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Littérature scientifique sur le sujet « Training workshops »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 17 février 2022

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Articles de revues sur le sujet "Training workshops"

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Chen, Lei-Shih, Yu-Lyu Yeh, Patricia Goodson, Shixi Zhao, Eunju Jung, Amber Muenzenberger, Oi-Man Kwok et Ping Ma. « Training Texas Public Health Professionals and Professionals-In-Training in Genomics ». American Journal of Health Promotion 33, no 8 (8 juillet 2019) : 1159–65. http://dx.doi.org/10.1177/0890117119860040.

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Purpose: The purpose of this study is to evaluate the effects of genomics training workshops for public health professionals and professionals-in-training. Design: A pre- and post-test evaluation design with 3-month follow-up. Setting and Participants: Thirteen genomics training workshops were delivered across Texas to 377 public health professionals and professionals-in-training (66.7% were ethnic minorities). Intervention: Three-hour theory-based, face-to-face genomics training workshops focusing on family health history practice were delivered. Methods: We administered surveys prior to the workshops, immediately post-workshops, and at 3-month follow-up to examine the changes in participants’ knowledge, attitudes, intention, self-efficacy, and behavior in adopting genomics into public health practice. Linear mixed modeling analyses were used to analyze the quantitative survey data. A content analysis was also conducted for qualitative survey data analysis. Results: Genomics practice significantly improved among public health professionals at 3-month follow-up ( P < .01). For all participants, knowledge, attitudes, intention, and self-efficacy scores increased significantly immediately post-workshop compared to the pre-workshop scores (all Ps < .01). Knowledge and attitudes scores at the 3-month follow-up remained significantly higher than those scores at the pre-workshop (all Ps < .01). The feedback from workshop participants was positive. Conclusion: Our genomics training workshop is an effective program that can be disseminated at a national level to establish genomic competencies among public health professionals and professionals-in-training in the United States.
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Lombardo, Aldo, et Rex Haigh. « Training for enabling environments ». Therapeutic Communities : The International Journal of Therapeutic Communities 38, no 1 (10 avril 2017) : 41–48. http://dx.doi.org/10.1108/tc-10-2016-0022.

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Purpose The purpose of this paper is to demonstrate the training value of a residential “enabling environments” (LLEE) workshop in relation to the Royal College of Psychiatrists’ (RCPsych) ten specified standards, as rated by workshop participants. Design/methodology/approach A 34 question yes/no/na questionnaire was drawn up, derived from the ten value-based standards and criteria which need to be met for the enabling environment (EE) award by the RCPsych’s Centre for Quality Improvement (Table AI). It was administered after six residential workshops, in Italy and UK, to 99 participants. Results were analysed for each of the six workshops, and for each of the ten standards, to show the degree to which participants recognised whether the standards were met. Findings High rates of positive responses were recorded with little variation across the six workshops sampled. Some standards and criteria showed higher levels of positive responses, and some showed slightly higher scores for “not applicable”. Practical implications Experiential Living-Learning Experience (LLE) workshops provide a valid training experience for those developing or working in EEs. Social implications Value-based standards can only be fully understood by direct experience of them, as verbal or written explanations fail to convey the psychological impact of the experience. Originality/value The questionnaire and its translation is the original work of AL. RH is the founder of LLE training workshops and the EE award.
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Culloty, Tonia, Derek L. Milne et Alia I. Sheikh. « Evaluating the training of clinical supervisors : a pilot study using the fidelity framework ». Cognitive Behaviour Therapist 3, no 4 (décembre 2010) : 132–44. http://dx.doi.org/10.1017/s1754470x10000139.

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AbstractTheevaluation of supervisor training has featured weak measurement and lacked a coherent framework, limiting effectiveness. A literature review was first conducted to clarify the current status of supervisor workshop evaluations, related to the promising fidelity framework. This consists of five criteria: the workshop's design, the training (competence of the trainer), the delivery of the workshop, the learning of the participants (receipt), and the clinical practice outcomes (enactment). Second, we applied this framework to the training of supervisors (n = 17) in a cognitive-behavioural therapy (CBT) approach, by analysing one trainer leading two successive supervisors’ workshops. The review of the literature indicated that there were significant psychometric and conceptual deficiencies in the current evaluation of supervisor training. The data from the case-study analysis suggest that the manual-based workshop could be delivered with high fidelity by this trainer (e.g. the CBT approach to supervision received 89% approval). The fidelity framework provided a systematic, feasible and coherent rationale for the evaluation of supervisor training. Our preliminary findings indicated that the workshop was successful. To fulfil its promise as an improved way of evaluating supervisor training, the framework should be piloted with other trainers, instruments and workshops, using controlled designs.
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Lalonde, Jeffrey, Zeinab Jeambey et Linda Jacobs Starkey. « Media Training for Diabetes Prevention : A Participatory Evaluation ». Canadian Journal of Dietetic Practice and Research 68, no 3 (septembre 2007) : 132–36. http://dx.doi.org/10.3148/68.3.2007.132.

