремесле; определены содержание и формы подготовки мастеров художественных ремесел на разных исторических этапах. Разработано авторскою концепцию профессионально-художественного образования; обосновано гуманистические основы профессиональной подготовки будущих специалистов художественных промыслов и ремесел, также, гуманистическую направленность педагогической деятельности преподавателей и мастеров производственного образования ПТУЗ художественного профиля; охарактеризовано педагогические модели, используемые в профессиональной подготовке будущих специалистов художественного профиля; раскрыто особенности инновационной модели «Педагогическая мастерская мастера художественного ремесла». Изложены положения фундаментализации профессионального образования специалистов художественных промыслов и ремесел; определены дидактические подходы, принципы и критерии отбора и структурирования содержания профессионально-художественного образования; обосновано роль декоративно-прикладного искусства в профессионально-художественном обучении будущих мастеров декоративно-прикладного творчества; осуществлен психолого-педагогический анализ положений разработки стандартов профессий художественных промыслов и ремесел в Украине и за рубежом; обоснованы современные подходы к созданию профессиональных образовательных стандартов на основе компетентности. Научно обоснованы принципы ступенчатой подготовки специалистов художественного профиля (общедидактические и специальные). Специальные принципы профессионально-художественного образования: традиционность, последовательность и наследования в освоении художественного опыта, единство коллективного и индивидуального творчества, региональность народного искусства, общность функционального и декоративного, единство содержания и формы изделий декоративно-прикладного искусства, которые определяют ее сущность и обеспечивают эффективность функционирования и дальнейшее ее развитие. Обосновано структуру целей профессионально-художественного образования будущих специалистов художественных промыслов и ремесел; раскрыто систему принципов обучения, которые регламентируют педагогическую деятельность мастеров производственного обучения – мастеров художественных ремесел профессионально-технических учебных заведений художественного профиля; изложена методика формирования навыков самостоятельной деятельности учащихся профессионально-технических учебных заведений художественного профиля в процессе обучения и этнографической поисковой деятельности; осуществлен анализ комплекса учебно-методического обеспечения профессионально-художественного обучения, обоснованы функции и структура учебника "Технология вышивки", средства письменного инструктирования будущих специалистов художественных промыслов и ремесел.
48
Радкевич, В. О. "Теоретичні і методичні засади професійного навчання у закладах профтехосвіти художнього профілю". Thesis, 2010. http://lib.iitta.gov.ua/4372/1/Avtor.pdf.
Повний текст джерелаАнотація:
У дисертації досліджено методологічні, теоретичні і методичні засади професійного навчання в закладах профтехосвіти художнього профілю. Обґрунтовано концепцію розвитку професійно-художньої освіти в Україні, розкрито значення принципів гуманізації й фундаменталізації, відбору і структурування змісту навчального матеріалу.
Запропоновано авторську модель професійного навчання майбутніх фахівців художніх промислів і ремесел у системі "Педагогічна майстерня майстра художнього ремесла".
