Actual conditions of the training institutions approved by the Japanese Orthodontic Society for postgraduate education of accredited orthodontists: Part I. From results of the basic training institution annual reports in 2009, 2010, and 2011

2015 ◽  
Vol 74 (1) ◽  
pp. 24-25
Author(s):  
Teruo Asano ◽  
Kazuhito Arai ◽  
Junichiro Iida ◽  
Hiroyuki Ishikawa ◽  
Noriyuki Kitai ◽  
...  
Keyword(s):  
Postgraduate Education ◽  
Annual Reports ◽  
Training Institution ◽  
Basic Training ◽  
Training Institutions

scholarly journals The New Zealand 'normal school'

2021 ◽  
Author(s):  
◽  
Klaus Neuberg
Keyword(s):  
New Zealand ◽  
Teacher Training ◽  
Public Education ◽  
The United States ◽  
Training Institution ◽  
Normal School ◽  
Training Institutions ◽  
Teacher Training Institution ◽  
Teachers Training ◽  
The 19Th Century

<div>The term 'Normal School' as currently used in New Zealand and as used in this thesis refers to the school attached to a Teachers' Training College. In many countries the term refers to the Training College itself: as it did also in New Zealand until early this century.</div><div><br></div><div>The term Normal School comes from the German 'Normalschule', which was the name given to the school attached to a teachers' seminary. In some parts of Germany the terms 'Musterschule' and 'Uebungs-schule' later came into use, but in Austria, even today, the primary school attached to a 'Lehrerbildungsanstalt' or Training College is known as 'Normalschule'. The German teacher training institutions, particularly those in Pruasia, served as a model to other countries. But in the 19th century the Prussian influence came via France. A Frenchman, Victor Cousin, had made a detailed survey of 'The State of Public Education in Prussia', and the translation of his report in 1834 greatly influenced teacher training in England and the United States. Cousin, however, used the word 'Ecole Normale' to refer to the German seminary. He had in mind the name given to the short-lived teacher training institution established by the Convention in 1794. That too owed its existence to German influence. But for some reason or other the French applied the German term 'Normalschule' to the Training College itself. One possible explanation is that while there were few students in training , the 'Seminar' and the 'Normalschule' were sometimes combined in one and the same institution which went under the name of ' Normalschule '.</div><div>The current use of the term ' Normal School ' in New Zealand is therefore not as much out of place as is often supposed </div>

scholarly journals The New Zealand 'normal school'

2021 ◽  
Author(s):  
◽  
Klaus Neuberg
Keyword(s):  
New Zealand ◽  
Teacher Training ◽  
Public Education ◽  
The United States ◽  
Training Institution ◽  
Normal School ◽  
Training Institutions ◽  
Teacher Training Institution ◽  
Teachers Training ◽  
The 19Th Century

<div>The term 'Normal School' as currently used in New Zealand and as used in this thesis refers to the school attached to a Teachers' Training College. In many countries the term refers to the Training College itself: as it did also in New Zealand until early this century.</div><div><br></div><div>The term Normal School comes from the German 'Normalschule', which was the name given to the school attached to a teachers' seminary. In some parts of Germany the terms 'Musterschule' and 'Uebungs-schule' later came into use, but in Austria, even today, the primary school attached to a 'Lehrerbildungsanstalt' or Training College is known as 'Normalschule'. The German teacher training institutions, particularly those in Pruasia, served as a model to other countries. But in the 19th century the Prussian influence came via France. A Frenchman, Victor Cousin, had made a detailed survey of 'The State of Public Education in Prussia', and the translation of his report in 1834 greatly influenced teacher training in England and the United States. Cousin, however, used the word 'Ecole Normale' to refer to the German seminary. He had in mind the name given to the short-lived teacher training institution established by the Convention in 1794. That too owed its existence to German influence. But for some reason or other the French applied the German term 'Normalschule' to the Training College itself. One possible explanation is that while there were few students in training , the 'Seminar' and the 'Normalschule' were sometimes combined in one and the same institution which went under the name of ' Normalschule '.</div><div>The current use of the term ' Normal School ' in New Zealand is therefore not as much out of place as is often supposed </div>

scholarly journals IDENTIFICATION OF TEACHING COMPETENCIES AMONG TVET INSTRUCTORS TOWARDS THE REALIZATION OF 4TH INDUSTRIAL REVOLUTION

THE BULLETIN ◽  
2020 ◽  
Vol 5 (387) ◽  
pp. 233-240
Author(s):  
Asnul Dahar Minghat ◽  
◽  
A. Ana ◽  
Suhaida Jamaludin ◽  
Siti Salina Mustakim ◽  
...  
Keyword(s):  
Qualitative Data ◽  
Industrial Revolution ◽  
Skills Training ◽  
Project Based Learning ◽  
Vocational Education And Training ◽  
Training Institution ◽  
Teaching Methodology ◽  
Teaching Competencies ◽  
Delphi Approach ◽  
Training Institutions