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The Media and the Message – Promoting Healthy Eating and Active Living for Diabetes Prevention was a project aimed at raising awareness of diabetes risk factors and enhancing the public's access to credible, up-to-date, healthy eating and active living messages in the media. Cross-country workshops were held to teach media strategies and key diabetes prevention messages to multidisciplinary groups of health professionals. Evaluation was integral to the project; both the process and outcomes were assessed using Health Canada's Population Health Approach. Timeline and budget were tracked. Questionnaires were created to evaluate advisory committee conference calls and to determine participants’ perceptions of the 19 workshops and resources. A pre-workshop/post-workshop and three-month follow-up questionnaire format, along with an online media-tracking tool, was used to collect outcome data and to measure changes in confidence and media behaviour. Sixty-three percent of participants (150 of 238) reported that multidisciplinary workshops were very valuable. Three-month follow-up revealed a significant increase in confidence in all media activities taught at the workshops, although this failed to translate into increased media activity. Sixty-eight percent (78 of 115) of responding participants disseminated workshop learning. Detailed evaluation revealed that multidisciplinary workshops are valued and effective in increasing confidence. However, eliciting behaviour change following a workshop remains a challenge.
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Shulska, Nataliia M., Nataliia M. Matviichuk, Yuriy V. Hromyk, Nataliia V. Kolenda et Nataliia Yu Rymar. « ORGANIZING ICT-SUPPORTED WORKSHOPS AT UNIVERSITIES ». Information Technologies and Learning Tools 61, no 5 (31 octobre 2017) : 175. http://dx.doi.org/10.33407/itlt.v61i5.1814.

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The article systematizes theoretical and practical experience of organizing classes in the format of dynamic training using the technology of the workshop in higher educational institutions. The emphasis is placed on the peculiarities of the use of integrated workshops with technical (computer) support during classes, as well as remote workshops for the organization of students’ independent work. The practical experience of organizing dynamic training in the form of the workshop for students of Journalism with the use of both an integrated «training workshop» and the possibilities of a free training platform «Prometheus» is presented. Based on the questionnaire of the participants in the training group, the advantages of using the technology of the workshop in the educational process are determined.
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Case, Brea, Angela M. Zell et Joan Ilardo. « USING CHRONIC DISEASE SELF-MANAGEMENT TO ENHANCE PATIENT-PROVIDER PARTNERSHIPS ». Innovation in Aging 3, Supplement_1 (novembre 2019) : S790. http://dx.doi.org/10.1093/geroni/igz038.2908.

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Abstract The Partners in Aging Strategies and Training (PAST) project employed a bilateral approach to educate both healthcare professionals and consumers. Our theory is that improved health outcomes are attained by teaching healthcare providers and consumers how to engage better with each other, especially when consumers use the skills learned in community-based programs, such as self-management and healthy lifestyle choices. PAST activities provided an integrated educational program for healthcare providers and older adult patients, their families and caregivers to learn skills that enhance their ability to form productive patient-provider partnerships. We used three types of training: 1) multi-disciplinary health professions and primary care provider continuing-education face-to-face workshops and webinars; 2) older adult patient and caregiver workshops, resource materials; and 3) reverse marketing comprised of sending information to physicians whose patients attended a workshop that included the topics covered in the workshops and the patients’ three- to six-month action goals. We found that physicians who attended the grand rounds presentations were very receptive to the ‘nuts and bolts’ approach to things like doing a quick mobility assessment, effectively communicating with patients, health literacy, and referring patients to community-based non-medical services and supports. We conducted seven types of evidence-based workshops. Over 90% of participants gave permission to send a letter to their physician to tell them they attended the workshop. We used pre-post confidence scales based on each workshop’s learning objectives to measure changes in workshop participants’ self-management confidence. There was positive change in confidence for all seven workshops.
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Brown, Richard L., et Michael F. Fleming. « Training the Trainers : Substance Abuse Screening and Intervention ». International Journal of Psychiatry in Medicine 28, no 1 (mars 1998) : 137–46. http://dx.doi.org/10.2190/vg0w-tw89-uwe0-hyjl.