Обґрунтовано ієрархію цілей, принципи й комплекс навчально-методичного забезпечення професійно-художнього навчання майбутніх фахівців художніх промислів і ремесел. Опрацьовано методичні засади діяльності педагогів ПТНЗ художнього профілю, розвитку їх методологічної, технологічної й дослідницької культури.Диссертация посвящена исследованию методологических, теоретических и методических основ профессионального обучения в заведениях профтехобразования художественного профиля. Научно обоснован феномен "художественная культура", раскрыта культурно-воспитательная роль содержательных компонентов формирования художественной культуры будущих специалистов художественных промыслов и ремёсел (изобразительное, декоративно-прикладное искусство, народные художественные промыслы). Обоснованы теоретико-методологические основы профессионально-художественного образования будущих специалистов художественных промыслов и ремёсел с учетом реализации личностно ориентированного, культурологического, деятельностного, системного и компетентносного подходов, принципов гуманизации, фундаментализации, непрерывности, преемственности, направленных на создание необходимых условий для индивидуализации процесса профессионального обучения в ПТУЗе художественного профиля. Исследованы историко-педагогические аспекты становления и развития ученичества в художественных ремёслах, специфика подготовки будущих специалистов художественного профиля. В авторской концепции развития профессионально-художественного образования в Украине определены инновационные подходы к профессиональной подготовке будущих специалистов художественных промыслов и ремёсел, создание условий для их творческой самореализации в декоративно-прикладном искусстве. Теоретически обоснована система специфических принципов формирования содержания профессионально-художественного образования: ценностных ориентаций личности в декоративно-прикладном искусстве; самореализации личности в художественно-творческой деятельности; учёта региональных особенностей народного искусства; единства теории и практики в художественном развитии личности специалиста художественных промыслов и ремёсел. Раскрыто значение принципов гуманизации и фундаментализации в профессиональном обучении учащейся молодёжи в ПТУЗе художественного профиля. Особенностью авторской модели профессионально-художественного обучения будущих специалистов художественных промыслов и ремёсел в системе "Педагогическая мастерская мастера художественного ремесла" является организация в единую систему знаний (общехудожественных, специальных) и практических умений на основе синтеза народного искусства и современных технологий художественных промыслов и ремёсел, а также создание авторской школы, в которой мастер проводит теоретические и практические занятия, организует исследовательскую этнографическую и творческую деятельность учащихся ПТУЗа художественного профиля. Теоретически обоснована иерархия целей профессионально-художественного обучения будущих специалистов художественных промыслов и ремёсел. С учетом специфики профессионально-художественной деятельности обоснованы принципы производственного обучения учащихся в ПТУЗе: учёта традиций народного искусства; единства коллективного и индивидуального творчества; учёта региональных особенностей народного искусства; сочетания функционального и декоративного; композиционного единства содержания и форм изделий народного искусства; преемственности в изучении художественного опыта.В процессе исследования экспериментально проверен комплекс учебно-методического обеспечения профессионального обучения учащейся молодёжи в ПТУЗе художественного профиля, использование которого позволяет повысить уровень творческой самореализации в декоративно-прикладном искусстве и самостоятельности в профессионально-художественной деятельности. Разработана и внедрена авторская программа повышения профессиональной компетентности педагога ПТУЗа художественного профиля.
In dissertation have been explored methodological, theoretical and methodical principles of professional studies in professional educational establishments of artistic type. The conception of professionally artistic education development in Ukraine were grounded; also there were exposed the meaning of humanizing and foundational bases principles in a selection and structuring of educational material maintenance for preparation of future specialists in artistic trades and handcrafts. It have been developed and proved the efficiency of author’s model of professional studies in system named "Pedagogical workshop of artistic handicraft master" and the complex of educational and methodological providing. The methodical system of technological and research culture of artistic type teacher of professional technical educational establishments development has been presented.
49
Любарець, Владислава Вікторівна. "Формування професійної компетентності майбутніх агентів з організації туризму у професійному коледжі". Thesis, 2013. http://lib.iitta.gov.ua/8372/1/%D0%90%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84%D0%B5%D1%80%D0%B0%D1%82%20%D0%9B%D1%8E%D0%B1%D0%B0%D1%80%D0%B5%D1%86%D1%8C%20%D0%92.%D0%92..pdf.
Повний текст джерелаАнотація:
Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.04 – теорія і методика професійної освіти. – ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди», Переяслав-Хмельницький, 2013.
Дисертація присвячена проблемі формування професійної компетентності майбутніх агентів з організації туризму. У процесі дослідження виявлено і конкретизовано особливості та стан професійної підготовки агента з організації туризму.
Науково обґрунтовано, розроблено і апробовано модель формування професійної компетентності майбутніх агентів з організації туризму в професійно-технічних навчальних закладах. Визначено структуру, зміст, критерії, рівні сформованості та експериментально перевірено ефективність моделі формування професійної компетентності майбутніх агентів з організації туризму в професійно-технічних навчальних закладах.
Представлено технологію формування професійної компетентності майбутніх агентів з організації туризму на засадах контекстного навчання на прикладі предмету «Організація туристичної діяльності», розроблено методичне забезпечення означеного предмету.
