scholarly journals Pedagogų rengimas informacinių ir komunikacinių technologijų taikymo aspektu: padėties analizė ir tobulinimo siūlymai

2009 ◽  
Vol 50 ◽  
pp. 101-106
Author(s):  
Eugenijus Kurilovas ◽  
Valentina Dagienė
Keyword(s):  
Information Technologies ◽  
Research Report ◽  
Ict Literacy ◽  
Situation Analysis ◽  
Universities And Colleges ◽  
Self Evaluation ◽  
Service Training ◽  
Training Programmes ◽  
Teachers Training ◽  
Ict Competencies

Straipsnyje analizuojamos pedagogų informacinių ir komunikacinių technologijų (IKT) kompetenciją ugdančių studijų Lietuvos universitetuose ir kolegijose programos, būsimų pedagogų IKT kompetencijų vertinimas. Šie rezultatai lyginami su pedagogų edukacinės IKT kompetencijos kurso reikalavimais, kurie nusakyti Lietuvos mokytojų kompiuterinio raštingumo programoms. Straipsnis grindžiamas duomenimis, sukauptais atlikus Švietimo informacinių technologijų centro užsakytą mokslinį tyrimą „Pedagogų rengimas IKT taikymo aspektu“. Tyrimas reprezentatyvus šalies mastu. Šio tyrimo išvadomis ir rekomendacijomis numatoma vadovautis sudarant ir įgyvendinant visų lygių mokytojų rengimo ir perkvalifi kavimo studijų, kvalifi kacijos tobulinimo programas ir mokytojų atestaciją. Pagrindinis straipsnio tikslas yra pristatyti ir apibendrinti svarbiausias šio tyrimo išvadas ir rezultatus.Teacher Training on ICT Application in Education: Situation Analysis and Proposals for ImprovementEugenijus Kurilovas, Valentina Dagienė SummaryThe article is aimed to analyse the existing study programmes on the teachers ICT competencies in Lithuanian Universities and Colleges, the future teachers’ self-evaluation of their educational ICT competencies, to compare these results with the requirements of the course on the teachers’ educational ICT literacy based on the existing Lithuanian requirements for teachers’ educational ICT literacy programmes. The article is based on the data of the research report “Teachers Training on ICT Application in Education” booked by the Centre for Information Technologies in Education. The research is representative. The conclusions and recommendations of the research are proposed to implement while planning and implementing all level studies and teachers’ in-service training programmes as well as teachers’ certifi cation. The main aim of the paper is to present and summarise the research conclusions and recommendations.

Development of ICT Competency in Pre-Service Teacher Education

2013 ◽  
pp. 65-75 ◽  
Author(s):  
Valentina Dagiene
Keyword(s):  
Teacher Education ◽  
Knowledge Society ◽  
Ict Literacy ◽  
Self Evaluation ◽  
Service Training ◽  
Information And Communication ◽  
Key Competencies ◽  
Pre Service Teacher Education ◽  
Teachers Training ◽  
Pre Service Teacher

Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers’ educational ICT literacy, based on the existing Lithuanian requirements for teachers’ pedagogical ICT literacy programmes. The paper is based on the data of the research study “Teachers’ Training on ICT Application in Education” developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education as well as in-service training courses.

Development of ICT Competency in Pre-Service Teacher Education

2011 ◽  
Vol 2 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Valentina Dagiene
Keyword(s):  
Teacher Education ◽  
Knowledge Society ◽  
Ict Literacy ◽  
Self Evaluation ◽  
Service Training ◽  
Information And Communication ◽  
Key Competencies ◽  
Pre Service Teacher Education ◽  
Teachers Training ◽  
Pre Service Teacher

Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers’ educational ICT literacy, based on the existing Lithuanian requirements for teachers’ pedagogical ICT literacy programmes. The paper is based on the data of the research study “Teachers’ Training on ICT Application in Education” developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education as well as in-service training courses.

scholarly journals A FIELD STUDY OF THE TRANSACTIONAL MODALITIES OF THE IN-SERVICE TEACHER TRAINING PROGRAMMES FOR SECONDARY SCHOOL TEACHERS UNDER RMSA IN MIZORAM

