Probation

1984 ◽  
Vol 1 (1) ◽  
pp. 53-62 ◽  
Author(s):  
Clare Morris
Keyword(s):  
Teacher Training ◽  
Learning Process ◽  
Educational Psychology ◽  
Effective Means ◽  
First Year ◽  
Full Time ◽  
Training Course ◽  
Education Degree ◽  
One Year ◽  
University Course

Probation– a word I had always associated with the prison service rather than teaching. In my early naïvety I thought it rather derogatory to use this word to describe my first year as a teacher. A four-year university course was surely enough, I felt, to allow me to remove the learner label and to be fully qualified. But, as I gradually came to realise, the first year in full-time teaching was as much a learning process for me as it was for my pupils.My training had consisted of a three-year Music and Education degree followed by a one-year PGCE course. I am not entirely certain that PGCE courses are the most effective means of training teachers, because their brevity limits the amount of time spent in schools. However, the system does allow the opportunity of more specialised study first, and I am grateful to have been able to do a teacher training course as well. The breadth of the PGCE studies confused me. At times I wondered whether the study of educational psychology and sociology would be better replaced by more down-to-earth advice on lesson preparation and the control of difficult classes. In retrospect I realise that virtually all the work was useful and, anyway, the music tutorials covered practical matters.

scholarly journals La Mecanique En Classe De Seconde Scientifique : Analyses Des Styles Pedagogiques Et Des Documents Iconographiques Dans Le Manuel Intitule Physique Chimie (Collection Arex), En Usage Actuel En Cote d’Ivoire

2016 ◽  
Vol 12 (19) ◽  
pp. 354
Author(s):  
Kouamé Nguessan
Keyword(s):  
High School ◽  
Teacher Training ◽  
Learning Process ◽  
Teaching Style ◽  
Teaching Styles ◽  
School Science ◽  
High School Science ◽  
Constructivist Pedagogy ◽  
Training Course ◽  
Science Classes

This contribution sets out, through the analysis of the teaching styles, the texts and graphic material of the six chapters about Mechanics of the handbook Physique Chimie (Collection AREX, Les classiques africains) of the first years of high school science classes, to highlight the difficulties and obstacles that the teacher or the student face in using it.. The results of the analysis from the epistemological and didactic benchmarks knowledge to teach the mechanics show that the manual emphasizes the use of more informative teaching style and that of the illustrative figures to state the knowledge to be taught. Thus, the approaches used do not refer to a real problematization and do not allow students to be independent and productive; they are not actively and intellectually engage students in the learning process. Faced with the passivity of the student in the acquisition of knowledge, it thus seems necessary to include in the training of the teacher, a teacher training course based on understanding of texts and teaching styles to support a constructivist pedagogy class.

Abstract NS8: Male Caregivers Report Problems and Successes Caring for Wives/Partners

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Linda L Pierce ◽  
Victoria Steiner
Keyword(s):  
Secondary Data ◽  
Well Being ◽  
Functional Improvement ◽  
First Year ◽  
Full Time ◽  
Telephone Interviews ◽  
Positive Attitudes ◽  
Long Time ◽  
One Year ◽  
Caregiver Role