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Objective: Screening and brief intervention for substance abuse is effective yet underutilized by primary care physicians. This article reports on Project SAEFP (Substance Abuse Education for Family Physicians), which aimed to enhance the clinical and teaching skills and activities of U.S. family practice residency faculty. Method: Ten five-day workshops were designed and administered for 165 participants. Evaluation data included measures of participant satisfaction and pre-workshop and twelve-month post-workshop measures of the frequency of teaching, consulting, and clinical activities, and the attainment of self-identified teaching goals. Results: The participants were very satisfied with the workshops. They improved significantly in the key outcome measures. Conclusions: Several workshops may have contributed to the apparent success of Project SAEFP. Attributes of the workshops which might have facilitated their success were their duration, funding, frequency of offering, collegial learning environment, opportunities for active learning, emotionally moving exposure to recovering individuals, focus on how to modify curriculum at participant residency programs, availability of family physician role models as faculty, and readily usable instructional materials. Planners of interventions for physician educators might profit from similar attention to these attributes.
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Razavi, Darius, Isabelle Merckaert, Serge Marchal, Yves Libert, Sandrine Conradt, Jacques Boniver, Anne-Marie Etienne et al. « How to Optimize Physicians’ Communication Skills in Cancer Care : Results of a Randomized Study Assessing the Usefulness of Posttraining Consolidation Workshops ». Journal of Clinical Oncology 21, no 16 (15 août 2003) : 3141–49. http://dx.doi.org/10.1200/jco.2003.08.031.

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Purpose: Although there is wide recognition of the usefulness of improving physicians’ communication skills, no studies have yet assessed the efficacy of post-training consolidation workshops. This study aims to assess the efficacy of six 3-hour consolidation workshops conducted after a 2.5-day basic training program. Methods: Physicians, after attending the basic training program, were randomly assigned to consolidation workshops or to a waiting list. Training efficacy was assessed through simulated and actual patient interviews that were audiotaped at baseline and after consolidation workshops for the consolidation-workshop group, and approximately 5 months after the end of basic training for the waiting-list group. Communication skills were assessed according to the Cancer Research Campaign Workshop Evaluation Manual. Patients’ perceptions of communication skills improvement were assessed using a 14-item questionnaire. Results: Sixty-three physicians completed the training program. Communication skills improved significantly more in the consolidation-workshop group compared with the waiting-list group. In simulated interviews, group-by-time repeated measures analysis of variance showed a significant increase in open and open directive questions (P = .014) and utterances alerting patients to reality (P = .049), as well as a significant decrease in premature reassurance (P = .042). In actual patient interviews, results revealed a significant increase in acknowledgments (P = .022) and empathic statements (P = .009), in educated guesses (P = .041), and in negotiations (P = .008). Patients interacting with physicians who benefited from consolidation workshops reported higher scores concerning their physicians’ understanding of their disease (P = .004). Conclusion: Consolidation workshops further improve a communication skills training program’s efficacy and facilitate the transfer of acquired skills to clinical practice.
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Whittaker, Heather T., Lashanda Skerritt, Matthew Dankner et Mark J. Eisenberg. « An exercise in scientific writing for physicians in training ». Clinical and Investigative Medicine 43, no 1 (5 avril 2020) : E35—E38. http://dx.doi.org/10.25011/cim.v43i1.33647.

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It is important to strengthen critical thinking and scientific writing abilities during medical training to support trainees in their research endeavors and prepare students for careers in academic medicine. This commentary describes an interactive workshop to encourage student engagement with scientific literature and contribution to scholarly discourse by writing letters to the editor (LTEs). Students in the MD-PhD program at McGill University were asked to identify an article from a high-impact journal and think about ways in which they could address its scientific content. Students completed this preparation on their own time and then attended a 90-minute workshop where their LTEs were finalized and submitted. The LTE workshops were conducted in 2017 and 2019, and student participation and informal feedback indicated that perceptions of the workshops were positive. The workshops provided students an opportunity to strengthen their critical appraisal and academic communication skills while also contributing to the scientific literature. Letters written by aspiring and practicing physicians add valuable clinical insight to the literature and promote physician engagement with research. Strategies to support the adoption of LTE workshops include incorporating them into longitudinal curricula in medical school and integrating them into journal clubs during residency or fellowship.
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Baral, N., A. K. Nepal, B. H. Paudel et M. Lamsal. « Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students ». Kathmandu University Medical Journal 13, no 2 (25 février 2017) : 162–66. http://dx.doi.org/10.3126/kumj.v13i2.16791.

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Background Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education.Objective The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods.Method Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student’s feedback, evaluation by peers and the self-evaluation by the teacher trainees.Result Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop.Conclusion In present study, the faculty members showed accrued interest to participate in teacher’s training workshops. The peer evaluation of teacher’s performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.
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Thèses sur le sujet "Training workshops"

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Keith, Karin J., et Renee Rice Moran. « Qualitative Training Workshops for Graduate Assistants ». Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3619.

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Swaddling, Judith. « Greek sculptors : their employment, training and materials (with special emphasis on bronze) ». Thesis, University College London (University of London), 1986. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337339.

