Artículos de revistas: "In-service training"

1

Dilley, Carol. "In service training." Nursing Standard 2, no. 7 (November 14, 1987): 36. http://dx.doi.org/10.7748/ns.2.7.36.s82.

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Holder, Selby. "In-service Training." Journal of Clinical Engineering 29, no. 4 (October 2004): 169. http://dx.doi.org/10.1097/00004669-200410000-00004.

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Ghavidel, Ali, and Mohammad Safari. "Investigating Effectiveness of In-Service Training Courses: Applications for In-Service Training of Tehran Municipality." International Letters of Social and Humanistic Sciences 57 (August 2015): 1–9. http://dx.doi.org/10.18052/www.scipress.com/ilshs.57.1.

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SMaking a responsive, favorable and efficient official system can be realized thorough training courses based on its current and future needs. The main aim of organizational trainings is facilitating organizations staff improvement in all aspects. On the other hand, what makes planning and administering organizational trainings legal, is their efficiency degrees. Since, the constant improvement of training system is a vital necessity in advancing organizational goals, this study tries to examine components affecting efficiency and effectiveness of in-service training in organizations. The results can be applied by authorities of short-term training courses of Tehran Municipality Organization. Outcomes of the present study revealed that some components like training need assessment and adjusting education system with organization strategies have key roles in improving efficiency and effectiveness of in-service training courses in organizations.

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Patel and Ansari. "Teleconference as a means of interactive training of in-service teachers." Conflux Journal of Education 1, no. 5 (October 1, 2013): 41–46. https://doi.org/10.5281/zenodo.7369037.

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Teaching is a dynamic activity. The teacher needs to be updated about the latest developments in the field of education. Most of the teachers, despite their long years of teaching experience, remain unaware of the latest developments and lack updated information about processes and products of education. They lack continuous training which is created after regular pre-service training. If they are trained in a regular pre-service programme then how long-lasting is the one-year or two-year training to cope with lifelong challenges in teaching is major question. Hence, there appears a need for in-service training on new issues. All teachers can not be trained face-to-face in cascade mode in all the emerging areas. Therefore, Information Communication Technology (ICT) appears as a technique of training for in-service training. Teleconference as an aspect of ICT has a major role in the in-service training of teachers. This article gives an introduction, background, and arrangement of the teleconference. The authors have also discussed problems faced during the conduct teleconference and listed out the stakeholders, suggestive themes, merits and demerits of the teleconference. It is mentioned that teleconference is the best way to have interactive produce for in-service training.

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LEVY, D. "IN-SERVICE TRAINING FOR ADULT TRAINNG CENTRE STAFF." Journal of the Institute of Mental Subnormality (APEX) 2, no. 3 (August 26, 2009): 25–26. http://dx.doi.org/10.1111/j.1468-3156.1974.tb00109.x.

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Kuria, Magutah Abysolom, and Emily Nyabisi. "An Assessment of the Effect of Teachers' In-Service Training on the Effective Implementation of Life Skills Education in Secondary Schools in Kenya." Greener Journal of Educational Research 7, no. 6 (October 26, 2017): 78–86. https://doi.org/10.15580/GJER.2017.6.090517120.

