scholarly journals Peace Perceptions Of Prospective Teachers For Promoting Peace Activities For School Settings In Pakistan

2010 ◽  
Vol 7 (3) ◽  
Author(s):  
Muhammad Imran Yousuf ◽  
Muhammad Sarwar ◽  
Gareth Dart ◽  
Muhmmad Naseer-ud-Din
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Prospective Teachers ◽  
Peace Education ◽  
Initial Level ◽  
Nominal Group Technique ◽  
Research Process ◽  
Nominal Group ◽  
Peace Studies ◽  
School Settings

Peace has been recognized as a matter of education and to be promoted at the initial level.  The present study attempts to generate a profile of activities toward peace education among prospective teachers.  The Nominal Group Technique (NGT) was used by selecting fifteen prospective teachers as a Nominal Group (NG). NGT was applied under a sequence of stages (idea generating, selection, listing, clarification, ranking and consensus stages). Results generated from the NGT were organized into three categories of student-related activities, teacher-focused activities, and administration and community- related activities. Participants’ preferences were higher for activities that included individual practical participation. Participation in the Action Research process was ranked at the  bottom. Tentative conclusions are drawn with regard to teacher education and peace studies.

scholarly journals Does midwifery-led care demonstrate care ethics: A template analysis

2021 ◽  
pp. 096973302110086
Author(s):  
Kate Buchanan ◽  
Elizabeth Newnham ◽  
Deborah Ireson ◽  
Clare Davison ◽  
Sara Bayes
Keyword(s):  
Action Research ◽  
A Priori ◽  
Nominal Group Technique ◽  
Care Ethics ◽  
Information Provision ◽  
Nominal Group ◽  
Disrespect And Abuse ◽  
Action Research Project ◽  
Ethical Frameworks ◽  
Template Analysis

Background: Ethical care in maternity is fundamental to providing care that both prevents harm and does good, and yet, there is growing acknowledgement that disrespect and abuse routinely occur in this context, which indicates that current ethical frameworks are not adequate. Care ethics offers an alternative to the traditional biomedical ethical principles. Research aim: The aim of the study was to determine whether a correlation exists between midwifery-led care and care ethics as an important first step in an action research project. Research design: Template analysis was chosen for this part of the action research. Template analysis is a design that tests theory against empirical data, which requires pre-set codes. Participants and context: A priori codes that represent midwifery-led care were generated by a stakeholder consultative group of nine childbearing women using nominal group technique, collected in Perth, Western Australia. The a priori codes were applied to a predesigned template with four domains of care ethics. Ethical considerations: Ethics approval was granted by the Edith Cowan University research ethics committee REMS no. 2019-00296-Buchanan. Findings: The participants generated eight a priori codes representing ethical midwifery care, such as: 1.1 Relationship with Midwife; 1.2 Woman-centred care; 2.1 Trust women’s bodies and abilities; 2.2. Protect normal physiological birth; 3.1. Information provision; 3.2. Respect autonomy; 4.1. Birth culture of fear (midwifery-led care counter-cultural) and 4.2. Recognition of rite of passage. The a priori codes were mapped to the care ethics template. The template analysis found that midwifery-led care does indeed demonstrate care ethics. Discussion: Care ethics takes into consideration what principle-based bioethics have previously overlooked: relationship, context and power. Conclusion: Midwifery-led care has been determined in this study to demonstrate care ethics, which suggest that further research is defensible with the view that it could be incorporated into the ethical codes and conduct for the midwifery profession.

scholarly journals Exploring Headway Pedagogies in Initial Teacher Education Through Collaborative Action Research into Processes of Learning: Experiences from Eritrea

2020 ◽  
Vol 4 (3-4) ◽  
pp. 139-156
Author(s):  
Khalid Mohammed Idris ◽  
Samson Eskender ◽  
Amanuel Yosief ◽  
Berhane Demoz ◽  
Kiflay Andemicael
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Student Teachers ◽  
Learning Community ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Collaborative Action Research ◽  
Initial Teacher Education ◽  
Collaborative Action ◽  
Self Study

Engaging prospective teachers in collaborative inquiry into their own processes of learning was the driving intention of the collaborative action research (CAR) course which was part of a teacher education program at a college of education in Eritrea in the academic year of 2018/2019. The course led by the first two authors was collaboratively designed and developed by the authors who were closely and regularly working as passionate learning community of educators who are committed to enact change in their own practices for the past seven years. Embracing the complexity of learning teacher educating we align with the notion of inquiry as a stance in learning to live up to the complexity. Accordingly, we engaged in an intentional collaborative self-study into our own practices of facilitating a course on inquiry. The aim of this paper is to articulate key experiences of committed collaborative learning in facilitating a course of inquiry. Employing a self-study methodology, we were engaged in individual and team reflections documented in our shared diary, regular meetings to discuss and develop the CAR process, and analyzing written feedbacks given by our student teachers (STs). In this article we attempt to explore headway pedagogies while we were collaboratively learning to facilitate and support a senior class of prospective teachers (n-27) carry out their CAR projects into their own processes of learning for four months. We argue that those experiences have critical implications in developing professional identity of prospective teachers, creatively overcome the theory-practice conundrum in teacher education by developing essential experiences that prospective teachers could creatively adapt in their school practices.

