scholarly journals An Eraluation of the Practical Training Programs for Special Education Diplpma Students in the Jordanian Community Colleges from Trainees' and Cooperative Teachers' Perspectives

2009 ◽  
Vol 10 (01) ◽  
pp. 39-66 ◽  
Author(s):  
Omar M. Al-kharabsheh ◽  
Mustafa N. Al-Qemesh
Keyword(s):  
Special Education ◽  
Community Colleges ◽  
Training Programs ◽  
Practical Training ◽  
Teachers Perspectives

TEACHING CAPABILITIES OF ROBOTIC VR- CONSTRUCTORS IN THE TRAINING PROGRAMS OF AGRICULTURAL ENGINEERS FOR THE DOMESTIC FARM INDUSTRY

2021 ◽  
pp. 75-79
Author(s):  
Ye.S. Simbirskikh ◽  
◽  
NIKITA O. RACHEEV ◽  
Keyword(s):  
Agricultural Education ◽  
Training Programs ◽  
Expert Assessment ◽  
Practical Training ◽  
Virtual Objects ◽  
Software Products ◽  
Agricultural Engineering ◽  
Course Syllabi ◽  
University Course ◽  
Traditional Roles

The paper discusses the didactic advantages and features of the use of such immersive technologies as “virtualconstructor” in the practical training of BSc students (training area 35.03.04 “Agricultural Engineering”) for the domestic farmindustry. VR-constructors are software products that fully emulate a virtual environment with a 360° view, the distinctive featureof which is to maximize the possibilities for interacting with virtual objects in terms of their study, movement and transformationof the object system. As applied to the training of agricultural engineers such systems of virtual objects can be represented by properlydesigned training mechanisms of engines, various irrigation systems in hydroponic installations or a specifi c soil profi le with itsindividual horizons. The authors conducted analysis of scientifi c literature, refl ecting the practice of the application of virtualreality technology to be used in the training of university students. The study has revealed the lack of precedents comprehensiveintroduction of VR technology as an eff ective learning tool in higher agricultural education in Russia and abroad. After conductingthe experiment based on a number of expert assessment methods, two VR software products of the “VR-constructor” type wereidentifi ed, which are recommended for implementation in course syllabi for BSc training in agricultural engineering in: “3D-cardfi le of soil sections” and “VR-atlas of agricultural machinery”. The study of the teaching capabilities of these curricula has statedthe need to change the traditional roles of the teacher and the student and the necessity for further scientifi cally-based introductionof university course syllabi of various levels to train more competitive and highly qualifi ed personnel for the innovative agriculture of Russia.

scholarly journals Communicative Competence as a Professional Mobility Factor of Teachers Supporting for Disabled People

2015 ◽  
Vol 7 (4) ◽  
pp. 94-102
Author(s):  
E.M. Dziuba ◽  
G.S. Samoilova ◽  
A.D. Komyshkova
Keyword(s):  
Training Programs ◽  
Educational Development ◽  
Communicative Competence ◽  
Practical Training ◽  
Disabled People ◽  
Educational Module ◽  
Mobility Factor ◽  
State Pedagogical ◽  
Professional Mobility ◽  
Professional Field

The paper discribes experience in the implementation of a new educational module “Philosophical and Socio-legal Bases of Supporting for Disabled People” developed by a professional team of Nizhny Novgorod State Pedagogical Minin University. Forming the communicative competency of disabled people supporting specialist is one of the main tasks of the module. Program developers believe that the structure and content of the educational subjects and practical training programs enables graduates to be prepared for variative communication forms providing educational, social, and cultural support of disable people as well as in the professional field as a whole. The ability of the graduate to communicate efficiently and effectively is required for professional mobility in teaching and non-teaching areas; so this module is a multi-purpose educational development.

Teacher Competencies for Transition Programs as Reported by State Directors of Special Education.

