This book focuses on the study abroad experiences of pre-service and in-service language teachers and language teacher educators, discussing their psychological experiences in cognitive, affective ...and social terms.
Investigates whether the Teacher Upgrade programme in Samoa - a pathway for teachers to gain a degree qualification, a rise in pay and an opportunity to hold leadership positions of responsibility at ...the Ministry of Education, Sports and Culture (MESC) - contributed positively to teaching and learning in schooling. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.
This volume aims to understand how language teacher educators around the world continue developing professionally by examining their own teaching practices. It explores the professional gains teacher ...educators see in conducting research with their own students/future teachers and seeks to reduce the gap between educational research and practice.
Objective
To evaluate the effect of structured training on the cardiotocograph (CTG) interpretation skills of healthcare workers (HCWs) involved in obstetric care in a recourse constrained setting.
...Method
In all, 218 HCWs completed pre‐ and post‐intervention questionnaires. The intervention involved structured teaching on technical aspects of CTG monitoring, fetal physiology, and adaptation to stress, and a holistic approach to interpretation. Descriptive statistics were used to summarize demographic characteristics, frequencies, and percentages for categorical data.
Results
Only 26.2% of participants felt that their pre‐graduate training was adequate; this was reflected by the poor baseline knowledge in CTG interpretation (56% misinterpreted) and lack of knowledge regarding technical aspects of CTG monitoring in 48.8% of participants. The training session led to a 65% improvement in technical aspects and interpretation. Those HCWs not receiving continuous training showed a more significant improvement (P < 0.001) and there was a 100% improvement in knowledge regarding the required documentation before commencing monitoring. Most (99.5%) HCWs acknowledged an improvement in knowledge, and 96.2% would participate in similar mandatory education sessions.
Conclusion
These findings highlight the fact that training in CTG monitoring is warranted and desired by HCWs. It also supports the implementation of structured CTG education in resource‐constrained settings.
SYNOPSIS
Structured training in cardiotocograph interpretation of healthcare workers involved in obstetric care in resource‐constrained environments improves their interpretation skills.
High pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children. This review summarizes findings from (quasi)-experimental studies that ...evaluated in-service training effects for ECEC professionals on external quality ratings and child development. The aggregation of findings at teacher level (including 36 studies with 2,891 teachers) revealed a medium in-service training effect on process quality (effect size ES = 0.68, SE = 0.07, p < .001). Furthermore, a subset of nine studies (including 486 teachers and 4,504 children) that provided data on both quality ratings and child development were analyzed, and they showed a small effect at child level (ES = 0.14; SE = 0.02, p < .001) and a medium effect at the corresponding classroom level (ES = 0.45, SE = 0.11, p < .001). Variance in effect sizes at child level was significantly related to in-service effects on quality ratings (53% explained variance). The results show that quality improvement is a key mechanism to accelerate the development of young children.
All teachers--including career and technical education (CTE) teachers--play a vital role in building a thriving PLC Professional Learning Community. In this practical resource, the authors explicitly ...outline how to improve teaching and learning by integrating PLC best practices into CTE programs. Teams of CTE educators will learn how to clarify their purpose, discover their common denominators, and incorporate powerful collaborative processes into their daily work. This book allows the reader to: (1) Become familiar with the common issues that prevent CTE educators from engaging in the collaborative PLC process; (2) Learn why and how the PLC process benefits both CTE educators and students; (3) Learn how CTE educators can create collaborative programs that are tailored toward CTE fields of study; (4) Receive professional guidance and concrete, achievable teaching strategies for creating an effective PLC process; and (5) Access a checklist of crucial action steps for career tech teams at the end of each chapter. Foreword by Robert Eaker.
This book examines the professional identities of Japanese university English teachers. It focuses on how relatively new teachers develop their professional identities, how gender impacts the ...professional identities of female professors, and how teaching practices and beliefs reflect personal and professional identity.
Can mentoring and coaching really improve professional practice? How can research and inquiry improve mentoring and coaching practice? "Mentoring and Coaching in Schools" explores the ways in which ...mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It demonstrates how the use of practitioner inquiry within mentoring and coaching relationships in schools results in professional learning which is both transformative and empowering for teachers. The book sets out a new model for mentoring and coaching which is centered on a process of critical inquiry and shows teachers how they can use this model to carry out their own collaborative inquiries. Features include: (1) reflective questions, guidelines, task and templates to help collect evidence and evaluate inquiries; (2) detailed case studies focusing on teachers at different stages in their career; (3) practical guidance on carrying out practitioner inquiry and research; and (4) an analysis of learning outcomes resulting from different coaching and mentoring relationships. This timely text will be valuable reading for coaches and mentors in secondary schools, teachers undertaking continuing professional development and students on coaching and mentoring courses. Following an introduction, the table of contents contains the following chapters: (1) Using this book to develop professional learning through mentoring and coaching; (2) Dimensions of professional learning; (3) Mentoring and Coaching: A platform for professional learning; (4) Practitioner Inquiry for professional learning in mentoring and coaching; (5) Inquiring into the nature of mentoring and coaching through collaboration: (6) Inquiring into mentoring and coaching in a range of professional contexts; (7) Inquiring into one to one mentoring and coaching collaborations within the school context; (8) Inquiring into wider mentoring and coaching collaborations within the school context; and (9) A new perspective: mentoring and coaching as collaborative professional inquiry. A Bibliography is included.
Aim To investigate the current situation and need for post-competence training for psychiatric nurses in China and provide a reference for the development of training programs for psychiatric nurses. ...Design A cross-sectional design. Methods A cross-sectional study was conducted from August to October 2023 with 435 psychiatric nurses from 34 hospitals in 24 provinces of mainland China. A self-administered questionnaire was used for data collection. Descriptive statistics, non-parametric tests, and chi-square tests were used for data analysis. Results The training content for psychiatric nurses is extensive, and the training load is large. Psychiatric nurses have high training demands for first aid knowledge, emergency handling ability, and anti-riot skills. Nurses with different years of experience have different training needs. The training needs of psychiatric nurses in specialized and general hospitals also different. Conclusion The training status of psychiatric nurses is not consistent with the demand. Managers should combine this with psychiatric nurses’ own work needs to develop practical and effective training programs.
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