Relevant bibliographies by topics / In-service training programme

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'In-service training programme'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "In-service training programme"

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Dar, Iqbal, and Sangeeta Gupta. "EVALUATION OF IN-SERVICE TRAINING PROGRAMMERS BY PHYSICAL EDUCATION TEACHERS." International Journal of Advanced Research 9, no. 08 (2021): 201–7. http://dx.doi.org/10.21474/ijar01/13250.

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The aim of this study is to examine the opinions of physical education teachers from both Government and private elementary and high schools on their own in-service training programmes. 1000 pyhsical education teachers in Kulgam district of Jammu Kashmir were selected for this study. The questionnaire was developed which include two parts were applied to the participants. Descriptive statistics was used for the data analysis. Analysis was performed by SPSS software. Findings, obtained during research, are as follows: There is an insufficiency in terms of providing the willing participation to
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Nkopodi, N. "Educators‘ perceptions of an in-service training programme." Africa Education Review 3, no. 1-2 (2006): 67–83. http://dx.doi.org/10.1080/18146620608540443.

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Clarke, Nicholas. "Training care managers in risk assessment: Outcomes of an in-service training programme." Social Work Education 21, no. 4 (2002): 461–76. http://dx.doi.org/10.1080/02615470220150410.

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Anderson, John, and Melanie Lockett. "Training in therapeutic endoscopy: meeting present and future challenges." Frontline Gastroenterology 10, no. 2 (2019): 135–40. http://dx.doi.org/10.1136/flgastro-2018-101086.

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Medical endoscopy trainees face numerous, often conflicting demands on their time. This can result in suboptimal endoscopy training and in difficulty achieving certification in basic endoscopy within the existing 5-year training programme. Endoscopic management of acute gastrointestinal bleeding and basic polypectomy are integral to basic service provision. Competence in these and other therapeutic procedures, including dealing with complications, is currently acquired opportunistically, or through experiential independent practice. This article proposes several potential solutions that may he
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Alvarez-García, Olaya, Jaume Sureda-Negre, and Rubén Comas-Forgas. "Assessing environmental competencies of primary education pre-service teachers in Spain." International Journal of Sustainability in Higher Education 19, no. 1 (2018): 15–31. http://dx.doi.org/10.1108/ijshe-12-2016-0227.

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Purpose In this paper, the results of an investigation aimed at analysing and comparing the environmental competences of future teachers undergoing training in two universities are presented. The purpose of this paper is to analyse the difference in the acquisition of environmental competences amongst two groups of students enrolled in two universities with different levels of introduction of the environmental education (EE) and sustainability contents in their curriculums. This objective is inserted into a wider finality: to provide recommendations regarding the redesign of pre-service teache
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Arslan, Rıdvan, and Abdil Kuş. "A Modular Approach for Training Employees in the Automotive Service Sector." Industry and Higher Education 26, no. 5 (2012): 403–8. http://dx.doi.org/10.5367/ihe.2012.0116.

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Certified education aimed at developing and documenting professional growth is an important issue for lifelong learning in developing countries. Some firms and educational institutions have applied different educational models to keep up with technological innovations. This study examines a Turkish programme for employees in the automotive sector and asks how the programme should be developed, where it should be conducted, and how it should be evaluated. The aim of the analysis is to develop a certification programme with the cooperation of both the academy and the business sector. Within the
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Galal, Osman M. "Role of Training for Specific Skills through Short Courses, Workshops, and In-Service Training." Food and Nutrition Bulletin 18, no. 2 (1997): 1–4. http://dx.doi.org/10.1177/156482659701800215.

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In the past, developing countries have faced problems in recruiting and retraining intellectual resources for nutrition education. By now, most developing countries have in place the first of a second-generation cadre of well-educated nutrition scientists who are capable of training nationals in their fields. Many nutrition training programmes are presently run by local personnel. Local cultures and behavioural studies are not always not included in the curriculum, although it is important to include these to enhance the effectiveness of intervention programmes. The need to go beyond descripti
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Kayhan, Nilay, and Pelin Pistav Akmese. "Examining the game teaching in special education teacher training in Turkey and European Union Member States." Cypriot Journal of Educational Sciences 13, no. 3 (2018): 349–59. http://dx.doi.org/10.18844/cjes.v13i3.751.