Background: Stroke is sudden/often traumatic; its results affect both the person with stroke and family members providing care. Transitioning from the non-caregiver role to caregiver for a spouse who recently had a stroke may be unsettling, particular for men. Purpose: Guided by Friedemann’s framework of systemic organization, t his secondary data analysis examined problems and successes reported by males caring for partners (wife or long-time friend) in the first year after stroke. According to this framework, these men are driven by the desire for success, resulting in health/ well-being or congruence in caring. Whereas incongruence or poor health can result from problems experienced in caring. Method: Using a descriptive design with IRB approval, caregivers (n=73) participated in bimonthly telephone interviews for one year. These caregivers were asked open-ended questions about problems and successes experienced in caring in the past two weeks. For this analysis, only the males caring for a partner (n=12 wives; n=1 friend) were examined. These data were analyzed using Colaizzi’s rigorous method of content analysis. Results: The caregivers were white men with an average age of 62 years. Most were high school graduates, employed full-time, rated their health as very good/excellent, and spent 2-16 hours caring each day. There were 275 problems and 393 successes in caring reported. Five problem themes emerged: 1) adjusting to multi-tasking in everyday living, 2) recognizing physical and mental disabilities, 3) dealing with outside forces and limited resources, 4) struggling to return to normal, and 5) feeling physically, mentally and emotionally exhausted. These problem themes demonstrated incongruence as the men sought to maintain their prior lives. Three success themes appeared: 1) gaining confidence through functional improvement, 2) fostering success through mutually positive attitudes, and 3) resuming normal roles. The success themes demonstrated how these men were able to find a level of well-being/congruence in caring. Conclusions: Theory-based themes of male stroke caregivers’ problems and successes were uncovered that can be used to target interventions to help them achieve balance between incongruence and congruence in their lives.

scholarly journals Sibling stem cell donors’ perceptions of experiences of donation

2017 ◽  
Vol 5 (4) ◽  
pp. 23 ◽  
Author(s):  
Annika M. Kisch ◽  
Anna Forsberg
Keyword(s):  
Stem Cells ◽  
Stem Cell ◽  
Learning Process ◽  
First Year ◽  
Educational Strategies ◽  
Adult Sibling ◽  
Donation Process ◽  
Extensive Information ◽  
Stem Cell Donation ◽  
One Year

Objective: What and when should we tell sibling donors about the donation process? Although we provide extensive information to sibling stem cell donors, we lack knowledge of their perceptions and how they change during the donation process. Therefore, the aim of this study was to explore sibling donors’ perceptions of experiences of stem cell donation from pre-donation to one year afterwards.Methods: Applying a phenomenographic approach we performed an in depth, longitudinal exploration of adult sibling donors’ perceptions of experiences based on 29 open-ended interviews performed before donation, as well as three and twelve months afterwards. Ten consecutive adult sibling donors with a median age of 54 years (range 26-66 years) due to donate stem cells at one Swedish transplant centre participated.Results: A detailed learning process among sibling stem cell donors during the first year after donation was identified through 83 different perceptions pertaining to motive, obligation, responsibility, preparation, circumstances, recovery and relationship. The perceptions changed over the first year after donation due to experiences of duty, pressure, burden, security, learning, struggle and closeness. Educational strategies and tools must cover all these perceptions to narrow the sibling donors’ knowledge gap and support their learning process.Conclusions: In the course of the year sibling stem cell donors’ perceptions of their experiences change and thereby their need for education, information and support. As the learning process stems from a range of experiences, there is a need to individualise the care and further study sibling stem cell donors’ levels of burden and distress.

scholarly journals A study of a karate trial teaching class in a teacher training course − based on students’ formative assessment

2019 ◽  
Vol 14 (2s) ◽  
pp. 9
Author(s):  
Kentaro Tai ◽  
Shutaro Jinno ◽  
Namika Motoshima ◽  
Toshiyuki Miyara ◽  
Takeru Shima ◽  
...  
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Formative Assessment ◽  
Learning Process ◽  
Statistical Significance ◽  
School Level ◽  
Acute Effects ◽  
Initial Teacher Training ◽  
Training Course ◽  
New Discovery

<div><p>The purpose of this study was to examine the effectiveness of a karate trial teaching class in an initial teacher training course, through students’ formative assessment. It involved two case studies of trial teaching classes of karate and that of two other activities, taught by the students of an initial teacher training course. The results were assessed using the Students’ Formative Assessment of Physical Education (P.E.) Classes scale. Results showed significant differences between groups in “New discovery” (<em>p</em>&lt;.05) and a trend toward statistical significance in “Skill growth”, “Fun Exercise” and “Learning friendly” (<em>p</em>&lt;.10) based on the classes provided by karate and other teaching materials. This implies that karate might have different acute effects on students’ learning process in the context of school-level physical education.</p></div>