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The Ministry of Education in Kenya introduced the teaching of life skills education in all schools in 2008 so as to equip students with the adaptive abilities necessary for effectively dealing with the challenges of everyday life. However, issues meant to be addressed through life skills education; such as drug and substance abuse, pregnancy, suicidal attempts, truancy and strikes are still on the rise among secondary school learners. The purpose of this study was to assess the effect of teachers’ in-service training on the effective implementation of life skills education in public secondary schools in Naivasha sub-county, Kenya. The research was guided by the following research objectives: to establish how often teachers attended in-service training on the implementation of life skills education in public secondary schools and to assess the effect of teachers’ in –service training in the implementation of life skills education in public secondary schools in Naivasha Sub-county, Kenya. The study was based on the social cognitive theory by Albert Bandura. The study adopted a concurrent triangulation research design and targeted 180 teachers and 29 principals from public secondary schools in Naivasha Sub-County, Kenya. The sample size of 123 teachers was determined using simple random while that of 16 principals was done using purposive sampling. The data was collected by use of questionnaires and interview schedules. The quantitative data collected was presented using statistical frequency tables, whereas the qualitative data was organized into themes and then presented in narrative form. The findings of the study showed that the majority of teachers had not undergone in-service training on life skills education and that the teachers’ felt that the few in-service trainings attended were inadequate to aid in the implementation of life skills education. The study recommends that The MOE should organize in-service training for teachers on life skills education to make them more effective in teaching the same. This is because the study findings reported that most teachers had never attended in-service trainings on life skills education. The Teacher Training Institutions should also enhance more life skills training to the teacher trainees in their institutions. This would make them more effective once they go into the field.

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James, Merlin Mary. "Skill Building in Nursing Students during Pre-service Training." International Journal of Nursing & Midwifery Research 04, no. 04 (February 2, 2018): 57–59. http://dx.doi.org/10.24321/2455.9318.201745.

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McGinley, Patrick, and Brian A. Vickerman. "STAFF IN-SERVICE TRAINING." Journal of the British Institute of Mental Handicap (APEX) 14, no. 1 (August 26, 2009): 30–31. http://dx.doi.org/10.1111/j.1468-3156.1986.tb00345.x.

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Snow, Charles W., and Susan H. Creech. "Designing In-Service Training." Journal of Children in Contemporary Society 17, no. 3 (March 26, 1986): 73–83. http://dx.doi.org/10.1300/j274v17n03_08.

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10

Dungca, Catherine, Rosas Eva De, Rosas Pitsberg De, and Janet Fernando. "Extent of Implementation of Faculty In-Service Training: An Input to College Learning Action Cell." Psychology and Education: A Multidisciplinary Journal 27, no. 5 (November 3, 2024): 529–37. https://doi.org/10.5281/zenodo.14030775.

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The study aimed to determine the implementation of faculty in service training of collegiate department of the Tomas Claudio Colleges during the academic year 2023-2024. There were ninety-six (96) who responded in the survey.  They were described in terms of age, sex, civil status, educational attainment, length of service and position title. Findings reveal that age, civil status, educational attainment are not significant on the respondents’ perception regarding the extent of implementation of In-Service Training (INSET) Program. On the contrary, sex, length of service and position title are found significant. Based on the findings of the study, it was concluded that the results indicate that factors such as age, marital status, and level of education do not have a meaningful impact on how participants perceive the level of implementation of the In-Service Training (INSET) Program. Conversely, gender, years of service, and job title are shown to be influential. Further, the research findings show that factors like age, marital status, and educational background do not play a significant role in how participants view the implementation of the In-Service Training (INSET) Program. However, gender, tenure, and job position are revealed to have a notable impact. The recommendations offered included seminars and trainings and their area of specialization may be continuously provided to teachers to enhance their teaching performance; teachers may be motivated to pursue graduate education through giving of necessary compensation and incentives; scholarship grants may be provided to teachers for their continuous attendance in graduate education program;  the proposed training program may be implemented; parallel studies may be conducted considering other variables.

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Arslantaş, H. İsmail, and Metin Özkan. "TRAINING INSPECTORS` REQUIREMENTS OF IN-SERVICE TRAINING." e-Journal of New World Sciences Academy 8, no. 2 (April 7, 2013): 179–92. http://dx.doi.org/10.12739/nwsa.2013.8.2.1c0580.

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Vania, Talitha Nada, and Arief Rahmatsyah Putranto S.T M.HRMHons. Nur. "Evaluating Factors Affecting the Effectiveness of Customer Service Training Programs: A Study of IOH Outlets in Jakarta." International Journal of Current Science Research and Review 07, no. 08 (August 1, 2024): 5876–84. https://doi.org/10.5281/zenodo.13152127.