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This study aims to examine the compulsory courses related to the game and game teaching in special education teacher training undergraduate programme in terms of number, term, credit and content. The data in descriptive study have been determined using document analysis technique. It has been stated that pre-service teachers in most of the EU countries such as Belgium, Finland, Hungary, Luxemburg, Malta, Portugal, etc. take the courses related to game teaching in the first, second and third years of their education, and the courses with the lowest credit are included in Greece’s and Holland’s
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Melhem, Tareq. "Efficacy of Teachers’ In‐Service Training for Increasing Their Knowledge of Attention Deficit Hyperactivity Disorder in Eastern Region, Saudi Arabia." International Journal of Learning, Teaching and Educational Research 19, no. 12 (2020): 295–312. http://dx.doi.org/10.26803/ijlter.19.12.16.

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The study aimed to assess the effectiveness of a training programme in increasing teachers’ knowledge of Attention Deficit Hyperactivity Disorder (ADHD) in the Eastern Region of Saudi Arabia. The sample comprised 124 teachers from schools in the said region, and these teachers were divided into two groups: (1) experimental group with 62 teachers and (2) control group with 62 teachers. The quasi-experimental approach was employed for collecting data; the Cognitive Awareness Scale of ADHD (Melhem, 2020) was also employed. It consists of 37 items distributed into three domains, namely, general kn
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Elmahid, Omer Elsheikh Hago, and Hatim Sami Mahmoud Bioumi. "Examining the Effectiveness of In-Service English Language Teacher Training in Khartoum State/Sudan 2011/2012." World Journal of Educational Research 4, no. 1 (2016): 1. http://dx.doi.org/10.22158/wjer.v4n1p1.

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<em>This study aims at investigating the effectiveness of in-service English language teacher training in Khartoum state: A case study of in-service teacher training programme “English for Teaching 1” (EfT1) provided by the British Council (2011-2012). The Researchers adopted the descriptive analytical method to analyze the collected data. The tool used to collect data was a questionnaire which was analyzed with the Statistical Packages for Social Science (SPSS). All the Hypotheses of the study were verified to be true and according to the analysis of the questionnaire. The study has com
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Dissertations / Theses on the topic "In-service training programme"

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Wong, Hung-kay, and 黃鴻基. "An evaluation of the training programme for assistant controllers of posts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31974636.

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董廣平 and Kwong-ping Dung. "In-service training programme for primary school principals in Dongshan region of Guangzhou." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959350.

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Dzomeku, Veronica Millicent. "Development of a patient-centred in-service training programme for midwives to increase client satisfaction with child-birth care in Kumasi, Ghana." University of the Western Cape, 2017. http://hdl.handle.net/11394/5620.

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Philosophiae Doctor - PhD<br>Background: Satisfaction with the care mothers receive during child-birth is known to have a very strong influence on their future use of facility-based care during child-birth. Women and children continue to die from complications associated with pregnancy and child-birth and the majority of the causes that lead to mortality are related to labour and delivery. For this reason it is imperative for mothers to access facility-based child-birth care to receive skilled birth care. Mothers report dissatisfaction with facility-based child-birth care as one of the reasons
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Dung, Kwong-ping. "In-service training programme for primary school principals in Dongshan region of Guangzhou." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810676.

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Harris, Alton Denzil. "Fitmast : a case study of one programme of inservice training for science teachers (biology)." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28057.

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A case study was made of FITMAST (Formal Inservice Training of Mathematics and Science Teachers.), an inservice education programme for science teachers in South Africa. The objectives of FITMAST are: a) to upgrade the academic qualifications of teachers and, b) to improve the teaching competence of the teachers. In the case of FITMAST, equal emphasis was initially placed on the acquisition of both the above aims. However, the recognition that teachers wanted from attending the FITMAST courses, was first-year university credits. Such wishes necessitated an emphasis towards more academic con
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Mohamed, Abdul Rashid Bin. "The English connection tales from the Malaysian-UK BEd (TESL) in-service programme." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267562.

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Yang, Chen, and 楊宸. "Charity programme for rural teachers : a case study of the I-fly project." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/212617.

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China has a long history of charitable practices. However, in the first four decades since the Communist Party of China (CPC) came into power in 1949, charitable practices experienced little development under a planned economy and collectivist ideology. It was not until 1989 that the state began to promote state-led charity on a national scale with the iconic Hope Project which was in response to market transformations and social turbulences. Over the past decade, the Chinese charity sector has experienced rapid development, with a growing number of innovative charitable practices delivered by
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Bell, David Ian. "An investigation into the influence of an inset programme on teacher cognitions." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003490.