Модель формування професійної компетентності майбутніх агентів з організації туризму можна використовувати для корекції змісту навчальних програм предметів, направляти педагогічні технології на створення умов формування професійної компетентності.Диссертация на соискание учёной степени кандидата педагогических наук по специальности 13.00.04 – теория и методика профессионального образования. – ГВУЗ «Переяслав-Хмельницкий государственный педагогический университет имени Григория Сковороды», Переяслав-Хмельницкий, 2013. Диссертация посвящена проблеме формирования профессиональной компетентности будущих агентов по организации туризма. Проанализировано пути развития туризма в Украине и особенности подготовки специалистов сферы туризма в условиях рыночной экономики, рассмотрены проблемы профессиональной компетентности в научной литературе и психолого-педагогических исследованиях. Уточнена и определена сущность понятий «компетентность», «профессиональная компетентность» и раскрыта структура профессиональной компетентности будущих агентов по организации туризма. В процессе исследования выявлено и конкретизировано особенности и требования к профессии агент по организации туризма. Требования к качеству подготовки агентов по организации туризма были учтены при разработке модели формирования профессиональной компетентности будущих агентов по организации туризма и обосновании организационно-педагогических условий, которые лежат в основе построения модели. Научно обоснована, разработана и апробирована модель формирования профессиональной компетентности будущих агентов по организации туризма, которая может служить для коррекции содержания учебных предметов, направлять педагогические технологии на создание условий для формирования профессиональной компетентности. Модель внедрена в практику профессиональной подготовки учащихся в профессионально-технических учебных заведениях. Определены структура, содержание, критерии и уровни оценивания результата формирования профессиональной компетентности будущих агентов по организации туризма и определены формы, методы и приемы формирования профессиональной компетентности будущих агентов по организации туризма в процессе их профессиональной подготовки. Представлено технологию формирования профессиональной компетентности будущих агентов по организации туризма на основе контекстного обучения на примере дисциплины «Организация туристической деятельности». Разработаны методические рекомендации ее преподавания. Экспериментально проверены организационно-педагогические условия формирования профессиональной компетентности будущих агентов по организации туризма в процессе профессиональной подготовки в профессионально-техническом учебном заведении. Доказано, что внедрение в учебный процесс технологии формирования профессиональной компетентности будущих агентов по организации туризма способствует эффективному её формированию. Педагогический эксперимент подтвердил эффективность разработанной модели формирования профессиональной компетентности будущих агентов по организации туризма в процессе обучения в профессионально-технических учебных заведениях.
Dissertation for the degree of candidate of pedagogical sciences, specialty 13.00.04 – theory and methods of professional education. – SHEE «Pereyaslav-Khmelnytsky Hryhory Skovoroda state pedagogical university», Pereyaslav-Khmelnytsky, 2013. Dissertation deals with the problem of professional competence of future agents in the sphere of tourism. In the process of investigation specified features and state of professional bases were found out. Scientifically grounded, worked out and listed the model of formation of future agents of tourism professional competence in professional colleges. Defined the structure, content, standards, levers of formation and experimentally proved efficiency of formation of professional competence of future agents of tourism in professional colleges. Technology of formation of professional competence of future agents of tourism is presented on the basis of contextual learning on the example of the learning on the subject. Organization of tourism activity. Methodological teaching recommendations and methodological software of the subject «Organization of tourism activity». The pattern for the formation of the professional competence of future agents of tourism can be used for correction in contents of curriculum on different subjects it directs pedagogical technologies to the creating conditions for the formation of professional competence.
50
Стрюк, А. М. "Система «АГАПА» як засіб навчання системного програмування бакалаврів програмної інженерії". Thesis, 2012. http://lib.iitta.gov.ua/1053/1/aref_%D0%A1%D1%82%D1%80%D1%8E%D0%BA_%D0%90.%D0%9C.pdf.
Повний текст джерелаАнотація:
Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.10 – інформаційно-комунікаційні технології в освіті. – Інститут інформаційних технологій і засобів навчання НАПН України, Київ, 2012.
Дисертація присвячена методиці використання системи «Агапа» у комбінова-ному навчанні системного програмування бакалаврів програмної інженерії.