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Dywili, Mlungiseleli Vincent. « The effectiveness of selected Quaker Peace Centre training workshops in the Western Cape ». Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1013254.

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Several Alternatives to Violence Project (AVP) training workshops have been established to help transform correctional institutions worldwide. There is no evidence of any research on AVP conducted in the context of South African Schools to date. This research therefore aims to evaluate AVP training by the Quaker Peace Centre at five high schools on the Cape Flats. Taking a qualitative approach, the study provides a literary contextualization of the problem of violence in South African schools as well as the history of AVP programmes in South Africa and abroad. In respect of his data collection, the researcher used both evaluation forms submitted at the completion of training events, as well as a purpose-designed questionnaire, mailed to a convenience sample of 635 past participants in the training. The results of the study indicate that the AVP workshops have had an impact on the lives of the participants, and there is an acknowledgement of feelings of empowerment experienced by recipients, which enables sound recommendations to be made.
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Price, Wanda Leigh. « The effects of in-service workshops on computer anxiety in elementary teachers ». Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/76475.

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The computer education literature documents computer anxiety as a problem common to classroom teachers without prior computer training. This study was an investigation of the effectiveness of workshops designed to reduce such anxiety. The treatment comprised of instruction based upon principles derived from the literature was administered to 80 teachers in a Treatment group and 57 teachers in a Quasi-control group. Pre-test measurements included a Computer Background Information survey, Part II of the Minnesota Computer Literacy and Awareness Assessment and the Trait section of the Spielberger State Trait Anxiety Inventory (STAI). Post-test measures were the State section of the State Trait Anxiety Inventory, Part I of the Minnesota Computer Literacy and Awareness Assessment and a LOGO quiz. Statistical treatment of the data included T-test comparisons between Treatment and Quasi-control groups on tests of computer Knowledge; Chi-square test of independence between groups on descriptive characteristics and a one-way analysis of variance testing the relationship between test anxiety and achievement. Findings confirm an inverse relationship between computer knowledge and computer anxiety. The workshop treatment derived from the literature on in-service training and computer anxiety was an effective vehicle for increasing teacher knowledge and reducing computer anxiety. Study results show that teachers exposed to the treatment workshops reported an increase in positive attitudes toward computer use. Comparisons of pre- and post-workshop State anxiety measurements yielded evidence of significant computer anxiety reduction.
Ed. D.
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Almon, Holly C. « The Effects of Workshop Training and Coaching on the Acquisition and Generalization of Teaching Skills ». Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4442/.

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The purpose of this study was threefold: (a) to examine the separate effects of increased accuracy on multiple-choice/rank-order written tests and coaching on the teaching performance of participants; (b) to compare generalization across tasks produced by the workshop and coaching; and (c) to assess maintenance of teaching performance. Following baseline, two adults received a lecture on discrete trial teaching procedures. A written test measured verbal performance on workshop material periodically throughout this phase. During the next phase, each adult then experienced further training via in-situ coaching. A multiple baseline design across tasks was used during the coaching phase. Results of the workshop training package revealed an inverse relationship between the strongest verbal performance and strongest teaching performance skill areas. In addition, only with the introduction of the in-situ coaching package did teacher performance improve significantly across all behaviors. Child responding remained relatively constant throughout the study, regardless of teacher performance. Some generalization of teacher behavior was observed across tasks, but was extremely variable across both workshop and coaching conditions. After the cessation of coaching, teacher performance remained stable across maintenance phases and at a 6-week follow-up.
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Hawke, Laurie McEdwards. « Secondary teachers' attitudes and beliefs toward staff development ». Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184941.

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This descriptive study was undertaken for the primary purpose of identifying attitudes and beliefs of secondary teachers toward staff development. Participants in the study included the total population of teachers in two high schools in a southwestern school district. The objectives of the study were to identify the attitudes and beliefs of teachers toward staff development as an important part of their professional growth, and toward the organization, processes, and personnel involved in staff development. Also to be identified were the level of knowledge and interest teachers have of specific topics for staff development programs, and similarities/differences in teachers' attitudes based on school, department, number of years teaching experience, education level, participation in a career ladder program, and gender. The data was collected using a two-part, modified Likert scale questionnaire. The findings of the study suggest that the teachers from the school itself should plan staff development, including the content which should be based on the teachers' needs as determined from an open-ended questionnaire, and that the instructors should be teachers from the school or the school's administrators. Staff development programs should incorporate a variety of teaching methods, although lecture was rated as the least desirable single method by the teachers. Staff development should be regular and on-going, with quarterly sessions receiving the most agreement from the teachers. It should be held at the school itself, during released time, and job-related. The teachers agreed that staff development should be evaluated throughout the school year, by the teachers, assessing whether its objectives had been met. Participation should not be mandatory, but depend upon the content of the program and the needs of the individual. Incentives to participate should include the intrinsic value of improved teaching ability, salary increases, university credit, and increased student achievement. Finally, over seventy percent of the teachers agreed that staff development is an important part of their professional growth.
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Clanton, Kelley La rae. « The improvement of computer performance and self-efficacy among seniors citizens through training and virtual classrooms ». Auburn, Ala, 2009. http://hdl.handle.net/10415/1662.