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This study was based upon a concern about the quality of education in South Africa and a concern about the quality of NGO and other INSET interventions. Many organisations purport to address the issues of education, most of them doing so from the very comfortable position of the moral high ground (the position adopted where the political - correctness of the intervention outweighs the quality and impact) rather than from the position of having the capacity to deliver a quality service (a position from which they can effect genuine educational transformation toward quality education for all). W
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Shawie, Khammas Ilaby. "An evaluation of the pre-service training programme for technical education teachers in Iraq." Thesis, Cardiff University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237738.

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Fragkouli, Elpiniki. "An investigation of an ICT in-service teacher training programme in Greece : a case study." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/4091/.

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This thesis investigates an in-service teacher training programme for using ICT in subject teaching in Greek schools. The programme was aimed at teachers of Greek philology and lasted for an academic year. Its aim. was to enable teachers to use ICT in their teaching. The study begins with a literature review of both educational change and ICT in education. It reaches in conclusions on appropriate strategies of developing the use of ICT in schools. Next a methodology chapter reviews the nature of case studies and explains the mixed methods approach in this thesis. Findings are then reported. Fi
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Books on the topic "In-service training programme"

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Kasanda, Sichalwe. Impact evaluation of Mobile Training Programme: Report. Govt. of the Republic of Zambia, Ministry of Education, 1993.

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Kunje, Demis. The Malawi Integrated In-Service Teacher Education Programme and its school-based components. Centre for International Education, University of Sussex, 2000.

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Association, British Medical, ed. The rough guide to the foundation programme. TSO, 2005.

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Lewis, Roger. Open learning in further and higher education: A staff development programme. Framework, 1994.

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Clough, Julia. Values, tasks and attitudes: An in-service development programme for staff working in residential care homes for older people. Winslow, 1996.

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Symposium on Teacher Development Programme (1996 Lilongwe, Malawi). Report on the Symposium on Teacher Development Programme: Held at Capital Hotel, Lilongwe, Malawi from 7th to 9th January, 1996. Ministry of Education, Teacher Development Unit, 1996.

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Shambare, R. M. Final report to United States Agency for International Development and United Nations Children's Fund on an evaluation of Management Training Programme for members of Zimbabwe AIDS Network. USAID, 1997.

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Mangeia, Samuel Ernesto. Development of an evaluation methodology for the in-service teacher training programme at Pedagogic Institute of Umbeluzi (Maputo-Mozambique). University of Wolverhampton, 1998.

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Welfare, Mark. The Foundation Programme: A practical guide to thriving and surviving. Elsevier-Churchill Livingstone, 2007.

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Welfare, Mark. The Foundation Programme: The medics' practical guide to thriving and surviving. Churchill Livingstone/Elsevier, 2008.

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Book chapters on the topic "In-service training programme"

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Capo, Marianna, Valentina Paola Cesarano, Maria Papathanasiou, and Maura Striano. "Telling Transversal Competences… to be Professionally Promoted." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.39.

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This article introduces experimental reflection on the experiences at an ‘Employability Skills’ laboratory of a group of young volunteers from the National Civilian Service under the ‘Support and Inclusion’ project of the Employment Promotion Section (SPO in Italian) of the University of Naples Federico II SInAPSi Centre. Young volunteers were included as unstructured support figures in activities that sought mainly to assist and serve students with disabilities. More specifically, these activities included: accompaniment and support during lessons; digitization of teaching material; providing support for the assorted services offered by the University Centre; general training implemented by AMESCI staff; specific training implemented by SInAPSi operatives. The experiences, which were accomplished in cooperation with the Europe 2020 programme, included the creation of an integrated system to recognize and validate formal, non-formal, and informal skills, as a tool to promote youth employment (Striano, Capobianco 2016)
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Campanha, Ana Maria Pereira, and Adriana Cruz Carvalho. "The Rewards and Challenges of an Ongoing In-Service Teacher Training Programme." In Facilitating In-Service Teacher Training for Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1747-4.ch003.