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Abstract : In the dynamic telecommunications market of Indonesia, quality customer service is pivotal for sustaining competitive advantage. IOH faces persistent challenges in meeting customer service expectations, evidenced by consistent customer complaints regarding the customer service representative performance despite extensive training programs for their representatives. This study aims to evaluate the effectiveness of IOH’s customer service training programs in Jakarta, identifying key factors influencing training effectiveness and proposing improvements. Utilizing a quantitative approach, a survey was conducted among 49 customer service representatives, and the data were analyzed using spearman rank correlation. The results revealed that training content, method, schedule, and facilities significantly impact training effectiveness, with training content identified as the most influential. Improved training content to be more relevant with the needs of representatives, implement the diverse and interactive methods, well-structured schedules, and utilize the high-quality facilities can enhance the effectiveness of training programs. These strategies will enhance the competency and confidence of customer service representatives, ultimately improving customer satisfaction. Future research should explore personalized training approaches tailored to individual needs and assess the long-term impacts of training programs and expanding the study beyond Jakarta will provide a more comprehensive understanding of training effectiveness across different regions. By addressing these recommendations, IOH can significantly improve their customer service training programs, leading to higher service quality and customer satisfaction.

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Mustafa, Saad Mohammed. "In-Service Training Programs: Iraqi Secondary School EFL Teachers‟ Motivation." International Journal of Psychosocial Rehabilitation 24, no. 5 (May 25, 2020): 6378–87. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020622.

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Gonzales, Jessa, Aleson Cawaling, Ronalyn Felipe, Charent Ojano, Ruth Quitlong, Eliza Bumaya, Marivic Monterroyo, and Arnel Alba. "In-Service Training: Its effects on the Professional Growth and Development of Elementary Teachers." Psychology and Education: A Multidisciplinary Journal 26, no. 6 (October 14, 2024): 571–80. https://doi.org/10.5281/zenodo.13929471.

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In-service training plays an important role in the professional development of teachers, bridging the gap between traditional teaching methods and contemporary educational trends. The purpose of this study was to analyze the effectiveness of in-service training programs on the professional growth and development of the public elementary school teachers in Milagros district, Masbate. The training, mandated by R.A. No. 10533 (Basic Education Act of 2013) and Republic Act 10912 (Continuous Professional Development Law), aims to enhance teachers’ pedagogical skills, classroom management, and subject knowledge to address the evolving educational demands. This research utilized a quantitative design, surveyed 50 elementary teachers to assess their profiles, the perceived benefits of various in-service training aspects, and the effects on both their professional development and student learnings. The data gathered were treated using the following statistical tool: frequency and percentage for the profiles of teachers, and weighted mean for the effects of in-service training to the teachers and learners. The findings revealed that teachers are predominantly young, with a majority holding Bachelor’s degrees. The study found that the most valued aspects of in-service training are pedagogical skills, classroom management, assessment and evaluation, and subject expertise. However, technology and integration was identified as least emphasized. In-service training programs were perceived as very effective overall to the professional growth and development of teachers and as well as to the learning outcomes of the learners. The study concludes that while in service training is very useful, there are areas for further development. Sharing best practices and successful strategies from in-service training with other schools or districts will enhance overall educational outcomes.

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Kaya, Hülya, Burçin Işik, and Figen Çalişkan. "Metaphors used by in-service training nurses for in-service training nurses in Turkey." Journal of Advanced Nursing 69, no. 2 (April 26, 2012): 404–14. http://dx.doi.org/10.1111/j.1365-2648.2012.06019.x.

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Zafar, Saleem. "Meta-Analysis Approach towards Importance of In-Service Training in Teacher's Professional and Social Development." Global Social Sciences Review 4, no. 3 (September 30, 2019): 250–56. https://doi.org/10.31703/gssr.2019(IV-III).32.