Strengths, weaknesses, opportunities, and threats that impact disaster health research

2020 ◽  
Vol 15 (3) ◽  
pp. 169-185
Author(s):  
Thomas D. Kirsch, MD, MPH ◽  
Paul Reed, MD ◽  
Kandra Strauss-Riggs, MPH ◽  
Lauren Sauer, MS
Keyword(s):  
Public Health ◽  
Research Evidence ◽  
Nominal Group Technique ◽  
Research Process ◽  
Interdisciplinary Studies ◽  
Nominal Group ◽  
Research Quality ◽  
Current Status ◽  
Disaster Research ◽  
Group Technique

Objective: To characterize the strengths and weaknesses of the current status of disaster research evidence; and to identify potential interventions specific to the disciplines of medicine, public health, and social sciences.Design: A mixed method study using nominal group technique and a strengths, weaknesses, opportunities, and threats (SWOT) analysis.Participants: Subject matter experts (SMEs) in the fields of medicine, public health, and social sciences who are engaged in disaster research.Results: The nominal group technique achieved 100 percent response rate. After coding and analysis, ten distinct disaster research evidence themes were identified: awareness; evidence quality; funding; human resources; interdisciplinary studies; politics; research process; research topics; sectoral collaboration; and “other.” Strengths in each area were limited but focused on quality and workforce pipeline. Weaknesses were limited funding and low research quality. Opportunities included improving methods and increased interdisciplinary collaboration. The threats most consistently identified were limited funding and political influences on disaster research funding.Conclusions: Disaster research experts from three disciplines identified a number of barriers and facilitators to improving disaster-related research. The limited, inconsistent, and episodic funding and the politics related to it were the greatest and most common barriers. This weakness needs to be strategically addressed to significantly advance the field of disaster research.

scholarly journals APPLICATION OF MODIFIED NOMINAL GROUP TECHNIQUE IN USABILITY STUDY OF FIQH ‎IKHTILAF MODEL FOR IPGM PISMP ISLAMIC TEACHERS-IN-TRAINING

2021 ◽  
Vol 6 (40) ◽  
pp. 337-349
Author(s):  
Ahmad Khairudin Taha ◽  
Atikullah Abdullah
Keyword(s):  
Teacher Education ◽  
Nominal Group Technique ◽  
Evaluation Process ◽  
Usability Evaluation ◽  
Descriptive Statistics ◽  
Nominal Group ◽  
Development Research ◽  
Usability Study ◽  
Design And Development Research ◽  
Modified Nominal Group Technique

Based on the Design and Development Research (DDR) approach, a Fiqh Ikhtilaf Model For ‎PISMP Islamic Teachers-In-Training ‎‎in IPGM was designed and developed with the involvement ‎of experts. Then, the model have to go through the usability evaluation process in the next ‎phase. This study aims to evaluate the applicability of the model. A total of 26 lecturers from ‎the Institute of Teacher Education (IPG) were involved as evaluators of the model. The data ‎obtained were analysed using descriptive statistics of percentages. The finding of the study ‎showed that all 21 items evaluated above the score value of 70 % and also can be concluded ‎that, NGT technique is able to save time and cost to obtain the required data from evaluators.

scholarly journals Integrating Peace Education in Pre-Service Teachers Training Programs: Views from Teacher Educators and Prospective Teachers in Pakistan

2020 ◽  
Vol 4 (1) ◽  
pp. 67
Author(s):  
Sufi Amin ◽  
Nabi Bux Jumani ◽  
Samina Malik
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Peace Education ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Positive Thinking ◽  
Self Awareness ◽  
Research Instrument ◽  
Teachers Training

Peace education is one of the emerging developments of the 21st century in teacher education all over the world. The objective of the study is to investigate the views of teacher educators and prospective teachersregarding peace education in teacher education in Pakistan. The research design employed in this study is quantitative survey research. The population of the present study comprised all teacher educators as well asprospective teachers of five universities in Islamabad, Pakistan. Sample of the study consisted of 280 teacher educators and prospective teachers. Simple random sampling technique was used in the selection of the sample. The questionnaire was used as research instrument. The validity of the research instrument was ensured with the help of experts. Following recommendations from the experts, the research instrument was modified. The reliability of the instrument was assessed. The researchers distributed 280 questionnaires and 255 questionnaires were received. The data were analyzed with the help of SPSS (Version, 20). A modern Statistical method expressed in percentage, frequency and Mean Score was used for data analysis and interpretation. It was concluded that peace education develops positive thinking among teachers, develops knowledge of human rights, develops the quality of self-awareness among teachers, promotes justice and compassion among teachers, as well as endorses justice in society.

scholarly journals “Teaches People That I'm More Than a Disability”: Using Nominal Group Technique in Patient-Oriented Research for People With Intellectual and Developmental Disabilities

2015 ◽  
Vol 54 (2) ◽  
pp. 112-122 ◽  
Author(s):  
Natasha A. Spassiani ◽  
Amanda R. Sawyer ◽  
Megan S. Abou Chacra ◽  
Kimberley Koch ◽  
Yasmin A. Muñoz ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Nominal Group Technique ◽  
Research Process ◽  
Nominal Group ◽  
Intellectual And Developmental Disabilities ◽  
Mixed Methods Approach ◽  
Healthcare Needs ◽  
Traditional Research ◽  
Oriented Research ◽  
Group Technique

Abstract Individuals with intellectual and developmental disabilities (IDD) have complex healthcare needs, which are often unmet. Nominal group technique (NGT) uses a mixed-methods approach, which may engage the IDD population in the research process in a person-centered manner and address the shortcomings of traditional research methods with this population. NGT was used with a group of 10 self-advocates to evaluate a series of healthcare tools created by and for individuals with IDD. Participants provided helpful input about the strengths of these tools and suggestions to improve them. NGT was found to be an effective way to engage all participants in the research process.

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