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Antolino, Alik Santos 1970. « Escolas de tempo integral : oficinas de arte e seus professores ». [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250980.

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Orientador: Rogério Adolfo de Moura
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A presente pesquisa tem como propósito estudar as oficinas de arte nas escolas de tempo integral e a formação de seus educadores nas escolas da rede pública estadual da região metropolitana de Campinas, interior de São Paulo. Este projeto viabilizado pela Secretaria Estadual da Educação de São Paulo implantado em 2006 pretende oportunizar aos educandos da rede pública diferentes experiências e conhecimentos por meio de sua maior permanência na escola Com o intuito de entender os procedimentos para a viabilização do projeto levantou-se por meio desta pesquisa documental a historia de diferentes experiências de educação em tempo integral já realizadas no Brasil. Além da análise documental foi utilizada a Legislação que rege as escolas de tempo integral no estado de São Paulo e os documentos advindos após está lei ser colocada em vigor pelos seus governantes. Entrevistas também foram realizadas com personagens que vivenciam esta prática como: três supervisores de ensino; uma PCOP (Professora Coordenadora Oficina Pedagógica) de arte, uma Coordenadora de Oficina Pedagógica de Diretoria de Ensino, uma Coordenadora pedagógica e três Professores atuantes nas oficinas de arte nas escolas de tempo integral. Os dados foram utilizados como referencia da implantação do projeto nas escolas de tempo integral. Na interpretação dos dados se percebe que, tanto para professores e coordenadores são trazidos, por meio das suas falas, os problemas da implementação das escolas de tempo integral como falta de infraestrutura, falta de material ou orientações técnicas. Estes e outros fatos inviabilizaram a concepção de uma escola de tempo integral de qualidade. É necessário debater inicialmente sobre a formação do professor uma vez que será este que atuará tanto na grade comum como nas oficinas. Também se faz necessário debater a concepção do ensino da arte e de oficinas que serão ministradas nestes espaços refletindo sobre a função do ensino da arte, não voltado somente para questões oficineiras, o fazer arte por fazer, mas para conhecimentos e aprendizagens que a arte pode proporcionar e auxiliar no processo educativo deste educando.
Abstract: This research aims to study the art workshops in schools full time and training of their teachers in schools of public schools in the metropolitan region of Campinas, São Paulo. This project made possible by the State Department of Education Sao Paulo implemented in 2006, aims to create opportunities for students from public different experiences and knowledge through their longer stay in school In order to understand the procedures for the feasibility of the project arose through this research documents the history of different experiences of full-time education has made in Brazil. Besides the document analysis was used Legislation governing full-time schools in the state of Sao Paulo and documents arising after the law is to be put in place by their governments. Interviews were also conducted with people who experience this practice as three educational supervisors; a PCOP (Teacher Pedagogical Workshop Coordinator) of art, a Coordinator of Pedagogical Workshop for Board of Education, an educational coordinator and three teachers working in the art workshops in school full time. The data were used as the reference implementation of the project in schools full time. When interpreting the data it is seen that for both teachers and coordinators are brought, through their speeches, the problems of implementing all-day schools as lack of infrastructure, lack of material or technical guidance. These and other facts made it impossible to design a school full-time quality. It is necessary to discuss first on the training of teachers since this will be to act in the grid so common as in the workshops. Also it is necessary to discuss the concept of art education and workshops to be held in these spaces reflecting on the role of art education, not only for back issues oficineiras, do art to make, but for knowledge and learning that art can provide and assist in the educational process of educating.
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação
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Lee, Lap-chi, et 李立志. « Effectiveness of behaviour modification programmes implemented by sheltered workshop instructors on an in-service course ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956506.