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The paper highlights the significance of in-service training and establishes that its role cannot be denied in a teacher’s professional and social development. It plays significant role in enhancing teacher’s competencies and improves teacher’s teaching skills. Its role is of vital importance in achieving teaching and learning outcomes. In-service teacher training enables teacher to have awareness about the advanced instructional technologies used in the teaching-learning process. This equips teacher with modern teaching tools, enhancing a teacher’s efficiency and effectiveness. The in-service teacher training program is a systematic attempt to change teacher’s attitudes and beliefs and also bring changes in classroom practices. A teacher undergoes different experiences and practices after joining teaching profession. In-service teacher training improves these experiences and practices. Its role is also of vital importance in developing quality education.

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Trisnawati, Wisda, Masyitoh Basabih, and Basrin Harsono Sigalingging. "Training Management Analysis In Medical Service Training Program." Jurnal Riset Kesehatan 13, no. 2 (December 15, 2024): 97–105. https://doi.org/10.31983/jrk.v13i2.11385.

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Indonesia still faces a problem with the quality of its human resource for health, despite the potential for improvement through training. According to the Ministry of Health data from 2022, only 44,391 out of 1,440,130 healthcare workers (3%) received accredited training., with many lacking a proper management process. The purpose of this study is to analyze the management of health worker training at Medstrap, organized by Company X using the Analyze, Design, Develop, Implement, Evaluate (ADDIE) Model. Researcher uses a cross-sectional design with a qualitative approach and uses in-depth interviews, observation, and document review. The result are: The analysis phase of training lacks depth, making it difficult to identify clear objectives, which are essential for developing a training roadmap. In the design phase, the absence of a clear blueprint for learning objectives and materials impacts the selection of methods and resources. Delivery and time management are big problems that can be seen from the implementation of training, which is influenced by the ability of the presenter to communicate and master the participants. Evaluation is limited by inadequate time and presenter capabilities, making it hard to measure training outcomes effectively. These issues, particularly in the analysis phase, highlight the need for improvement in the Medstrap process.

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Hazel, T., I. Condamin, and F. Audemard. "No-risk in-service training." IEEE Industry Applications Magazine 12, no. 3 (May 2006): 56–66. http://dx.doi.org/10.1109/mia.2006.1628847.

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Adams, Steve. "In-Service Training for Tutoring." Pastoral Care in Education 4, no. 1 (February 1986): 44–47. http://dx.doi.org/10.1080/02643948609470529.

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Pratt, Carlos W., and Kenneth J. Gill. "Developing interagency in-service training." Psychosocial Rehabilitation Journal 16, no. 1 (1992): 3–12. http://dx.doi.org/10.1037/h0095732.

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Drushlyak, Marina, Artem Yurchenko, Anatolii Rozumenko, and Olena Semenikhina. "EFFECTIVE FORMS OF IN-SERVICE TEACHER TRAINING." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 77–88. http://dx.doi.org/10.28925/2414-0325.2021.108.

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Recently, when choosing types of in-service teacher training, the emphasis has shifted towards increasing the activity of participants in the educational process. Therefore, more effective are those types that are based on active interaction and intensive communication, based on unique life and professional experience and willingness to share it. Among such types of in-service teacher training, the authors distinguish participation in trainings, during which attention is paid to the practical development of skills through their own educational experience, and master classes, during which attention is paid to practical demonstration of creative solutions to a problem, new methodology, technology, author's model. The Department of Computer Science of Makarenko Sumy State Pedagogical University developed short courses of in-service teacher (computer science, physics, mathematics) training of Sumy region, which are focused on the formation / development of skills to create computer animations to support the educational process which was organized as trainings and master classes. The pedagogical experiment consisted in a comparative study of the effectiveness of selected learning forms (training or master class) for heterogeneous groups (groups of teachers with different experience). In addition, the following things were determined: degree of use of IT in professional activities, willingness to use computer animation at lessons, self-assessment of skills to develop computer animations for the learning purpose. According to the results of the experiment, it was found that the master class was more effective for teachers with less than 10 years of experience, and training – for teachers with more than 10 years of experience.