E-portfolio, a useful tool for reflection and feedback (Preprint)

2019 ◽  
Author(s):  
Rita Rezaee ◽  
Nahid Zarifsanaiey
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Learning Process ◽  
Learning Experience ◽  
Effective Means ◽  
Educational Programs ◽  
Electronic Portfolio ◽  
Medical Sciences ◽  
Educational Settings ◽  
Self Reflection

UNSTRUCTURED Utilizing an electronic portfolio (e-portfolio) is an effective means of enhancing the learning experience in educational settings. In the present study an e-portfolio framework was designed for medical education at Shiraz University of Medical Sciences. The objective was to assess learning progress in a medical course that provides instructor feedback via e-portfolio and promotes self-reflection among the students. The results indicate that using e-portfolio stimulates self-reflection in students and increases their active participation in the learning process. Integrating e-portfolios in educational programs can remarkably improve the academic performance in the fields of medicine and healthcare.

Could we please lose the mapping metaphor, please?

2001 ◽  
Vol 24 (6) ◽  
pp. 1119-1120 ◽  
Author(s):  
Michael Tomasello
Keyword(s):  
Social Cognition ◽  
Word Learning ◽  
Learning Process ◽  
Cultural Learning ◽  
Mind Reading ◽  
Linguistic Communication ◽  
Learning Skills ◽  
One Year

Although Bloom gives more credit to social cognition (mind reading) than do most other theorists of word learning, he does not go far enough. He still relies fundamentally on a learning process of association (or mapping), neglecting the joint attentional and cultural learning skills from which linguistic communication emerges at one year of age.

scholarly journals Cardiovascular risk factors associated with acute myocardial infarction and stroke in the MADIABETES cohort

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
M. A. Salinero-Fort ◽  
F. J. San Andrés-Rebollo ◽  
J. Cárdenas-Valladolid ◽  
M. Méndez-Bailón ◽  
R. M. Chico-Moraleja ◽  
...  
Keyword(s):  
Atrial Fibrillation ◽  
Blood Pressure ◽  
Antihypertensive Drugs ◽  
Hdl Cholesterol ◽  
First Year ◽  
Backward Elimination ◽  
One Year ◽  
Time Varying Covariates

AbstractWe aimed to develop two models to estimate first AMI and stroke/TIA, respectively, in type 2 diabetes mellitus patients, by applying backward elimination to the following variables: age, sex, duration of diabetes, smoking, BMI, and use of antihyperglycemic drugs, statins, and aspirin. As time-varying covariates, we analyzed blood pressure, albuminuria, lipid profile, HbA1c, retinopathy, neuropathy, and atrial fibrillation (only in stroke/TIA model). Both models were stratified by antihypertensive drugs. We evaluated 2980 patients (52.8% women; 67.3 ± 11.2 years) with 24,159 person-years of follow-up. We recorded 114 cases of AMI and 185 cases of stroke/TIA. The factors that were independently associated with first AMI were age (≥ 75 years vs. < 75 years) (p = 0.019), higher HbA1c (> 64 mmol/mol vs. < 53 mmol/mol) (p = 0.003), HDL-cholesterol (0.90–1.81 mmol/L vs. < 0.90 mmol/L) (p = 0.002), and diastolic blood pressure (65–85 mmHg vs. < 65 mmHg) (p < 0.001). The factors that were independently associated with first stroke/TIA were age (≥ 75 years vs. < 60 years) (p < 0.001), atrial fibrillation (first year after the diagnosis vs. more than one year) (p = 0.001), glomerular filtration rate (per each 15 mL/min/1.73 m2 decrease) (p < 0.001), total cholesterol (3.88–6.46 mmol/L vs. < 3.88 mmol/L) (p < 0.001), triglycerides (per each increment of 1.13 mmol/L) (p = 0.031), albuminuria (p < 0.001), neuropathy (p = 0.01), and retinopathy (p = 0.023).

Sign in / Sign up

Export Citation Format

Share Document