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Paris, Sandra L?cia. « Os ateli?s (auto)formativos na constitui??o do sujeito docente da educa??o matem?tica ». Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14407.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The object of study of this thesis is the use of (self)training workshops as a fundamental process for the constitution of the teaching subject in mathematics education. The central purposes of the study were to describe and analyze a learning process of mathematics teachers supported by the training-research methodology, which procedures have been affected with the practice of (self)training workshops as a way of collaborating to the constitution of the teaching subject in Mathematics Education. The survey was conducted with a group of teachers in the city of Nova Cruz, Rio Grande do Norte through a process of continued education realized in the training workshops having as main goal the realization of the group s (self)training sessions in order to lead participants to the extent of their autonomy in their personal and professional transformations. The results obtained in the formative processes have shown the need to develop activities of mathematics teaching as a contribution to overcome the conceptual difficulties of the teachers, apart from their (self)reflections about themselves and the educational processes in which they belong. The results raised some propositions about (self)training workshops that may be incurred in practices to be included in the curriculum frameworks or materialize as a strategy of pedagogical work in training courses for teachers of mathematics. Also, they can constitute an administrative and educational activity to be instituted in the public schools of Basic Education
O objeto de estudo que origina esta tese ? o uso de ateli?s (auto)formativos como um processo fundamental para a constitui??o do sujeito docente da Educa??o Matem?tica. As finalidades centrais do trabalho foram descrever e analisar um processo formativo de professores de Matem?tica apoiado na metodologia da pesquisa-forma??o, cujos procedimentos se efetivaram com a pr?tica de ateli?s (auto)formativos como uma forma de contribuir para a constitui??o do sujeito docente na Educa??o Matem?tica. A pesquisa foi realizada com um grupo de professores de matem?tica do munic?pio de Nova Cruz, Rio Grande do Norte por meio de um processo de forma??o continuada concretizado nos ateli?s formativos tendo como meta principal a realiza??o de sess?es (auto)formativas do grupo com vistas a levar os participantes ao alcance de sua autonomia nas suas transforma??es pessoais e profissionais. Os resultados obtidos nos processos formativos mostraram a necessidade de se desenvolver atividades de ensino de Matem?tica como contribui??o para superar as dificuldades conceituais dos professores, al?m das suas (auto)reflex?es sobre si e sobre os processos educativos aos quais est?o inseridos. Os resultados suscitaram algumas proposi??es acerca de ateli?s (auto)formativos que poder?o se constituir em pr?ticas a serem inclu?das nas estruturas curriculares ou materializar-se como estrat?gia de trabalho pedag?gico nos cursos de forma??o de professores de Matem?tica. Al?m disso, podem se constituir em uma atividade administrativo-pedag?gica a ser institu?da nas escolas p?blicas de Educa??o B?sica
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Livres sur le sujet "Training workshops"

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Chan, Janis Fisher. Delivering training workshops. San Francisco : Jossey-Bass, 2010.

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Chan, Janis Fisher. Delivering training workshops. San Francisco : Pfeiffer, 2010.

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Chan, Janis Fisher. Delivering training workshops. San Francisco : Pfeiffer, 2010.

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Geuther, Edgar. Training apprentices in industrial training workshops. Paris : Unesco, 1986.

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1927-, Sutcliffe Glenna E., dir. 20 training workshops forlistening skills. Aldershot : Gower, 1989.

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Klatt, Bruce. The ultimate training workshop handbook : A comprehensive guide to leading successful workshops & training programs. New York : McGraw-Hill, 1999.

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Villiers, Peter. 18 training workshops for developing leadership. New York : McGraw-Hill, 1996.

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Gillen, Terry. 20 training workshops for customer care. Aldershot, Hants, England : Gower, 1990.

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Sproston, Clare. 20 training workshops for listening skills. Aldershot, Hants, England : Gower, 1989.

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Aston, Sherrell J. Optometric gerontology : Faculty training workshops and manual. Rockville, Md : Association of Schools and Colleges of Optometry, 1989.

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Chapitres de livres sur le sujet "Training workshops"

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Kantar, Rami S., Allyson R. Alfonso et Usama S. Hamdan. « Educator Workshops : Skills Training ». Dans Global Cleft Care in Low-Resource Settings, 503–6. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59105-2_36.

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Busath, Ben, Jalen Morgan et Joseph Price. « Group-Specific Training Data ». Dans ECML PKDD 2020 Workshops, 297–302. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-65965-3_19.

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Kinsella, J. A. « Training Neural Networks : Strategies and Tactics ». Dans Workshops in Computing, 201–10. London : Springer London, 1990. http://dx.doi.org/10.1007/978-1-4471-3164-9_13.

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Larkin, Edgar J., et John G. Larkin. « Training of Staff ». Dans The Railway Workshops of Britain, 1823–1986, 182–93. London : Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08074-8_14.

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Harle, Robert, Jonathan Cameron et Joan Lasenby. « Foot Contact Detection for Sprint Training ». Dans Computer Vision – ACCV 2010 Workshops, 297–306. Berlin, Heidelberg : Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22822-3_30.

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Buchmann, Robert Andrei, Anamaria Szekely et Delia Pulcher. « Temporary Belief Sets Management in Adaptive Training Systems ». Dans Business Information Systems Workshops, 99–110. Berlin, Heidelberg : Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25370-6_10.

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Rao, Sukrut, David Stutz et Bernt Schiele. « Adversarial Training Against Location-Optimized Adversarial Patches ». Dans Computer Vision – ECCV 2020 Workshops, 429–48. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-68238-5_32.

