Organisational and training factors affecting academic teacher training outcomes

Background:Evidence exists for a relationship between individual characteristics and both job and training performance; however relationships may not be generalizable. Little is known about the impact of therapist characteristics on performance in postgraduate therapist training programmes.Aims:The aim of this study was to investigate associations between the grades of trainee Low-Intensity and High-Intensity cognitive behavioural therapists and individual characteristics.Method:Trainee Low-Intensity (n= 81) and High-Intensity (n= 59) therapists completed measures of personality and cognitive ability; demographic and course grade data for participants were collected.Results:Degree classification emerged as the only variable to be significantly associated with performance across assessments and courses. Higher undergraduate degree classifications were associated with superior academic and clinical performance. Agreeableness was the only dimension of personality to be associated (positively) with clinical skill. Age was weakly and negatively associated with performance.Conclusions:Relationships between individual characteristics and training outcomes are complex and may be context specific. These results could have important implications for the selection and development of therapists for Low or High-Intensity cognitive behavioural therapy (CBT) training.

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Factors affecting behavioural disturbances in race-horses

Animal Science ◽

10.1017/s1357729800009644 ◽

1998 ◽

Vol 66 (2) ◽

pp. 475-481 ◽

Cited By ~ 81

Author(s):

I. Redbo ◽

P. Redbo-Torstensson ◽

F. O. Ödberg ◽

A. Hedendahl ◽

J. Holm

Keyword(s):

External Factors ◽

Small Field ◽

Positive Relation ◽

Main Study ◽

Social Contacts ◽

Factors Affecting ◽

Negative Relation ◽

Stereotyped Behaviours ◽

Race Horses ◽

And Training

AbstractThe aim of the present study was to identify relations between stereotyped behaviours (cribbing, weaving and box-walking) and wood-chewing in thoroughbred flat-racing horses (TB) and standardbred trotters and the different management, feeding and training factors to which these horses are exposed. This was obtained by inquiries to all the professional trainers of TB and trottinghorses used for racing in Sweden. The usable response rates were 61% for trotters and 72% for TB representing 4597 trotters from 234 stables and 644 TB from 38 stables. A small field study was carried out to control the validity of the main study which gave results similar to those in the main study. There was a large difference between the two horse categories in the occurrence of behavioural disturbances. The TB had significantly more stereotypies than the trotters (P < 0·001) but there were no differences in the occurrence of wood-chewing. There were several differences in external factors between the horse categories, e.g. trotters had more opportunities for social contacts with other horses, they also had more free time outside the stable and they were trained a shorter time per week than the TB. The TB were given larger amounts of concentrate than the trotters. Wood-chewing within each horse category was explained by the amount of roughage (P < 0·05 in trotters and P < 0·001 in TB) together with other factors. Stereotypies in the TB were explained by: amount of concentrate (positive relation), number of horses per trainer (positive relation) and amount of roughage (negative relation).

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An extensive model for implementing competency‐based training in technical and vocational education and training teacher training system for Assiut‐Integrated Technical Education Cluster, Egypt

The Journal of Competency-Based Education ◽

10.1002/cbe2.1245 ◽

2021 ◽

Author(s):

Adel Ahmed ◽

Khairy Sayed

Keyword(s):

Teacher Training ◽

Vocational Education ◽

Technical Education ◽

Education And Training ◽

Training System ◽

Vocational Education And Training ◽

Training Teacher ◽

Competency Based ◽

Technical And Vocational Education ◽

And Training

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Leadership Skills Training for Teachers as Leaders: The Research Report on the Erasmus+ CBHE Project. Development of Skills and Teachers Training for Leadership/DeSTT

Eurasian Journal of Economic and Business Studies ◽

10.47703/ejebs.v3i61.62 ◽

2021 ◽

Vol 3 (61) ◽

Author(s):

Gainiya Tazhina ◽

Alessandro Figus ◽

Ramón Bouzas-Lorenzo ◽

Diana Spulber

Keyword(s):