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Nandwal, Preeti, and Dr Anukool M. Hyde. "e-Learning as a Tool for Corporate Training in Service Sector." International Journal of Trend in Scientific Research and Development Volume-1, Issue-6 (October 31, 2017): 1–6. http://dx.doi.org/10.31142/ijtsrd2455.

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OZUDOGRU, Melike. "The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.8.

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Macaro, Ernesto, and Lynn Erler. "In-service training needs in MFL." Language Learning Journal 18, no. 1 (December 1998): 85–92. http://dx.doi.org/10.1080/09571739885200311.

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MIDORIKAWA, Nobuyuki. "In-Service Training in Medical Library." Igaku Toshokan 46, no. 3 (1999): 261–63. http://dx.doi.org/10.7142/igakutoshokan.46.261.

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Martin, Randy. "In-Service training: Outside looking in." Journal of Police and Criminal Psychology 3, no. 1 (March 1987): 21–28. http://dx.doi.org/10.1007/bf02806514.

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Rasor-Greenhalgh, Sue, Evelyn Taylor, Suellen Roberts, and Deborah Marino. "Computer Training and Service Learning in School Nutrition Service." Journal of Nutrition Education 30, no. 4 (July 1998): 235–36. http://dx.doi.org/10.1016/s0022-3182(98)70325-5.

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Yücel, Nilgün, and Aysun Yavuz. "Rethinking Intercultural Training In Teacher Training." Journal of Intercultural Communication 19, no. 3 (November 10, 2019): 1–10. http://dx.doi.org/10.36923/jicc.v19i3.793.

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Often lauded for its role in language education, very little is said or written about the integration of intercultural education into language teacher training. This research spotlighted different approaches to interculturality as well as focusing on the processes that pre-service English language teachers went through during their intercultural training. The context of this study was one particular English Teacher Education Department in Turkey. The methodology rested on the use of focus-group interviews. 3 categories and 8 themes emerged from the analysed data indicated the importance of raising pre-service English language teachers’ awareness of different approaches to interculturality, including these approaches in language teacher training as and relating them to pre-service English language teachers’ future practice.

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Taylor, R. "The production of training packs in in-service teacher training." ELT Journal 46, no. 4 (October 1, 1992): 356–61. http://dx.doi.org/10.1093/elt/46.4.356.

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OGUNLEYE, Funmilola Mary, and Anthony Tola (PhD) ENIJUNI. "In-Service Training On Job Performances of Business Teachers in Secondary Schools in Ikere Local Government Area, Ekiti State." International Journal of Academic Research in Business, Arts & Science (IJARBAS) 7, no. 2 (February 27, 2025): 15–26. https://doi.org/10.5281/zenodo.14937267.

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The study was on in-service training on job performance of business teachers in Secondary schools in Ikere Local Government area in Ekiti state. Four research questions were raised and one hypothesis was formulated and tested at 0.05 level of significance. The study adopted survey research design. The population of the study comprised 70 business subject teachers in all the Secondary School in the area of study. All the business teachers were used since the population was manageable. The instrument used was a questionnaire titled in-service training on job performance of business teachers in Secondary Schools Questionnaire (ITJPBSQ). The instrument was given to experts in Business Education for content and face validity. The internal consistency of the instrument was ascertained using Cronbach alpha with a Coefficient value of 0.74. Descriptive statistics of mean and standard deviation were used to answer all the research questions. The null hypothesis was tested using t-test statistics at 0.05 level of significance The findings revealed that coaching, mentoring, job rotation and job shadowing influence business teachers’ job performance with high extent. It was therefore recommended that School authorities should adopt mentoring strategies that can expose teachers to necessary work ethics and rudiments that could enhance their job performance, Schools authorities should promote job rotation programmes in order to update and complement business teachers’ knowledge, skills and competencies, among others.   Keywords: In-service training, Job Performance, Business Teachers,

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Santos, Maria Manuela Novais. "Distance Education In‐Service Teacher Training." Educational Media International 30, no. 2 (June 1993): 55–57. http://dx.doi.org/10.1080/0952398930300202.