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Designing and conducting an effective scheme of in service teacher training is a challenge that supervisors face nowadays. Although this kind of training has grown in importance, its quality varies significantly according to their designer's ability to organize a programme which is mainly focused on ongoing professional development. This chapter aims at describing a model of in-service, which has been implemented at a language institution for some time now. The authors will explain the rationale for the approach, and offer a detailed account of the scheme they have devised and which has been carried out with a considerable degree of success. To conclude, they will report on the implications of their findings and specifically address the need to maintain a programme which may shape the future of academic institutions by focusing on teachers' individual growth.
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Mohsen Al-Wadi, Dr Hasan. "Is it Training or Professional Development? Towards an Alternative Approach in Professional Growth for EFL/ESL Teachers." In Innovations in Educational Leadership and Continuous Teachers' Professional Development. CSMFL Publications, 2020. http://dx.doi.org/10.46679/isbn978819484832508.

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Teacher education nowadays enjoys a high priority for officials and decision makers within the education sector in general and the field of English language teaching in specific. The understanding and determination of the main elements that constitute a particular teacher education programme for language teachers, such as the approach, structure and content is fundamental when designing any teacher education programme for novice language teachers to be qualified to perform sufficiently in the profession. This paper presents a critical review of the main approaches in the in-service programmes as a one type of the teacher education programmes in relation to the main concepts ―training‖, ―development‖ and ―education‖, with a special reference to the reality of teacher education programme for English language teachers in the Kingdom of Bahrain. The paper also offers an alternative approach with its elements for English language teachers‖ training and development.
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Günel, Murat, Melike Özer-Keskin, and Nilay Keskin-Samancı. "A Paradigm Shift for Teachers' Professional Development Structure in Turkey." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch055.

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This chapter concerns the importance of in-service training programmes for the professional development of science teachers. A description will be given of the general structure of in-service training activities in Turkey and the results will be presented of an in-service training project, which was conducted as part of a three-year longitudinal study. Within the scope of the project, an in-service training programme for science teachers was conducted based on the argument-based inquiry approach and the theoretical premises upon which it is built. The project aimed to direct science teachers towards student-centred teaching. The training activities focused on the scientific thinking underpinning the teachers' professional knowledge and practices, their perceptions on learning, and their pedagogical practices and epistemological beliefs. The extent to which these activities affected classroom applications and learning processes was investigated and the findings suggest that they had a statistically significant impact on the teachers' pedagogical development and on the students' academic performance and thinking skills.
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Günel, Murat, Melike Özer-Keskin, and Nilay Keskin-Samancı. "A Paradigm Shift for Teachers' Professional Development Structure in Turkey." In Innovative Professional Development Methods and Strategies for STEM Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9471-2.ch004.

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This chapter concerns the importance of in-service training programmes for the professional development of science teachers. A description will be given of the general structure of in-service training activities in Turkey and the results will be presented of an in-service training project, which was conducted as part of a three-year longitudinal study. Within the scope of the project, an in-service training programme for science teachers was conducted based on the argument-based inquiry approach and the theoretical premises upon which it is built. The project aimed to direct science teachers towards student-centred teaching. The training activities focused on the scientific thinking underpinning the teachers' professional knowledge and practices, their perceptions on learning, and their pedagogical practices and epistemological beliefs. The extent to which these activities affected classroom applications and learning processes was investigated and the findings suggest that they had a statistically significant impact on the teachers' pedagogical development and on the students' academic performance and thinking skills.
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Oliver, Anthony R. "Laboratory Quality Control and Accreditation." In Tutorial Topics in Infection for the Combined Infection Training Programme. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198801740.003.0019.