1994 ◽  
Vol 13 (4) ◽  
pp. 10-16 ◽  
Author(s):  
Kay S. Bull ◽  
Diane Montgomery ◽  
John Beard
Keyword(s):  
Special Education ◽  
Training Programs ◽  
Transition Programs ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Educational Training ◽  
Preparation Programs ◽  
Directors Of Special Education ◽  
Essential Components ◽  
State Directors

The Transition Special Interest Group (SIG) of the American Council on Rural Special Education (ACRES) established as one of its goals to identify the essential components of effective transition programs in the United States and, thereby to influence teacher preparation programs. The purpose of this study was to investigate the skills that the State Directors of Special Education (SDSE) list as necessary competencies required in their states for personnel in special education transition programs. Recognizing that some states may not have fully developed, articulated, and mandated the competencies they believe are necessary, the SDSE were additionally asked to report what knowledge and skills they felt should be required for transition program personnel. Responses indicate a consistency of several predictable required skills, but over half of the SDSE support a core of twelve common competencies that should be built into personnel training programs. This core represents a knowledge base that is defined more broadly than the current traditional special educational training programs. Implications for training are discussed.

scholarly journals Should We Be Trained to Train? Nursing Students’ and Newly Qualified Nurses’ Perception on Good Lecturers and Good Clinical Preceptors

2019 ◽  
Vol 16 (24) ◽  
pp. 4885 ◽  
Author(s):  
José Manuel Martínez-Linares ◽  
Celia Parra-Sáez ◽  
Carlos Tello-Liébana ◽  
Olga María López-Entrambasaguas
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Training Programs ◽  
Practical Training ◽  
Interpersonal Relation ◽  
Exclusion Criteria ◽  
Teaching Methodologies ◽  
The World ◽  
Convenience Sampling ◽  
Spanish Higher Education

Background: The reform of the Spanish higher education studies from the Bologna Declaration did not entail the necessary changes in the teaching methodologies used. The clinical preceptor emerged as the main guiding professional in the practical training of nursing students. The aim of this qualitative study was to understand fourth-year nursing students’ and newly qualified nurses’ (NQNs) perception on their lecturers’ and clinical preceptors’ effectiveness. Methods: Exploratory, descriptive qualitative study was carried out at a Spanish University. By convenience sampling and according to defined inclusion and exclusion criteria, twelve newly qualified nurses and twelve fourth-year students of the Degree in Nursing were included in order to contrast the results. A thematic analysis of data was carried out, to later be coded by two researchers. Results: Two main themes were identified: the good lecturer and the good clinical preceptor, with several subthemes in each. These included the characteristics that both should have, both in teaching, nursing and interpersonal-relation skills. Conclusions: The need of preceptorship training programs has been highlighted in our context. Educators all over the world should be properly qualified in order to train and educate competent nurses for the future.

scholarly journals Effect of practical training on the learning motivation profile of Japanese pharmacy students using structural equation modeling

2017 ◽  
Vol 14 ◽  
pp. 2 ◽  
Author(s):  
Shigeo Yamamura ◽  
Rieko Takehira
Keyword(s):  
Structural Equation Modeling ◽  
Structural Equation ◽  
Training Programs ◽  
Group Analysis ◽  
Learning Motivation ◽  
Self Determination ◽  
Pharmacy Students ◽  
Equation Modeling ◽  
Practical Training ◽  
Multiple Group

Purpose: To establish a model of Japanese pharmacy students’ learning motivation profile and investigate the effects of pharmaceutical practical training programs on their learning motivation. Methods: The Science Motivation Questionnaire II was administered to pharmacy students in their 4th (before practical training), 5th (before practical training at clinical sites), and 6th (after all practical training) years of study at Josai International University in April, 2016. Factor analysis and multiple-group structural equation modeling were conducted for data analysis. Results: A total of 165 students participated. The learning motivation profile was modeled with 4 factors (intrinsic, career, self-determination, and grade motivation), and the most effective learning motivation was grade motivation. In the multiple-group analysis, the fit of the model with the data was acceptable, and the estimated mean value of the factor of ‘self-determination’ in the learning motivation profile increased after the practical training programs (P= 0.048, Cohen’s d= 0.43). Conclusion: Practical training programs in a 6-year course were effective for increasing learning motivation, based on ‘self-determination’ among Japanese pharmacy students. The results suggest that practical training programs are meaningful not only for providing clinical experience but also for raising learning motivation.

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