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Loppi, Niki A., et Tuomas Kynkäänniemi. « Multi-node Training for StyleGAN2 ». Dans Pattern Recognition. ICPR International Workshops and Challenges, 677–84. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68763-2_51.

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Galvez, Victor, Cesar Meneses, Gonzalo Fagalde, Jorge Munoz-Gama, Marcos Sepúlveda, Ricardo Fuentes et Rene de la Fuente. « Understanding Undesired Procedural Behavior in Surgical Training : The Instructor Perspective ». Dans Business Process Management Workshops, 471–82. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-37453-2_38.

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Drummer, Jens. « Quality Management for Projects and Workshops ». Dans Technical and Vocational Education and Training : Issues, Concerns and Prospects, 161–67. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73093-6_17.

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Actes de conférences sur le sujet "Training workshops"

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Steve H Pohl, Jay D Harmon, Mike Brumm, Rick R Stowell, Larry D Jacobson et Robert Thaler. « Assessment of Ventilation Management Training Workshops ». Dans Livestock Environment VIII, 31 August - 4 September 2008, Iguassu Falls, Brazil. St. Joseph, MI : American Society of Agricultural and Biological Engineers, 2008. http://dx.doi.org/10.13031/2013.25566.

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Heeter, Cheryl, et Fred DeJarnette. « NIA/NASA/Space Grant Educator Training Workshops ». Dans 47th AIAA Aerospace Sciences Meeting including The New Horizons Forum and Aerospace Exposition. Reston, Virigina : American Institute of Aeronautics and Astronautics, 2009. http://dx.doi.org/10.2514/6.2009-764.

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Taek Lee, Dookwon Baik et H. P. In. « Cost Benefit Analysis of Personal Software Process Training Program ». Dans 2008 IEEE 8th International Conference on Computer and Information Technology Workshops. CIT Workshops 2008. IEEE, 2008. http://dx.doi.org/10.1109/cit.2008.workshops.120.

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Cong, Guojing, Chih-Chieh Yang et Fan Zhou. « Reducing global reductions in large-scale distributed training ». Dans ICPP 2019 : Workshops. New York, NY, USA : ACM, 2019. http://dx.doi.org/10.1145/3339186.3339203.

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Huangfu, Yourui, Jian Wang, Chen Xu, Rong Li, Yiqun Ge, Xianbin Wang, Huazi Zhang et Jun Wang. « Realistic Channel Models Pre-Training ». Dans 2019 IEEE Globecom Workshops (GC Wkshps). IEEE, 2019. http://dx.doi.org/10.1109/gcwkshps45667.2019.9024572.

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Fernandes Lago, Maria Eduarda, Isaac de Lyra, Brenda Calado Oueiroz, Melquiades Fidelis Pereira da Silva, Johnatan Highlander Camara Pereira, Aauiles M. F. Burlamaaui et Orivaldo V. Santana. « Analysis of Teacher Training in Educational Robotics with URA Workshops ». Dans 2020 Latin American Robotics Symposium (LARS), 2020 Brazilian Symposium on Robotics (SBR) and 2020 Workshop on Robotics in Education (WRE). IEEE, 2020. http://dx.doi.org/10.1109/lars/sbr/wre51543.2020.9307042.

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Biktagirova, Gulnara F. « Formation Of Inclusive Educational Environment Through Training Workshops With Parents ». Dans IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.31.

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Fernandes Lago, Maria Eduarda, Isaac de Lyra, Brenda Calado Oueiroz, Melquiades Fidelis Pereira da Silva, Johnatan Highlander Camara Pereira, Aquiles M. F. Burlamaqui et Orivaldo V. Santana. « Analysis of Teacher Training in Educational Robotics with URA Workshops ». Dans 2020 Latin American Robotics Symposium (LARS), 2020 Brazilian Symposium on Robotics (SBR) and 2020 Workshop on Robotics in Education (WRE). IEEE, 2020. http://dx.doi.org/10.1109/lars/sbr/wre51543.2020.9307042.

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Tyagi, Vivek, et Nalini Ratha. « Biometric score fusion through discriminative training ». Dans 2011 IEEE Computer Society Conference on Computer Vision and Pattern Recognition Workshops (CVPR Workshops). IEEE, 2011. http://dx.doi.org/10.1109/cvprw.2011.5981833.

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Christoudias, C. Mario, Raquel Urtasun, Ashish Kapoorz et Trevor Darrell. « Co-training with noisy perceptual observations ». Dans 2009 IEEE Computer Society Conference on Computer Vision and Pattern Recognition Workshops (CVPR Workshops). IEEE, 2009. http://dx.doi.org/10.1109/cvpr.2009.5206572.