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According to the International Organization for Standardization (ISO), the ‘Medical laboratories—Requirements for quality and competence (ISO 15189:2012) BS EN ISO 15189:2012’ accreditation is defined as ‘a procedure by which an authoritative body gives formal recognition that an organization is competent to carry out specific tasks’. Accreditation is delivered by the ‘competent authority’ based on a set of defined standards and the continual internal audit of the laboratory processes and infrastructure against these standards to achieve conformance. Additionally, the ‘competent authority’ periodically undertakes assessments to ensure compliance with the standards. These assessments vary in frequency and nature depending upon the assessment body. In some instances (e.g. UK Accreditation Service, UKAS), the assessments are annual and based on a four- year cycle covering the whole laboratory repertoire and infrastructure. The HSE is responsible for the inspection and licencing of microbiological containment level 3 and 4 facilities. The HTA is responsible for legal registration of laboratories that process and store human tissue, and is mainly histology related. The MHRA provides guidelines on good laboratory practice, good clinical practice, good clinical laboratory practice, and good manufacturing practice, largely around clinical trial work. It is also responsible for accreditation of blood transfusion laboratories. Finally, it provides guidance on the In Vitro Diagnostic Medical Device Directive (IVDMDD, 98/ 79/ EC) and the regulation of medical ‘devices’ including diagnostic devices, where a ‘device’ is defined as including reagent kits and analytical platforms. EFI provides guidance and standards for transplantation and tissue typing laboratories across Europe. Until 2009, CPA provided accreditation for the majority of UK pathology services. CPA was acquired by the UK Accreditation Service in 2009. UKAS is a government- appointed national accreditation body for the UK that is responsible for certification, testing, inspection, and calibration services, and is the competent authority for all ISO standards, not just pathology. It covers various sectors, including healthcare, food production, energy supply, climate change, and personal safety. The majority of UK pathology services will be UKAS ISO15189 accredited by 2018, including transitional ‘dual’ CPA standards/ ISO15189 accreditation between 2015 and 2018. It also provides ISO22870:2006 accreditation that is point of care specific, as well as ISO17025:2005, which applies to calibration standards.
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Shin, Gee Yen. "Vaccination Schedules." In Tutorial Topics in Infection for the Combined Infection Training Programme. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198801740.003.0062.

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The vaccines included in the current UK Immunisation Schedule offer protection against the following pathogens: A. Viruses ● Measles ● Mumps ● Rubella ● Polio ● Human Papilloma Virus (certain serotypes) ● Rotavirus ● Influenza virus (flu A and B) ● Varicella zoster virus (shingles) ● Hepatitis B virus B. Bacteria ● Corynebacterium diphtheriae (Diphtheria) ● Clostridium tetani (Tetanus) ● Bordetella pertussis (Pertussis) ● Haemophilus influenzae type B (Hib) ● Neisseria meningitidis (Meningococcal disease—certain serotypes) ● Streptococcus pneumoniae (Pneumococcal disease—certain serotypes) The UK Immunisation Schedule has evolved over several decades and reflects changes in vaccine development and commercial availability, national and sometimes international disease epidemiology, and the latest expert opinion. It is designed to offer optimal protection against infectious diseases of childhood to infants and children at the most appropriate age. The most up-to-date information about the UK Immunisation Schedule is available on the online version of the Department of Health publication commonly known as the ‘Green Book’: Immunisation Against Infectious Disease Handbook (see Further reading. Various chapters of the online version are updated at regular intervals; thus, it is very important to refer to the online version of the Green Book on the website for current guidance. Changes to the UK Immunisation Schedule are made on the recommendation of the independent Joint Committee on Vaccines and Immunisation (JCVI). Several of the UK Immunisation Schedule vaccines are combined vaccines: ● Measles, mumps, and rubella (MMR). ● Hexavalent diphtheria, tetanus, acellular pertussis, inactivated polio virus, Haemophilus influenza type b, hepatitis B (DTaP/IPV/Hib/HepB). ● Diphtheria, tetanus, acellular pertussis, inactivated polio, and Haemophilus influenzae (DTaP/IPV/Hib). ● Diphtheria, tetanus, acellular pertussis, inactivated polio (DTaP/IPV). ● Tetanus, diphtheria, and inactivated polio (Td/IPV). ● Inactivated influenza vaccine: influenza A H1N1, H3N2, influenza B. ● Live attenuated intranasal influenza vaccine: influenza A H1N1, H3N2, influenza B. In the UK, vaccines against single pathogens covered by the MMR vaccine are not recommended and not available in the National Health Service (NHS). There has been some limited demand for single-target vaccines, e.g. measles, due to misguided and unfounded concerns about the alleged risks of autism following MMR.
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Fortanet-Gómez, Inmaculada. "The Dimensions of EMI in the International Classroom." In Teacher Training for English-Medium Instruction in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2318-6.ch001.

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Teaching in a foreign language has expanded all over the world, mainly with the objective of internationalization. This expansion is especially evident in Europe, and in almost all institutions the language selected for this new trend has been English. New initiatives, such as ICLHE or EMI, require the preparation and training of teachers in order to guarantee success. Training to teach at the university has been a tradition in some countries and institutions. However, this practice was not generalized until the last decades. After a thoroughly recent literature review and a contextual analysis, and based on the experience in pre-service and in-service teacher training for EMI at Universitat Jaume I, the aim of this chapter is to make a proposal for a research-informed teacher training programme that can be effective not only for today's EMI developments, but also for the scenarios university lecturers will encounter in the near future.
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Bolton, David. "Trauma-focused skills training for practitioners." In Conflict, Peace and Mental Health. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9780719090998.003.0009.