Developing in the field of technical and vocational education and training (TVET) continuously is a challenge for the career of TVET instructors to maintain their success. It is very necessary to encourage teachers for making progress in teaching and efficient learning. It is also of great importance to have the ability to understand the skills that are required by their job needs. From a broader perspective, those trained through the processes of vocational learning will meet the labor market's skill needs. In the aftermath of this study, teaching should be focused on the profile of the teaching competencies of the TVET-instructor. The Delphi approach was the compilation, interpretation, and evaluation of qualitative data in this study. Qualitative data was collected from the 11 expert panels of TVET, based on their skills and experience. The quantitative data were collected using the questionnaire set by the researcher based on the competence of the teaching elements proposed by the Delphi system. The random sampling technique was used as respondents from five selected public skills training institutions in the selection of 106 mechanical engineering and manufacturing technology instructors. Research findings have shown that the dimension of teaching technique is important for teaching profiles of competencies at the instructors of the Public Skills Training Institution TVET. In the context of mastering the competence for the implementation of the 4th Industrial Revolution, the study also found that the use of project-based learning methods is ranked as the lesser in teaching methodology as it should be reinforced at five selected training institutions for public skills.

Specialty Board Certification Rate as an Outcome Metric for GME Training Institutions: A Relationship With Quality of Care

2018 ◽  
Vol 43 (3) ◽  
pp. 143-148 ◽  
Author(s):  
John J. Norcini ◽  
John R. Boulet ◽  
Amy Opalek ◽  
W. Dale Dauphinee
Keyword(s):  
Quality Of Care ◽  
Length Of Stay ◽  
Board Certification ◽  
Educational Outcome ◽  
Training Institution ◽  
Inhospital Mortality ◽  
Specialty Board ◽  
Specialty Certification ◽  
Training Institutions

Educational outcome measures, known to be associated with the quality of care, are needed to support improvements in graduate medical education (GME). This retrospective observational study sought to determine whether there was a relationship between the specialty board certification rates of GME training institutions and the quality of care delivered by their graduates. It is based on 7 years of hospitalizations in Pennsylvania ( N = 354,767) with diagnoses of acute myocardial infarction, congestive heart failure, gastrointestinal hemorrhage, or pneumonia. The 2,265 attending physicians were self-identified internists, and they completed their training in 59 institutions. The percentage of board-certified physicians from each training institution, excluding the physician herself or himself, was calculated and an indicator of whether it exceeded 80% was created. This was analyzed against inhospital mortality and length of stay, adjusted for patient/physician/hospital characteristics. There were significantly lower odds of mortality (adjusted Odd’s ratio [ OR] = .92, 95% CI [0.86, 0.98]) and log length of stay (adjusted OR = .98, 95% CI [.94, .99]) when the attending physician trained in a residency program with an 80% or greater certification rate. The results suggest that specialty certification rates may be a useful educational outcome for residency training programs.

Analysis of Training Services Market in Poland

2013 ◽  
Vol 27 (1) ◽  
pp. 67-82 ◽  
Author(s):  
Dariusz Danilewicz
Keyword(s):  
Training Institution ◽  
Geographical Difference ◽  
Local Character ◽  
Education Market ◽  
Training Institutions ◽  
Definition Of ◽  
Training Services ◽  
Government Level ◽  
Training Market

Many documents and initiatives at a government level emphasize the necessity of a society and a country to develop further basing on education, digitization and innovations. The article concerns the first of mentioned factors, i.e. the education market, and even more the training services market in Poland. Its aim is to show the size of such a market and to present basic analysis of competitiveness. A definitional chaos connected with determining the range of training services market as well as with a definition of a training institution does not contribute to the construction of unified strategy directed towards such a market (this constitutes the first part of the article). In a further part a size of geographical difference of the training market, its disintegration, a local character in the activities of most of training institutions as well as product differences are presented.

scholarly journals An Inquest into the Quests and Conquests of the Radiography Profession in Nigeria

2019 ◽  
Vol 33 (1) ◽  
Author(s):  
Thomas Adejo
Keyword(s):  
World War Ii ◽  
20Th Century ◽  
Postgraduate Education ◽  
Professional Association ◽  
Historical Research ◽  
Weight Of Evidence ◽  
World War ◽  
X Ray ◽  
Training Institutions ◽  
Prospective Longitudinal

