scholarly journals Self-assessed proficiency and application of various skills learned during postgraduate pharmacy teaching skills development programs

2010 ◽  
Vol 2 (3) ◽  
pp. 149-159 ◽  
Author(s):  
Anna Ratka ◽  
Paul O. Gubbins ◽  
Carol A. Motycka ◽  
Jane M. Gervasio ◽  
Mark S. Johnson ◽  
...  
Keyword(s):  
Skills Development ◽  
Teaching Skills ◽  
Development Programs

scholarly journals Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors

2017 ◽  
Vol 8 (1) ◽  
pp. 22-39 ◽  
Author(s):  
Tran Le Huu Nghia
Keyword(s):  
Higher Education ◽  
Influential Factors ◽  
Skills Development ◽  
Development Programs ◽  
University Leadership ◽  
Generic Skills ◽  
Factors Influencing ◽  
Extra Curricular Activities ◽  
External Stakeholders ◽  
University Leaders

Developing generic skills (GS) for students has become central in many higher education curricula lately. However, there is still a lack of studies regarding how these skills are developed for students, especially those in developing countries. Drawing from a PhD study, this article reports the contribution of extra-curricular activities in developing GS for students in Vietnamese universities and analyses factors influencing the effectiveness of developing GS for students via these activities. A content analysis of relevant documents and 69 interviews with university leaders, academics and organisers of the Youth union and its associates (YUA) showed that extra-curricular activities were involved as an integral component of a university’s strategy for training students in GS. This was due to a lack of curriculum autonomy, which restricted most Vietnamese universities from adding skills subjects into the curriculum, and the YUA also had a long-standing tradition of developing non-discipline-specific skills for students. The YUA were found to successfully develop GS for students via extra-curricular activities; however, their operation was influenced by university leadership, student participation, external stakeholders’ support, and the leadership of the YUA. The article argues that extra-curricular activities were conducive to developing GS for students; therefore, they should be included in student skills development programs in higher education. 

Teaching Skills to Adolescents Using Applied Behavior Analysis

2017 ◽  
pp. 223-241
Author(s):  
John Molteni
Keyword(s):  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Skill Development ◽  
Autism Spectrum ◽  
Teaching Skills ◽  
Development Programs ◽  
Important Means ◽  
Independent Functioning ◽  
The Individual ◽  
Skill Building

Applied behavior analysis is a systematic approach to teaching skills to adolescents with an autism spectrum disorder (ASD). Approaches to skill-building can be applied to teach academic, behavioral, adaptive living, and social skills. When teaching skills, consideration of the skills to be taught, the level at which that skill should be performed, and the value of that skill to the individual is necessary. Assessment requires identifying skills that are valued by the communities in which the individual participates and serve to increase independent functioning. Skill development programs require a generalization component to ensure that acquired skills are demonstrated across settings, people, and materials. Prompting can serve as an important means of supporting errorless learning. However, prompts must be faded quickly to prevent prompt-dependency. Fluency in skill development is a means of measuring automaticity in learned skills that support maintenance, generalization, and endurance of learned skills post-training.

scholarly journals IMPROVEMENT OF TEACHING SKILLS AMONG VOCATIONAL EDUCATION TEACHERS IN INFORMATIONALLY RICH EDUCATIONAL ENVIRONMENT

2021 ◽  
Vol 55 (1) ◽  
pp. 58-67
Author(s):  
A.A. YAKUMOV ◽  
◽  
L.V. BLINOV ◽  
S.A. GORDIN ◽  
◽  
...  
Keyword(s):  
Vocational Education ◽  
Education System ◽  
Natural Environment ◽  
Research Methodology ◽  
Vocational Training ◽  
Educational Environment ◽  
Skills Development ◽  
Teaching Skills ◽  
Professional Skills ◽  
Technical School

Statement of the problem. This article formulates and analyzes the problem of creating organizational and pedagogical conditions for development of professional skills among vocational education teachers via informationally rich educational environment created in a technical school. The purpose of the article is to experimentally prove that specially organized pedagogical activity of teachers in the field of vocational education develops their professional skills in the informationally rich educational environment. Methodology (materials and methods). The concepts of personally oriented and cultural approaches [Rogova 2016] made up the research methodology in terms of its logic and the processes being examined. They also gave an opportunity to determine the components and direction of vocational training and self-improvement among teachers in the field of vocational education. The concepts of continuous pedagogical education [Livingstone, 2001] served as the ground for revealing the potential of informationally rich educational environment and ways of its realization as a factor of professional skills development. Conclusion. Organizational and pedagogical conditions for realization of informationally rich educational environment potential and improvement of teachers’ professional skills have found practical use and have been tested in the natural environment of the secondary vocational education system. The main output of our work is mathematically confirmed effectiveness of these organizational and pedagogical conditions for development of professional skills among modern teachers of vocational education.

scholarly journals O estágio docência e a formação pedagógica na área contábil: Competências docentes adquiridas na pós-graduação

2020 ◽  
Vol 28 ◽  
pp. 130
Author(s):  
Layne Vitória Ferreira ◽  
Edvalda Araújo Leal
Keyword(s):  
Teaching Practice ◽  
New Technologies ◽  
Skills Development ◽  
Educational Goals ◽  
Teaching Skills ◽  
Theoretical Knowledge ◽  
Teaching Methodologies ◽  
Postgraduate Students ◽  
Content Preparation ◽  
High Degree

The study aims to identify, in the perception of postgraduate students in stricto sensu Programs in Accounting Sciences (PPGCCs) in Brazil, which competencies are developed in the teaching internship for teaching qualification. The research, with a quantitative approach, had a sample of 296 students who completed the teaching internship between 2013 and 2017. Through exploratory factor analysis, the identified factors explained 71.41% of the variation in the data, indicating a high degree of agreement among the post-undergraduates regarding the teaching skills development in the teaching internship. The identified factors were: Factor 1 – “Competences on Reflection, Research, Planning and Communication in teaching”; Factor 2 – “Skills for Planning, Content Preparation and Application of New Technologies”; and Factor 3 – “Competences in the Evaluation, Organization and Development of Teaching Methodologies”. The contribution of the teaching internship is verified providing that theoretical knowledge and teaching practice can be associated by the student, favoring the necessary skill development for teaching. The study makes it possible to improve the teaching internship, highlighting the need for the guidelines that guide it and clear educational goals, as well as the importance of the student’s supervision by the professor who guides this process.

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