2020 ◽  
pp. 9-13
Author(s):  
Zairemmawia Renthlei ◽  
Prof. L N Mishra
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programme ◽  
Administrative Staff ◽  
School Teachers ◽  
Service Training ◽  
Training Programmes ◽  
Teachers Training ◽  
District Offices

The professional development of teachers is an important aspect of education and the main avenue for the professional development of secondary school teachers is the in-service training programmes organised by the district education offices. This study is an attempt to study the transactional modalities i.e. the manner in which the training programmes are organised by the various district education offices. Training Centres in all eight districts of Mizoram were visited and administrative staff from all the district offices were interviewed. Findings were tabulated and recommendations made for improvement. KEYWORDS: In-service Training Programme, Secondary School Teachers, Training Centres, Transactional Modalities, Challenges, Thrust Areas, Recommendations.

Extent of ICT Literacy Possessed by Librarians in Federal University Libraries in South East Nigeria

2016 ◽  
Vol 7 (3) ◽  
pp. 13-22
Author(s):  
A. U. Nwabueze ◽  
Bridget Oluchi Ibeh
Keyword(s):  
Descriptive Statistics ◽  
Academic Librarians ◽  
Ict Literacy ◽  
University Libraries ◽  
Ict Skills ◽  
Service Training ◽  
Training Programmes ◽  
Descriptive Survey ◽  
Training Service ◽  
Structured Questionnaire

This paper examined extent of ICT literacy possessed by librarians in Federal University Libraries in South East Nigeria. The study adopted descriptive survey research design. The population comprised 133 academic librarians. Achievement test and structured questionnaire were used to collect data. Data generated were analyzed using descriptive statistics – simple percentage and arithmetic mean. The major findings include that librarians in Federal University Libraries in South East Nigerian possess high ICT literacy. Librarians in Federal University Libraries of South East Nigerian use ICT-based resources to a high extent The following constraints militate against librarians' acquisition of ICT skills: inadequate funding, poor infrastructural facilities, lack of in house/services training programmes for librarians on ICT, lack of implementation of ICT in the curriculum of library schools, librarians do not participate effectively in professional conferences, seminars and workshops on ICT. The study recommended that management should from time to time organize in-house training /service training on ICT for librarians.

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

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.

Design of contents for ICT literacy in-service training of teachers in Korea

2008 ◽  
Vol 51 (4) ◽  
pp. 1683-1706 ◽  
Author(s):  
Jong Hye Kim ◽  
Soon Young Jung ◽  
Won Gyu Lee
Keyword(s):  
Ict Literacy ◽  
Service Training

scholarly journals Work engagement among participants of residency and professional development programs in nursing

2018 ◽  
Vol 71 (suppl 4) ◽  
pp. 1487-1492 ◽  
Author(s):  
Luciano Garcia Lourenção
Keyword(s):  
Professional Development ◽  
Work Engagement ◽  
Cross Sectional Study ◽  
Public Institution ◽  
Development Programs ◽  
Cross Sectional ◽  
Self Evaluation ◽  
Utrecht Work Engagement Scale ◽  
Service Training ◽  
Professional Development Programs

ABSTRACT Objective: to assess the levels of engagement at work of nurses enrolled in multi-professional residency and professional development programs in health care of a Brazilian public institution. Method: a cross-sectional study with 36 professionals. The data were collected in September 2013, with use of the Utrecht Work Engagement Scale (UWES), composed of seventeen self-evaluation items with the dimensions vigor, dedication and absorption, as well as an overall score. Results: the levels of engagement ranged from 3.8 to 4.3, and the standard deviations, between 1.1 and 1.3. Nurses showed average levels on vigor (3.8) and absorption (3.9) dimensions, and high levels on dedication (4,3) and engagement (4.0). Conclusion: the professionals presented good levels of energy, resilience, enthusiasm and involvement with the work. They are satisfied with the activity and are dedicated to it, which promotes the acquisition of skills and competences along the in-service training, ensuring a future professional practice of quality.

scholarly journals Confidence in Procedural Skills before and after a Two-Year Master’s Programme in Family Medicine in Gezira State, Sudan

