Preparing the Next Generation of Anatomists Through Training Programs and Professional Development

2020 ◽  
pp. 55-62
Author(s):  
William S. Brooks ◽  
Adam B. Wilson
Keyword(s):  
Professional Development ◽  
Training Programs ◽  
Next Generation

IMPACT ANALYSIS OF HEC- BASED TRAINING PROGRAMS ON THE PERFORMANCE OF THE UNIVERSITY TEACHERS IN PAKISTAN

2012 ◽  
Vol 01 (06) ◽  
pp. 35-40
Author(s):  
Khalid Hussain Shaikh ◽  
Ikhtiar Ahmed Ghumro ◽  
Asif Ali Shah ◽  
Faiz M. Shaikh ◽  
Tahira Afridi
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Impact Analysis ◽  
Training Programs ◽  
Effective Teacher ◽  
University Teachers ◽  
Instructional Activities ◽  
Teacher Aides ◽  
The Government ◽  
The University

The current research investigates the HEC based training for the University teachers in Pakistan and its impact on the performance on University teachers. The Higher Education Commission (HEC) in Pakistan seeks to improve the quality of teaching by University teachers. The Commission has initiated different forms of training according to the areas of expertise in order to improve skills and impact on the performance of University teachers. HEC based training plays a crucial role in the personal development among the University Teachers in Pakistan. Survey was conducted from 200 University teachers who have recently got training from HEC skill development or professional development training from HEC from all provinces. Structural questionnaire was design for reliability and accuracy the data. Analysis and evaluation was done by using GENSTAT statistical software. Major findings of the study showed that training should be provided according to discipline and more interactive training should be design for the University teachers. It was revealed that HEC based training not only equipped with knowledge but also improving the confidence level of the University teacher. Moreover due to the government policies, rules and regulations, such as introduction of the Tenure Track System, the and hiring the foreign faculty in various all Public sector universities it also has impact on the performance of students in job market. It revealed that teacher training was beneficial for professional development as well as for teaching performance. It also suggested that improved knowledge, skills and attitudes was necessary for the teacher aides to support the teaching program and facilitate learning and communication. It was further revealed that effective teacher aides required competencies in broad areas of human relations, instructional activities, non-instructional activities, and basic skills. The study concluded that basic and advanced level training is necessary for future training programs in Pakistan and 190 respondents responded to the questionnaires, by producing 95.0% response rate. Among which 70 % were male respondents and 30% were female respondents

Professional Development In Kosovo – Research Of Training Programs And Tests

2021 ◽  
Author(s):  
Bekim Samadraxha ◽  
Veton Alihajdari ◽  
Besim Mustafa ◽  
Ramë Likaj
Keyword(s):  
Professional Development ◽  
Workforce Development ◽  
Teaching And Learning ◽  
Training Programs ◽  
Continuing Professional Development ◽  
Added Value ◽  
Factors Affecting ◽  
Career Structure ◽  
Teacher Professional ◽  
And Training

Vocational Education Teachers are one of the main important assets for workforce development. This study of the workforce of VET teachers in selected partner countries has two main goals. The aim of this research is to evaluate the level of teacher’s development and training programs and test as well, to inform national policymakers about the situation and the needs of the VET teachers and, secondly, to help monitoring the implementation and the change of the teacher professional development. The methodology to be used is based on qualitative research methods, including interviews und surveys. A major focus of the survey is to enable policy makers to understand what is required to bring along improvements in the Continuing Professional Development (CPD) quality, effectiveness and responsiveness, as well as factors affecting teacher effectiveness in general, such as their motivation and career structure. Professional development for teachers and trainers is widely recognized as a vital tool for the educational reform (Bicaj, 2013). Research shows that the professional development can enduring improve the quality of teaching and learning, enhancing the effectiveness of education and training and providing added value to students, teachers and employers. There is no doubt about the importance of the Continuing Professional Development of VET teachers. Kosovo has for many years developed extensive policies to address this issue, and currently these policies are being implemented.

Enhancing vital non-technical workplace competencies for early career seed scientists

2018 ◽  
Vol 28 (3) ◽  
pp. 182-185
Author(s):  
Héctor E. Pérez
Keyword(s):  
Professional Development ◽  
Graduate Education ◽  
Training Programs ◽  
Graduate Training ◽  
Technical Skill ◽  
Early Career ◽  
Skill Sets ◽  
Technical Competency ◽  
Workplace Success ◽  
Graduate Training Programs

AbstractGraduate training programs often produce technically ‘savvy’ scientists with inadequate non-technical skill sets essential for workplace success. The challenges associated with lack of non-technical competency may be exacerbated in highly specialized fields such as seed science. This brief communication describes recent efforts conducted at the 12th Triennial Conference of the International Society for Seed Science to address non-technical skill development for pre-career professionals. Furthermore, I propose a few adaptable ideas to begin confronting the divide between graduate education and professional development.

scholarly journals Analysis of Professional Development Practices for School Teachers in Pakistan: A Comparative Case Study of Public and Private Schools of Pakistan (Punjab)