Teacher Training ◽

Formal Education ◽

Local Community ◽

Leadership Skills ◽

Skills Training ◽

Research Report ◽

Project Proposal ◽

Research Questions ◽

Teachers Training ◽

And Training

The DeSTT concept of teacher training for leadership examines the importance of non-formal education, i.e., training for teachers. The monitoring study revealed the urgent needs of Kazakhstani teachers in training their leadership skills. The paper analyzes two sets of research questions (each consists of 6 sub-questions), which we defined as follows: 1) What are the challenges of teacher training/upskilling for leadership and their involvement in the local community? This group of questions was studied at the stage of preparing the project proposal. 2) What are the impacts of DeSTT training on teachers' leadership skills and experiences? This group of questions was studied during the 2nd year of the project lifetime. The purpose of this paper is to indicate the findings and implementation of the concept of preparing teachers for leadership from the project proposal launch to the execution of pilot trainings. Research methods employed in the study are interviews of universities specialists and analyzes of the State data/reports for the project proposal. Observations of training participants and post-training interviews were used to study the 2nd group of research questions. The findings of the study confirm the data obtained in both groups of interviews and observations. Participants were enthusiastic and interested in the pieces of training, aware and confident of the need to continue learning, share experiences, and develop leadership skills achieved in DeSTT training. The reflection on the central terms of leadership and training has proved to be crucial for teachers. Further research is to survey the implications of the DeSTT project for all its consumers. The dissemination and sustainability perspective of the project is to collaborate with the National Center ORLEU for training leadership skills to the instructors from 17 regional branches who, in turn, will train teachers for leadership. The authors acknowledge the Erasmus Plus CBHE for funding the DeSTT project.

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Professional Development In Kosovo – Research Of Training Programs And Tests

Pedagogika-Pedagogy ◽

10.53656/ped2021-7.10 ◽

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.

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A Critical Review of Forecasting Models to Predict Manpower Demand

Construction Economics and Building ◽

10.5130/ajceb.v4i2.2930 ◽

2012 ◽

Vol 4 (2) ◽

pp. 43-56 ◽

Cited By ~ 9

Author(s):

James Wong ◽

Albert Chan ◽

Y.H Chiang

Keyword(s):

Computer Programs ◽

Manpower Planning ◽

Policy Makers ◽

Factors Affecting ◽

Planning Models ◽

Modelling Techniques ◽

Improved Accuracy ◽

Further Development ◽

And Training ◽

Manpower Demand

Forecasting manpower requirements has been useful for economic planners, policy makers and training providers in order to avoid the imbalance of skills in the labour market. Although reviews of the manpower planning models have been conducted previously, with the accumulated experience and the booming of advanced statistical techniques and computer programs, the study of forecasting practices has undrgone considerable changes and achieved maturity during the past decade. This paper assesses the latest employment and manpower dmand estimating methods by examining their rationale, strength and constraints. It aims to identify enhancements for further development of manpower forecasting model for the construction industry and compare the reliability and capacity of different forecasting metodologies. It is cocluded that the top-down forecasting approach is the dominant methodology to forecast occupational manpower demand. It precedes other methodologies by its dynamic nature and sensitivity to aa variety of factors affecting the level and structure of employment. Given the improvement of the data available, advanced modelling techniques and computer programs, manpower planning is likely to be more accessible with improved accuracy at every level of the society.

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Factors Affecting the Meaning in Life of Teachers

Pedagogika ◽

10.15823/p.2020.139.3 ◽

2020 ◽

Vol 139 (3) ◽

pp. 52-72

Author(s):

Suyatno ◽

Dholina Inang Pambudi ◽

Ganis Amurdawati ◽

Wantini ◽

Mei Vita Romadon Ningrum

Keyword(s):

Quantitative Study ◽

Meaning In Life ◽

Policy Makers ◽

Factors Affecting ◽

East Kalimantan ◽

Self Actualization ◽

Self Transcendence ◽

And Training

This study aims to investigate the various models that affect the meaning in life of teachers. This is a quantitative study with data randomly obtained from a sample of 100 teachers at East Kalimantan, Indonesia. The results showed that self-actualization and self-transcendence are crucial factors which have an impact on the meaning in life of teachers. The policy makers need to utilize the results from this study to design various programs and training for the development of meaning in life of teachers.

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