2017 ◽  
Vol 2017 ◽  
pp. 1-11 ◽  
Author(s):  
K. G. Mohamed ◽  
S. Hunskaar ◽  
S. H. Abdelrahman ◽  
E. M. Malik
Keyword(s):  
Family Medicine ◽  
Clinical Skills ◽  
Male Students ◽  
Procedural Skills ◽  
Self Evaluation ◽  
Before And After ◽  
Grade Scale ◽  
Training Programmes ◽  
In The Beginning ◽  
Medical Disciplines

Many postgraduate family medicine training programmes have been developed to meet the worldwide dire need for practicing family physicians. This study was conducted in Gezira state of Sudan in a “before-and-after” design in the period of 2010–2012 with the aim to assess improvements in candidates’ confidence in performing certain clinical skills. A self-evaluation questionnaire was used with a five-grade scale (1–5) to assess candidates’ confidence in performing 46 clinical skills. A group of 108 participants responded for both the “before” and the “after” questionnaire: the response rate was 91% (before) and 90% (after). In general, a positive progress trend was detected. The mean skill value for all skills was 3.23 (before) and 3.93 (after) with a mean increase of 21.7% (P<0.001). Male students scored constantly higher than females both before and after completing the master’s programme, while females showed a higher percentage in progress. Scores in certain medical disciplines were higher than others. However, disciplines with low scores in the beginning, such as psychiatry and ophthalmology, showed the highest progress percentage. The results show a significant increase in confidence in performing procedural skills designed in the curriculum of the GFMP master’s programme.

Training and competence in cardiovascular imaging

2021 ◽  
pp. 79-84
Author(s):  
Kevin Fox ◽  
Marcelo F. Di Carli
Keyword(s):  
European Association ◽  
Clinical Performance ◽  
Cardiovascular Imaging ◽  
Competence Assessment ◽  
Practical Skill ◽  
Future Challenge ◽  
Service Training ◽  
E Learning ◽  
Training Programmes ◽  
Multimodality Approach

The provision of safe and effective cardiovascular imaging requires a competent trained workforce practising within a quality assured service. Training has evolved and nowadays organized training programmes with objective assessments of competence are the norm across the cardiovascular imaging modalities. The European Association of Cardiovascular Imaging (EACVI) has been instrumental in many of the progressive improvements in training and competence assessment in the last decade. Typically training programmes require acquisition of knowledge, skill, and professionalism assessed by exams, logbooks, and workplace-based assessments. E-learning and simulation are increasingly used as tools to enhance knowledge acquisition and practical skill development. Effective clinical performance, which is the ultimate aim, requires competent individuals to work in a quality assured environment. The future challenge will be to transition from a unimodality model to a multimodality approach.

The Integration of Information and Communication Technology in Pre-University Education in Ghana

2020 ◽  
pp. 109-123
Author(s):  
Patrick Ohemeng Gyaase ◽  
Samuel Adu Gyamfi ◽  
Alfred Kuranchie ◽  
Faustina Scholarstica Koomson
Keyword(s):  
Teaching And Learning ◽  
Knowledge Society ◽  
Secondary Data ◽  
University Education ◽  
Primary Data ◽  
Ict Literacy ◽  
Service Training ◽  
Information And Communication ◽  
Integration Of Ict ◽  
Education In Ghana

Educationists throughout the world are attesting to the capabilities of ICT for innovations in teaching and learning. There are evidences that integrating ICT into education enhances the learners' creativity and opens up new ways of knowledge acquisition and sharing. ICT is also credited with the improvement of teaching and learning of new skills needed to fully function in the 21st century knowledge society. This research was undertaken to evaluate the current state of ICT integration into the pre-university education and identify the barriers through principal components analysis and make the necessary recommendations. The research utilized both primary and secondary data. The primary data was collected through questionnaires and interviews while secondary data was obtained from reviews of government policy documents and reports. The study found an already existing ICT literacy education in the pre-university educational system in Ghana. There is also increasing access to and knowledge of ICT hardware and services. However, inadequate infrastructure, inadequate technology skills, lack of technical support, and inappropriate content are the challenges militating against effective integration of ICT in schools' curricula. Restructuring the curriculum of the various subjects, in-service training for teachers, integration of ICT into teacher training, and provision of internet connectivity infrastructure and services are recommended.

Sign in / Sign up

Export Citation Format

Share Document