2014 ◽  
Vol 3 (4) ◽  
pp. 311 ◽  
Author(s):  
Hassan Danial Aslam
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Private Schools ◽  
Training Programs ◽  
Development Programs ◽  
School Teachers ◽  
Public And Private ◽  
Professional Development Of Teachers ◽  
Professional Development Programs ◽  
Class Room

The present paper is an attempt to explore professional development practices for teachers in secondary schools of Pakistan. Research has attempted to discover the better ways for professional development of teachers in secondary schools in addition to many other factors like continue training, in service education, workshops etc. counseling and incentives are also very important factors to discuss here because in Pakistan teachers face many problems while getting professional development so counseling, incentives are necessary for continuous professional development of teachers. Otherwise many lose heart due to a lot of problems faced by them during professional development trainings. The purpose of the study is to explore the term professional development, to make teachers able to manage the class more efficiently and also increase the level of learning throughout their career and also find the hindrances in professional development programs of teachers in secondary schools of Pakistan and to provide the better solution to overcome the hurdles by providing different training programs batter than that provided in the past. So for these purpose schools of Pakistan we took a sample for the collection of relevant data. Our study is also helpful to explore how we can make the professional development programs more effective and professional development is helpful for teachers and what are their purpose to design these programs moreover explore the challenges they are facing recently and what issues arises related to it and how could we minimize these. Researchers have applied qualitative technique in order to collect and interpret data. Semi structured interview were conducted from ten teachers of public and private schools. Moreover hundred questionnaires are also filled up from both of the schools, in which we use the liker scale. This study also explores practical implications and what adoptions can be utilized in order to improve the professional development program of public and private school teachers in Punjab. From research it has concluded that professional development programs are not so effective because programs are characterized with inflexible curriculum which ignored teacher’s needs. In other sense there is no connection between their professional development and every day class room needs. Secondly due to the time constraints mostly teachers are not interested in these programs, they just take in to get certificates. Thirdly teachers have no input while planned training topics there is lack of teacher’s involvement in planning and training process. At the end there is no proper plan for follow up and transferred activities to class room practices. Professional development of teachers must be planned, funded and supported. Teachers must be encouraged to participate in training programs. There should be proper co-ordination in professional development programs, so that logical sequence of experience should be followed. Key words:Professional Development, Enhancement, Issues, Secondary education, Appraisal, Learning

scholarly journals Development of professional adaptation of employees of internal affairs bodies at the stage of vocational training

2021 ◽  
pp. 104-115
Author(s):  
Ol'ga Garmanova ◽  
Larisa Deryagina
Keyword(s):  
Professional Development ◽  
Human Resources ◽  
Vocational Training ◽  
Professional Training ◽  
Systematic Approach ◽  
Training Programs ◽  
Professional Activity ◽  
Educational Organization ◽  
Early Stages ◽  
Internal Affairs

The article examines the content of professional adaptation of employees of internal affairs bodies, as well as the reasons that complicate their adaptation. Using a systematic approach to the study of professional activity, a number of features of adaptation of employees at the stage of training in the main vocational training programs are revealed. In particular, it emphasizes the importance of studying the formation of a student's own ideas in the educational organization of the Ministry of Internal Affairs of Russia about the profession of an employee of internal affairs bodies at the early stages of professional development. By them, the article proposes to un-derstand: 1) the very first stage of recruitment (including during the period of the beginning of training in the system of professional training in the main vocational training programs); 2) the process of vocational training (including prior to its completion); 3) completion of vocational training and independent performance of official duties by employees of the internal affairs bodies who have undergone professional training. The article proposes specific ways of creating conditions for professional adaptation of students of vocational training. It is concluded that the study of the indicated issue will strengthen the human resources of the internal affairs bodies, form professionally significant qualities of the employees of the internal affairs bodies, and also increase the efficiency of their activities.

scholarly journals ENGINEERS TEACHING COMMUNICATION: EVALUATING THE IMPACT OF TA TRAINING ON GRADUATE STUDENT COMMUNICATION, TEACHING AND PROFESSIONAL DEVELOPMENT

2017 ◽  
Author(s):  
Nikita Dawe ◽  
Jeff Harris ◽  
Melanie Stevenson ◽  
Deborah Tihanyi
Keyword(s):  
Professional Development ◽  
Graduate Student ◽  
Teaching Practice ◽  
Training Programs ◽  
Anecdotal Evidence ◽  
Specific Training ◽  
Engineering Communication ◽  
Communication Instruction ◽  
The Impact ◽  
Ta Training

The Engineering Communication Programworks with engineering TAs in the Department ofMechanical and Industrial Engineering at the Universityof Toronto to deliver communication instruction in coredesign courses. Engineering TAs’ disciplinary expertiseaffords increased credibility with students, and we havehad consistent anecdotal evidence from TAs that teachingcommunication has made them better communicators.Currently, training involves a combination of instructionand mentorship, both from faculty and each other.Here, we investigate TAs’ increased confidence andskill in communication and teaching: what they finduseful, how the training has influenced theircommunication and teaching practice, and what morethey would like to explore in the future. An initial surveyand discussion found that confidence was shaped byexperience, course-specific training, instructor feedback,and peer learning. We hope to build on these findings infuture through a broader study of TAs in the Faculty andfurther development of our TA training programs

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