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Rapports d'organisations sur le sujet "Training workshops"

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Koehler, Chris. Student Hands-On Training (SHOT) Workshops. Fort Belvoir, VA : Defense Technical Information Center, novembre 2008. http://dx.doi.org/10.21236/ada585166.

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Ndwiga, Charity, Charlotte Warren, Timothy Abuya, Lucy Kanya, Alice Maranga, Christine Ochieng, Mary Wanjala et al. Promoting Respectful Maternity Care : A training guide for facility-based workshops—Participant's guide. Population Council, 2014. http://dx.doi.org/10.31899/rh9.1031.

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Ndwiga, Charity, Charlotte Warren, Timothy Abuya, Lucy Kanya, Alice Maranga, Christine Ochieng, Mary Wanjala et al. Promoting Respectful Maternity Care : A training guide for community-based workshops—Community facilitator's guide. Population Council, 2014. http://dx.doi.org/10.31899/rh9.1032.

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Schneider, Sarah, Daniel Wolf et Astrid Schütz. Workshop zur Diagnostik sozial-emotionaler Kompetenzen : SEC-I und SEC-SJT in der Anwendung. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49179.

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Der modular aufgebaute Workshop bietet eine wissenschaftlich fundierte Einführung in das Konzept sozial-emotionaler Kompetenzen. Der Schwerpunkt liegt dabei auf Möglichkeiten der Erfassung derartiger Kompetenzen im Rahmen der psychologischen Diagnostik in Einrichtungen zur beruflichen Förderung von Menschen mit Lernbehinderungen. Dementsprechend ist der Workshop in erster Linie als anwendungsorientiertes Training für Fachkräfte in der beruflichen Bildung zu verstehen, welche die an der Universität Bamberg entwickelten diagnostischen Verfahren SEC-I und SEC-SJT (Inventar und Situational Judgement Test zur Erfassung sozial-emotionaler Kompetenzen bei jungen Menschen mit (sub-)klinischer kognitiver bzw. psychischer Beeinträchtigung) anwenden bzw. mit der Anwendung betraute Personen schulen möchten. Der Workshop umfasst sieben Themenbereiche, die je nach Bedarf flexibel zusammengestellt werden können: Theoretische Grundlagen und verschiedene Definitionen sozial-emotionaler Kompetenz, Grundlagen psychologischer Diagnostik, Potenzielle Schwierigkeiten beim Einsatz der diagnostischen Verfahren, Anwendung des Fragebogens zur Selbsteinschätzung bzw. des Situational Judgement Tests, Anwendung des Fragebogens zur Fremdeinschätzung und objektive Verhaltensbeobachtung. Allgemeines Ziel des Workshops ist es, den sicheren Umgang mit den diagnostischen Verfahren zu erlernen und praktisch einzuüben.
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Ashcroft, John. Evaluation of Updates to the Risk-based Supervision Model of the Superintendence of Pensions in Chile. Inter-American Development Bank, juin 2017. http://dx.doi.org/10.18235/0003446.

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This first document of the PLAC Network Technical Assistance Document Series, entitled “Evaluation of Updates to the Risk-Based Supervision Model of the Superintendence of Pensions in Chile”, provides a commentary on the actions taken by the Superintendence of Pensions in response to the original advisory report on the application of risk-based supervision, which was formally delivered in December 2016. This revised version of the report also takes into account discussions with managers and staff from the Superintendence of Pensions during a series of presentations and training workshops held in Santiago de Chile during the week of 12-16 June 2017.
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Hiller, Jack H., et Richard L. Wampler. Assessing and Measuring Training Performance 2000 Workshop. Fort Belvoir, VA : Defense Technical Information Center, août 2001. http://dx.doi.org/10.21236/ada396424.

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Blados, Walter R., et Charlie Maiorana. The USAF STINFO Program Manager Training Course : Workshop Notes. Fort Belvoir, VA : Defense Technical Information Center, juin 1989. http://dx.doi.org/10.21236/ada252111.

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Riedel, Sharon L., Ray A. Morath et Timothy P. McGonigle. Training Critical Thinking Skills for Battle Command : ARI Workshop Proceedings. Fort Belvoir, VA : Defense Technical Information Center, juillet 2001. http://dx.doi.org/10.21236/ada400824.

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Koehler, Chris. Student Hands-On Training (SHOT) Workshop Summer 2003 and 2004. Fort Belvoir, VA : Defense Technical Information Center, septembre 2004. http://dx.doi.org/10.21236/ada429995.

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Abbe, Allison, et Rebecca Bortnick. Developing Intercultural Adaptability in the Warfighter : A Workshop on Cultural Training and Education. Fort Belvoir, VA : Defense Technical Information Center, novembre 2010. http://dx.doi.org/10.21236/ada533997.

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