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Banerjee, Utpal K. "Civil Service Training in Computer Technology." Indian Journal of Public Administration 34, no. 3 (July 1988): 579–601. http://dx.doi.org/10.1177/0019556119880313.

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Barrow, Marjorie, and Joan Lancaster. "In-service training for health visitors." Health Education Journal 45, no. 2 (June 1986): 107–9. http://dx.doi.org/10.1177/001789698604500217.

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Mouawad, Maya, and Brian H. Kleiner. "New developments in customer service training." Managing Service Quality: An International Journal 6, no. 2 (April 1996): 49–56. http://dx.doi.org/10.1108/09604529610109774.

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WALLBERG, BÖRJE. "Training for Service in Developing Countries." European Journal of Engineering Education 10, no. 1 (May 1985): 23–56. http://dx.doi.org/10.1080/03043798508939208.

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Ahmed, Latheef N. "Graduate Training in Public Service Ethics." News for Teachers of Political Science 45 (1985): 5–7. http://dx.doi.org/10.1017/s0197901900004049.

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Educating and training professional administrators in public service ethics is complex. Just one of the many questions is whether ethics can be taught in the classroom at all, particularly to graduate students at a late period in their lives. Essential life patterns of our MPS and MBA students have already been established during their formative years, and their jobs and other adult experiences influence their thinking, feeling and acting. What is “practical” administrative behavior vs. high sounding ethical prescriptions and codes? Recognizing such caveats, the following account documents the author’s classroom teaching experience.The unique student body involved combined MPA and MBA students, who were all part or full time practitioners and mature individuals. This setting provided an opportunity for government-business cross study and dialogue on administrative ethics.

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Ekeberg, Christina. "Introductory Training in Occupational Health Service." AAOHN Journal 39, no. 7 (July 1991): 322–27. http://dx.doi.org/10.1177/216507999103900705.

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Heinerichs, Scott, and Alison M. Gardiner-Shires. "Incorporating Service Learning in Athletic Training." Athletic Therapy Today 15, no. 1 (January 2010): 36–38. http://dx.doi.org/10.1123/att.15.1.36.

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Nemec, Pat. "In-service training: Making it stick." Psychiatric Rehabilitation Journal 30, no. 2 (2006): 151–53. http://dx.doi.org/10.2975/30.2006.151.153.

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Mulholland, Jane L. (Mosher). "In-Service Training for Residential Staff." American Annals of the Deaf 134, no. 1 (1989): 41–44. http://dx.doi.org/10.1353/aad.2012.0625.

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Arthur, Gwen. "Customer-service training in academic libraries." Journal of Academic Librarianship 20, no. 4 (September 1994): 219–22. http://dx.doi.org/10.1016/0099-1333(94)90102-3.

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Abdolreza, Gilavand*. "AN INVESTIGATION OF THE PERSONNEL'S SATISFACTION WITH THE VIRTUAL IN-SERVICE TRAINING COURSES." Indo American Journal of Pharmaceutical Sciences 04, no. 12 (December 21, 2017): 4619–25. https://doi.org/10.5281/zenodo.1122600.