У роботі теоретично обґрунтовано, розроблено та експериментально перевіре-но модель використання системи управління навчанням для організації комбінова-ного навчання системного програмування бакалаврів програмної інженерії; уточне-но поняття комбінованого навчання; удосконалено модель організації комбіновано-го навчання у ВНЗ з використанням системи управління навчанням; дістала пода-льший розвиток модель освітньо-наукового інформаційного порталу ВНЗ. Практич-не значення результатів дослідження полягає в тому, що: розроблено систему управління навчанням «Агапа», інструкції адміністратора системи, викладача та студента, методичні рекомендації з організації навчального процесу з використан-ням системи «Агапа»; розроблено методику використання системи «Агапа» у ком-бінованому навчанні системного програмування бакалаврів програмної інженерії; розроблено структуру типового освітнього порталу на основі системи «Агапа» та уведено в експлуатацію освітній портал Криворізького національного університету.
Експериментальне впровадження розробленої методики показало, що органі-зація навчального процесу з системного програмування бакалаврів програмної ін-женерії за моделлю комбінованого навчання з використанням системи «Агапа» сприяє підвищенню рівня навчальних досягнень.Thesis for the degree of candidate of pedagogical science, specialty 13.00.10 – In-formation and Communication Technologies in Education. – Institute of Information Technologies and Learning Tools of the NAPS of Ukraine, Kyiv, 2012. Thesis is devoted to methods of using the system “Agapa” in the blended learning of System Programming for bachelor of Software Engineering. In thesis are theoretically substantiated, developed and evaluated a model the use of LMS in the blended learning of System Programming for bachelor of Software Engineer-ing, refined the concept of blended learning and the LMS-based model of blended learning in the universities, received further development the concept of educational and scientific informational university portal. The practical significance of research results is that: a learning management system “Agapa” and a methods of using the system “Agapa” in the blended learning of System Programming for bachelor of Software Engineering are devel-oped, designed the structure of typical educational portal based on system “Agapa” and put into operation an educational portal of Kryvyi Rih National University. Piloting the developed technique showed that the organization of educational proc-ess in System Programming for bachelor of Software Engineering by the model of blended learning using system “Agapa” enhances the level of educational attainments.
Диссертация на соискание ученой степени кандидата педагогических наук по специальности 13.00.10 – информационно-коммуникационные технологии в образо-вании. – Институт информационных технологий и средств обучения НАПН Украи-ны, Киев, 2012. Диссертация посвящена методике использования системы «Агапа» в комби-нированном обучении системному программированию бакалавров программной инженерии. В первом разделе проведен теоретический анализ проблемы организации ком-бинированного обучения в высшей школе, уточнено понятие комбинированного обучения, построена модель комбинированного обучения, определены требования к организации комбинированного обучения, выделены средства ИКТ комбинирован-ного обучения бакалавров программной инженерии, сформулированы требования к системе управления комбинированным обучением, раскрыты этапы проектирования и реализации такой системы, определено место и функции системного программи-рования в подготовке бакалавров программной инженерии. Во втором разделе спроектирована система комбинированного обучения сис-темному программированию, построена модель работы студента при изучении дис-циплины «Системное программирование», определено место системы «Агапа» в учебном процессе, рассмотрены этапы ее разработки и совершенствования, раскры-та ее современная структура, определено соответствие системы «Агапа» требовани-ям к системе управления комбинированным обучением, разработана модель и мето-дика использования системы «Агапа» в комбинированном обучении системному программированию бакалавров программной инженерии, выделены ее особенности как средства обучения системному программированию, исследованы возможности системы «Агапа» как платформы для создания образовательных порталов вузов. В третьем разделе работы охарактеризованы этапы исследования и определе-ны результаты педагогического эксперимента, целью которого была проверка эф-фективности предложенной методики использования системы «Агапа» в комбини-рованном обучении системному программированию бакалавров программной инже-нерии. Результаты педагогического эксперимента статистически обработаны и по соответствующим правилам принятия решений сделан вывод о том, что обучение системному программированию бакалавров программной инженерии по модели ор-ганизации комбинированного обучения с использованием системы «Агапа» способ-ствует повышению уровня учебных достижений, а, следовательно, предложенная методика является эффективной.