Background: As of 1942, there were neither indigenous radiographers nor radiography training institutions in Nigeria. Presently, progress made is breathtaking. Despite the strides, there were no readily accessible records to give researchers insight on the trajectory of the profession since the beginning of the 20th century. Objective: To trace the origin, investigate the quests, ascertain the conquests of the radiography profession in Nigeria and then document them for easy accessibility. Methods: A prospective, longitudinal historical research spanning 6 years (2013 – 2019). Data emanated from records of the professional association (ARN), publications in the radiography profession, and interview of older radiographers, especially those who were witnesses to professional milestones. Internet search complemented retrieved information. The draft of the work was uploaded continually on radiographers’ Facebook and WhatsApp platforms for inputs. The author resolved discrepancies in the account through the weight of evidence for or against. Results: Approximately 5,000 persons have passed through basic radiography training in Nigeria, with ≤ 5% having postgraduate qualifications. Training institutions have evolved from two monotechnics to ≥ 10 universities, with three of those are involved in postgraduate education. Radiography has witnessed considerable role extensions from traditional x-ray to more advanced practices and complex modalities. Conquests were, however, sometimes reversed, or jeopardized by internal upheavals and meddlesome interlopers. Conclusion: Radiography in Nigeria has witnessed breathtaking evolution in training and practice from the time of World War II (WWII) until date. Radiographers themselves, with significant assistance from non-radiographers, engineered those milestones. A consolidation of intra-professional cohesion and inter-professional synergy is needful, for more focused and dedicated services to humanity.

scholarly journals A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Jo Tondeur ◽  
Ronny Scherer ◽  
Fazilat Siddiq ◽  
Evrim Baran
Keyword(s):  
Teacher Training ◽  
Self Efficacy ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Ease Of Use ◽  
Training Institution ◽  
Ict In Education ◽  
Pedagogical Content ◽  
Education Data ◽  
Training Institutions

This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines whether pre-service teachers can be clustered on the basis of their TPACK, a typical set of ICT-related characteristics (e.g., general ICT attitudes, attitudes towards ICT in education, ease of use, ICT self-efficacy), and the perceived support at their training institution to adequately integrate ICT in education. Data were collected from a sample of 688 last-year pre-service teachers in 18 teacher training institutions in Flanders (the Dutch-speaking part of Belgium). Using correlational and latent profile analysis, the results suggest that: (1) two profiles can be distinguished, (2) TPACK and other individual ICT-related characteristics are positively correlated, and (3) pre-service teachers in a profile with strong TPACK, attitudes, and self-efficacy scores also report high scores on the support they perceive at their teacher training institution. Implications for the role of teacher training institutions are discussed with a specific focus on how to close the gap between the two identified profiles.

scholarly journals Current trends in training in continuing education: theoretical principles

2021 ◽  
Vol 7 (3C) ◽  
pp. 506-511
Author(s):  
Anastasiia Anosova ◽  
Oleksandra Drachuk ◽  
Olena Semenog ◽  
Tetiana Vaidych ◽  
Nataliia Leshchenko ◽  
...  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Postgraduate Education ◽  
Training System ◽  
Technological Support ◽  
Pedagogical Training ◽  
Current Trends ◽  
Training Institutions ◽  
Comprehensive Study

The article supports the theoretical-methodological provisions that allow a systematic and comprehensive study of the postgraduate pedagogical training of teachers. The essence and characteristics of postgraduate pedagogical training for teachers from various training institutions were defined, providing professional and pedagogical training for this category of pedagogical staff; regularities, principles and conditions were developed for the implementation of promising directions for the development of the postgraduate pedagogical training system for teachers of different profiles; ifdeveloped technological support for postgraduate education for teachers from different backgrounds; promising paths for the development of postgraduate pedagogical training for teachers of multidisciplinary training in professional education were identified and based on the modernization of society.

scholarly journals Onwards to our 61st Year of existence!

2020 ◽  
Vol 32 (1) ◽  
pp. 2
Author(s):  
Melfred Hernandez
Keyword(s):  
Head And Neck ◽  
Research Work ◽  
Neck Surgery ◽  
Open Access Journal ◽  
Board Of Trustees ◽  
Head And Neck Surgery ◽  
Training Institution ◽  
Institutional Review ◽  
Training Institutions

Soaring high on the heels of our just-concluded Jubilee Year, the Philippine Society of Otolaryngology-Head and Neck Surgery is very proud of its strides in the fields of service, education, training, and -- with the Philippine Journal of Otolaryngology-Head and Neck Surgery (PJOHNS) as its documentation and publishing arm, it is now a force to reckon with in-- research! The PJO-HNS is in a continuous journey of improvement and development into an open access journal, which will benefit our trainees, diplomates and fellows, and open our research work to be more accessible on the international scientific stage. We laud the continued efforts of our training institutions in pushing for their respective research agendas. We must also look forward the constitution and operationalization of an IRB (for PSO-HNS to make its own Institutional Review Board) to approve, monitor and review biomedical and behavioral research conducted by our fellows, who may not have any tie-up or affiliation with established training institution. This is one area which the Editorial Board led by Dr. Jose Florencio Lapeña and the Board of Trustees are seriously looking into.

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