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Introduction: Educational systems are in search of new approaches that, in the face of global developments, have the ability to reconstruct and adapt. Therefore, this research has been done in order to study the personnel satisfaction of Jundishapur University of Medical Sciences in Ahvaz with the virtual in-service training courses. Materials and Methods: This descriptive-analytic study has been conducted in November 2014 and in three categories of satisfaction with the content, satisfaction with the course delivery method and satisfaction with the virtual education program. A sample of n=211 was selected randomly from 1052 subjects. For data collection, a standardized questionnaire based on Likert scale was used. To analyze the data, also descriptive statistics such as frequency, mode, mean, one way ANOVA, and independent t-test were used by the statistical software SPSS version 21. Results: The highest level of satisfaction was obtained from the virtual education program with an average satisfaction of 4.17 (from the maximum score of 5) and 80.65% agreed, and the least satisfaction was obtained from the content of the courses with an average satisfaction of 3.76 and 69.43% agreed. Background variables such as work history, type of employment, degree and gender had no effect on the personnel satisfaction with participation in virtual education courses. (p>0.05). Conclusion: So considering the considerable satisfaction of employees with virtual training courses, the need for serious planning for an appropriate system deployment is necessary for full implementation of this method. Keywords: Personnel, In-service Training, Virtual Education, Iran.

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Xu, Yan. "Exploration and Reflection on the Training Model of Customer Service Talents in Higher Vocational Education in the Digital Era." East Asian Trade Association 5, no. 1 (June 30, 2023): 39–51. http://dx.doi.org/10.47510/jeat.2023.5.1.39.

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Purpose - Higher vocational colleges need to promote the reform of customer service talent training mode to adapt to the new requirements of the digital age and train customer service talents that meet the needs of enterprises. Therefore, the training mode of customer service talents in higher vocational colleges is studied. Design/Methodology/Approach - Based on the basic theory of innovation and development, this paper studies the problems existing in the training of customer service talents in higher vocational colleges: there is a gap between the standards of school talent training and the needs of enterprises; The application ability of digital technology of higher vocational college graduates is insufficient; The community consciousness of both sides of school-enterprise cooperation is weak, so we put forward the path of talent training. Findings - This paper integrates digital skills into the goal of talent training, Build a customer service digital knowledge system according to customer service positions; To build a double-qualified teaching staff; Deepen the deep integration of production and teaching, optimize the practice of digital curriculum; University-enterprise joint development of industry-university-research cooperation platform and other paths to promote innovation and reform of customer service talent training model. Research Implications - The research of this paper is of great significance to reform the training mode of higher vocational customer service talents in the digital era. Also, it provides reference for the follow-up research of other scholars

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ONWE, HANNAH ORUCHUKWU, and BUSAYO BELLO MERCY. "IN-SERVICE TRAINING AND EMPLOYEES' PRODUCTIVITY IN THE HOTEL INDUSTRY." GPH-International Journal of Educational Research 07, no. 07 (August 11, 2024): 24–41. https://doi.org/10.5281/zenodo.13293878.

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Hotel employees in Lagos State tend to become obsolete due to organizational, technological, and social dynamicsas a result of little or no attention to staff training needs. Studies that examined the link between in-service training and employees’ productivity in the hotel industry in Nigeria, particularly in Lagos State, have not been reported, hence the justification for this study. The main objectives of the study are to examined the correlation between the dimensions of in-service training and employees’ productivity in the hotel industry in Lagos state. Human capital theory and a quantitative research design were used. The research population comprised the 792 registered hotels in the 20 LGA in Lagos State out of which 63 hotels were selected through systematic random sampling. Taro Yamane formula was used to determine the sample size of 1,624 staffs out of 330staffs in the selected hotels in the 20 LGAs of Lagos State. Structured questionnaires were used to collect the data, and analysed using Multiple Regression. The tested hypothetical relationship between dimensions of in-service training and employees' productivity shows that both on-the- job training and off-the-job training has positive and significant relationship with employees’ productivity. It is concluded that on-the-job and off-the-job training are therapies for enhanced employees’ job productivity in the hotel industry.