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This Chapter looks in detail at the development of a training and workforce development programme at the Northern Ireland Centre for Trauma and Transformation (NICTT), in Omagh. With particular reference to one of the courses developed at the Centre, the author concludes that more often than not, the pre-existing services, skills set and capabilities of a community will be insufficient to address the distinctive trauma-related needs that emerge during and following war and conflict. He argues that the trauma skills of pre-existing services should be enhanced by introducing additional and relevant theoretical and evidence-based approaches to understanding and addressing mental health needs. Where trauma exposure is a major concern, the development of trauma informed and trauma focused systems and services will be required. He argues for a unifying therapeutic literacy that connects all endeavours to address the mental health consequences of conflict. The role of service commissioners and funders (for example, the SEUPB) in building capacity in existing services, is discussed.
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Borer, Valérie Lussi, and Alain Muller. "Designing a Collaborative Video Learning Lab to Transform Teachers' Work Practices." In Integrating Video into Pre-Service and In-Service Teacher Training. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0711-6.ch004.

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Video is increasingly used in professional development programs for teachers. Several studies have shown that the ability to notice and analyze pertinent classroom elements is the mark of an expert teacher, but little research has focused on how to use video to bring about real transformations in teachers' classroom activity. A research program was therefore developed to address this issue, drawing on Dewey's notion of collaborative inquiry and key concepts from work analysis. The research revealed three processes of professional development that video-artifacts can bring to the fore and enrich: mimetic engagement, the comparison and cross-fertilization between activities, and the deconstruction-reconstruction of activity. On the basis of these processes, the researchers designed a program called the Collaborative Video Learning Laboratory, which has yielded promising preliminary results for professional development. The advantages and challenges of this program are discussed and the new perspectives for professional development programs for teachers are presented.
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Conference papers on the topic "In-service training programme"

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O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.

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The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It
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Kanobana, Sibo, and Bart Deygers. "Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2465.

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Previous research has indicated that experience is a more effective tool than theory in changing the teaching beliefs of prospective teachers. This qualitative case study includes the perspectives of stakeholders of a teacher training programme in order to determine the influence of its practical components on pre-service teachers' beliefs and practices. The qualitative study corroborates the findings of earlier studies that showed the limited impact of theoretical knowledge, but also shows that even a comparatively limited experiential component can have a substantial influence on pre-service
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Tsai, I.-Chang, and Chung-Han Yeh. "Integrating SERVQUAL and Importance-Performance Analysis for Assessing Smart Campus Service Quality: A Case Study of an English Training Programme in Vietnam." In 2015 IEEE 15th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2015. http://dx.doi.org/10.1109/icalt.2015.8.

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Parseliunas, Eimuntas, and Saulius Urbanas. "Features of Flexible E-Learning Modules Within Geographical Information Science for Vocational Training." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59093.

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The main features and general structures of two distant learning modules within geographical information science for vocational training are presented in this paper. “European Level Developments of Flexible Learning Models within Geographical Information Science (GIS) for Vocational Training (E-GIS)” was a pilot project under the Leonardo de Vinci Community action Programme on vocational training, within Geographical Information Science (GIS), to be implemented over a three year period, 2002–05. The project will be continued in 2008–2009 under the abbreviation eGIS+. The main objectives of the
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Ayyash, HF, MO Ogundele, L. Cuff, L. Azmi, and E. Weisblatt. "G516(P) Effect of cygnet training programme at improving parents’ knowledge and confidence in managing autistic children at an integrated neurodevelopmental service in south eastern england." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.500.

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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge
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Musatova, Oksana, and Irina Marinovskaya. "Motivation of Professional Activity of Law Enforcement Officers when Ensuring Safety and Security of Large-Scale Public Events." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-40.

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In contemporary conditions, law enforcement officers carry out their professional activity under increasingly complex stressful circumstances. A large number of people’s lives depend on their actions; this affects their own emotional state, complicates their professional work and contributes to psychological and behavioural problems. In the course of teaching potential employees, it is very important to make them feel motivated enough to properly implement their professional duties under extreme conditions of ensuring safety and security during large-scale public events. This study was partici
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Osorio-Novela, Germán, Alejandro Mungaray-Lagarda, and Natanael Ramírez-Angulo. "Students service learning experiencies in Mexican Microenterprises." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5419.

