scholarly journals Studentsʼ evaluations of faculty membersʼ teaching before and after a teacher-training workshop

1992 ◽  
Vol 67 (2) ◽  
pp. 134-5 ◽  
Author(s):  
R G Nathan ◽  
M F Smith
Keyword(s):  
Teacher Training ◽  
Training Workshop ◽  
Before And After

scholarly journals Are We Aware of What Is Going on in a Student’s Mind? Understanding Wrong Answers about Plant Tropisms and Connection between Student’s Conceptions and Metacognition in Teacher and Learner Minds

2018 ◽  
Vol 8 (4) ◽  
pp. 164
Author(s):  
Ewa Sobieszczuk-Nowicka ◽  
Eliza Rybska ◽  
Joanna Jarmużek ◽  
Małgorzata Adamiec ◽  
Zofia Chyleńska
Keyword(s):  
Teacher Training ◽  
University Students ◽  
Alternative Conceptions ◽  
Sample Survey ◽  
Academic Training ◽  
Biology Students ◽  
Before And After ◽  
Curse Of Knowledge ◽  
Two Stages ◽  
Academic Teacher

Problems with understanding concepts and mechanisms connected to plant movements have been diagnosed among biology students. Alternative conceptions in understanding these phenomena are marginally studied. The diagnosis was based on a sample survey of university students and their lecturers, which was quantitatively and qualitatively exploratory in nature (via a questionnaire). The research was performed in two stages, before and after the lectures and laboratory on plant movements. We diagnosed eight alternative conceptions before the academic training started. After the classes, most were not been verified, and in addition, 12 new conceptions were diagnosed. Additionally, we report that teachers are not aware of students’ possible misunderstandings. They do not perceive students’ troubles with switching between levels of representations, nor their alternative conceptions. A case of “curse of knowledge” was observed and academic teacher training is recommended. Additionally, the need for metacognition as a crucial element in laboratory activities seems supported by our presented results. Such metacognition refers to students as well as teachers, which leads to the conclusion that teachers should be aware of students’ way of thinking and the development of knowledge in one’s own mind.

scholarly journals A teacher training workshop to promote the use of the VISIR remote laboratory for electrical circuits teaching

2017 ◽  
Author(s):  
Carlos Arguedas-Matarrita ◽  
Sonia Beatriz Concari ◽  
Javier Garcia-Zubia ◽  
Susana Teresa Marchisio ◽  
Unai Hernandez-Jayo ◽  
...  
Keyword(s):  
Teacher Training ◽  
Training Workshop ◽  
Remote Laboratory ◽  
Electrical Circuits

Can education and training improve the adoption of a psychosocial group treatment by dementia services?

2019 ◽  
Vol 27 (5) ◽  
pp. 496-500
Author(s):  
Gary Cheung ◽  
Kathy Peri
Keyword(s):  
Group Treatment ◽  
Online Survey ◽  
Cognitive Stimulation ◽  
Training Workshop ◽  
Self Evaluation ◽  
People With Dementia ◽  
Before And After ◽  
The Mean ◽  
The One ◽  
And Training

Objective: Cognitive stimulation therapy (CST) is a psychosocial group treatment for people with dementia. The aims of this project were to (a) evaluate the effectiveness of a one-day training workshop; (b) measure the uptake of CST following the workshops; and (c) explore the barriers of implementing CST. Method: Ten workshops were conducted. Attendees completed a self-evaluation at the end of the training day and were later invited to complete an online survey enquiring about implementation. Results: Two hundred and fourteen workshop attendees completed the self-evaluation. The mean self-rated knowledge and skills for conducting and facilitating CST (1 = No skills, 5 = Very good skills) was 2.3 (SD = 1.2) and 4.3 (SD = 0.7) before and after the workshop, respectively ( p = 0.000). The mean self-rated confidence for applying learning to conducting and facilitating CST was 4.2 (SD = 0.7) (1 = Not confident, 5 = Very confident). There were 11 CST programmes started after the workshops and another 10 sites were in the process of starting CST programmes. The main barriers of implementation were lack of staff time/funding and problems of finding suitable participants with dementia. Conclusions: The one-day training workshop is an effective method to disseminate CST. Addressing the barriers identified could improve the adoption of CST in practice.

Paper folding and cutting a set of tangram pieces

1971 ◽  
Vol 18 (4) ◽  
pp. 250-252
Author(s):  
Steven S. Dickoff
Keyword(s):  
Teacher Training ◽  
Training Workshop ◽  
Cutting Method ◽  
Paper Folding ◽  
The Ancient Chinese

In a recent teacher-training workshop conducted by the author, a question arose concerning a method for duplicating the seven pieces of the ancient Chinese tangram puzzle without having to trace the pieces of another puzzle. After some thought about the relationships of the pieces in the puzzle to one another, the following paper-folding and cutting method, illustrated diagrammatically, was conceived.

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