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Huhtala, Anne, and Marjo Vesalainen. "Challenges in developing in-service teacher training." Apples - Journal of Applied Language Studies 11, no. 3 (October 26, 2017): 55–79. http://dx.doi.org/10.17011/apples/urn.201712104584.

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Teacher education in Finland is widely respected and of high quality. However, there is a recognised need to develop the educational continuum from pre-service education to in-service training. This article deals with challenges connected to in-service teacher training. Based on two projects, consisting of seven one-month courses for teachers of Swedish in Finland, we reflect on the challenges we encountered during the three-year process. In our research, theory and practice, but also data and methods, have been intertwined, as we have studied the phenomenon by using exploratory practice (Allwright, 2003). The projects and the study were based on a thorough literature review. During the planning phase, we identified many issues that should be taken into consideration during in-service training projects for teachers of Swedish, e.g., challenges posed by the new national core curricula and the new distribution of lesson hours, declining results in middle-long Swedish (Syllabus B1), relatively low self-reported school satisfaction, and problems linked with teachers’ professional development. In this paper, we report on challenges we encountered during the process. These included challenges connected to (a) teacher co-operation, (b) traditional vs. modern teaching methods, and (c) teachers’ language skills. Based on our research, we wish to emphasise the importance of research-based planning and implementation of in-service training, as well as a genuine connection between in-service training, teachers’ everyday work and school reality.

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Butt, Norman. "In-service training in the new era." Support for Learning 4, no. 2 (May 1989): 67–74. http://dx.doi.org/10.1111/j.1467-9604.1989.tb00345.x.

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Karagiorgi, Yiasemina, and Loizos Symeou. "Teachers' in‐service training needs in Cyprus." European Journal of Teacher Education 30, no. 2 (May 2007): 175–94. http://dx.doi.org/10.1080/02619760701275487.

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Knežević Bojović, Ana, and Olivera Purić. "IN-SERVICE TRAINING OF JUDGES IN EUROPE." Strani pravni život 60, no. 4 (December 31, 2016): 57–70. http://dx.doi.org/10.56461/spz16404k.

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It is essential that judges receive detailed, in-depth, diversified training so that they are able to perform their duties satisfactorily. Facing a quickly-evolving world, where technologies, social context and law change on monthly basis, judges and prosecutors need to constantly improve their professional knowledge, skills and behaviour. Knowledge of substantive law is no longer sufficient – holders of judicial offices need to know more about the social context of law and judicial processes, skills related to the activity in the court. In order for judicial training to truly contribute to the improved functioning of the judiciary and secure for every person the right to a fair trial, the training must respond both to the needs of the judiciary and also to the needs of the society. This article will present the current and emerging trends in assessing the training needs within European judicial systems and developing continuous judicial training curricula. The article underlines the need to shift the process of assessing the need for training of holders of judicial offices from a justice-centered exercise to a consultative and inclusive process that engages a wider stakeholder community. The authors also argue that the emerging trend of developing judicial competence models can be instrumental in securing both that the training needs are met and that access to justice is provided to all.

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Kamal, Manwani, and Gupta Mahima. "Professional Development of Teachers: Learning from Singapore's Teacher Education System." RESEARCH REVIEW International Journal of Multidisciplinary 04, no. 04 (April 15, 2019): 436–39. https://doi.org/10.5281/zenodo.5790856.

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This paper looks at the Teacher Education practices followed in Singapore which make it one of the best education systems in the world. In this paper, Teacher Education of Singapore is viewed from three various areas, that are, pre-teacher training phase, pre-service teacher training phase and in-service teacher training phase. The aim of this paper is to learn from Singapore’s teacher education system and incorporatethe learningsas needed in a particular education system based on their local needs and demographics.

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MATSUZAKI, Yasuhiro. "Teachers in In-Service Training in Special Education With and Without Pre-Service Teacher-Education Training : A Survey." Japanese Journal of Special Education 41, no. 1 (2003): 3–13. http://dx.doi.org/10.6033/tokkyou.41.3.

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