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This paper presents an experience of a service learning program in underprivileged Microenterprises. It shares the experience of Program for Research, Assistance and Teaching of Small Enterprises, an innovative model of assistance to deliver Business Development Services to low value added Microenterprises, including technical assistance and training with the participation of senior students, which act as advisers to the Microenterprises, implemented in the State of Baja California, Mexico, by The Autonomous University of Baja California. This program was propused as compensatory mechanism for
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De Vore, S. L. "National park service training in geophysical techniques for archaeology." In SEG Technical Program Expanded Abstracts 1992. Society of Exploration Geophysicists, 1992. http://dx.doi.org/10.1190/1.1822091.

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AL Shabibi, Amira. "Impact of training through long-term in-service programmes on teachers’ practices – The case of Oman." In International Conference on Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/rteconf.2019.06.330.

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Reports on the topic "In-service training programme"

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Baker, Susan S. Redefining the Air Force Medical Service in the New Millennium: Should the AFMS Outsource Physician Training and Residency Education Programs. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada381817.

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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 p
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Saavedra, Lissette M., Antonio A. Morgan-Lopez, Anna C. Yaros, Alex Buben, and James V. Trudeau. Provider Resistance to Evidence-Based Practice in Schools: Why It Happens and How to Plan for It in Evaluations. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2019.rb.0020.1905.

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Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplannin
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, th
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Braun, Lindsay, Jesus Barajas, Bumsoo Lee, et al. Construction of Pedestrian Infrastructure along Transit Corridors. Illinois Center for Transportation, 2021. http://dx.doi.org/10.36501/0197-9191/21-004.

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The availability and quality of pedestrian infrastructure play key roles in enabling access to transit. Many transit operators face challenges in facilitating this access, however, because they lack land use authority and encounter other institutional and programmatic impediments to effecting changes in the pedestrian environment. This report identifies the barriers to pedestrian access to transit in suburban communities located in the Pace Suburban Bus service area in northeastern Illinois and suggests potential solutions to overcome these barriers. The research team led several activities to
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Emergency Contraceptive Pills: South East Asia Regional Training Manual. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1016.

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This manual aims to equip Master Trainers with appropriate knowledge on emergency contraceptive pills that can be used by a woman to prevent an unwanted pregnancy within three days of unprotected intercourse or a contraceptive accident such as condom leakage. The manual discusses emergency contraceptive pills and the provision of related services. After a day’s training, Master Trainers will have the knowledge and skills necessary to train service providers and workers on emergency contraceptive pills. Clinicians and program managers who would like to provide services or information on emergen
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Provider core competencies for improved Mental health care of the nation. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2019/0067.

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This report is a comprehensive document reviewing current training programmes for various cadres of service providers who provide (or could provide) care for people with mental, neurological and substance use (MNS) disorders in South Africa. The review used national mental health and disability policies to develop a vision of contextually-appropriate services using a task-shifting disability-inclusive approach as a framework for the review. The report consists of the following sections: • An introductory section including the executive summary, background to, and methodology of the study. • Th
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Unwanted pregnancy and induced abortion: Data from men and women in Rajasthan, India. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1015.

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This report is the result of a collaborative project between the Population Council and the Centre for Operations Research and Training, conducted as part of a Council program of research on unwanted pregnancy and induced abortion in Rajasthan, India. Designed as a complement to service-delivery activities being undertaken in Rajasthan by the Indian nongovernmental reproductive health service provider Parivar Seva Sanstha, the program of research aimed to provide a multifaceted picture of the on-the-ground realities related to unwanted pregnancy and abortion in six districts of Rajasthan. Deta
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The SMNH implementation framework for districts. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1014.

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The Safe Motherhood Demonstration Project (SMDP) implementation framework was developed as a result of lessons learned and approaches used during SMDP in Western Province, Kenya, 2000–04. All the components require cooperation and support at the provincial and national level. The six components, as outlined in this brief, are: preparation; safe motherhood (SM) rapid appraisal; analysis; intervention planning; implementation; and evaluation. The development of a Safe Motherhood Rapid Appraisal Tool has been an important outcome of the DFID Western Province SMDP. The intervention in Western Prov
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