scholarly journals TESTING AND TRAINING PROGRAMS, AS A MEANS OF CONTROL IN THE TEACHING PROCESS OF THE UNIVERSITY

2013 ◽  
pp. 97-100
Author(s):  
T. S. Podgrushnaya ◽  
Keyword(s):  
Training Programs ◽  
Teaching Process ◽  
The University ◽  
And Training

Evaluating Programs for Preparing Teachers of Emotionally Disturbed Children

1969 ◽  
Vol 36 (3) ◽  
pp. 157-162 ◽  
Author(s):  
Norris G. Haring ◽  
George A. Fargo
Keyword(s):  
Teacher Education ◽  
General Education ◽  
Emotionally Disturbed ◽  
Professional Training ◽  
Training Programs ◽  
Specific Training ◽  
Direct Evaluation ◽  
Teaching Process ◽  
Evaluation Procedures ◽  
And Training

The premises from general education that have important implications for direct evaluation of professional trainees, teachers, and training programs in special education are presented in this article. They include the following: (a) the focus of professional training programs should be on the teaching process; (b) specific training objectives and evaluation procedures are 2 requisites for any training program; (c) direct evaluation of the teaching process is feasible; and (d) specific statements of criteria are prerequisites to research in teacher education.

Dynamics of Public Training in a University Setting

2015 ◽  
pp. 281-295
Author(s):  
Bantu Morolong ◽  
Rebecca Lekoko ◽  
Veronica Magang
Keyword(s):  
Continuing Education ◽  
Relevance Feedback ◽  
Training Programs ◽  
Strategic Decision ◽  
General Consensus ◽  
University Of Botswana ◽  
The University ◽  
University Setting ◽  
And Training

The case presented in this chapter submits a general consensus about the role of leadership in a university public training program. Focusing on short training programs provided by the Centre for Continuing Education of the University of Botswana, there are some indications that the effectiveness of these training is compromised by a number of issues. Emerging from reflective evaluations and experiences from coordinators are issues of relevance, feedback loop, inclusiveness and training goals. In the light of our understanding of different goals of training, it becomes clear that current public training at the University of Botswana focus more on the conceptual understanding along with occupational at the expense of other areas of public training. The analysis reveals some shortcomings in a number of aspects that calls for a multi-task, multi-skilled leader who can serve well as a strategic decision-maker, partner with clients; skilled designer and marketer of training programs.

scholarly journals Analysis of Courses and Teacher Training Programs on Playful Methodology in Andalusia (Spain)

2020 ◽  
Vol 10 (4) ◽  
pp. 105 ◽  
Author(s):  
Lina Higueras-Rodríguez ◽  
Marta Medina-García ◽  
Enriqueta Molina-Ruiz
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Descriptive Analysis ◽  
Ministry Of Education ◽  
University Environment ◽  
Primary Teaching ◽  
Teacher Training Programs ◽  
Training Resources ◽  
The University ◽  
And Training

In this study we analyzed the primary teaching and training experiences that observe play as a didactic resource to facilitate learning, highlighting fundamental elements and characteristics. A descriptive analysis of the different programs and contents with respect to playful methodology proposed by the Ministry of Education of Andalusian Government (Spain) is presented. The purpose of this type of descriptive idiographic research is to define, classify, catalogue, or characterize the experiences of innovation and projects on ludic methodology. The results show a total of 217 experiences and programs that deal with the use of playful methodology in the classroom. The results conclude that there are training resources interested and involved in the training of teachers in relation to play as a didactic resource. This type of training is carried out outside the university environment and has the characteristics of permanent training.

scholarly journals Degree of Satisfaction with the Training Programs through E-platforms in Developing Self-skills and Training through them among Taibah University Students: درجة الرضا عن البرامج التدريبية عبر المنصات الإلكترونية في تنمية مهارات تطوير الذات والتدريب من خلالها لدى طلبة جامعة طيبة

2020 ◽  
Vol 4 (36) ◽  
Author(s):  
Rofaydah Adnan AL- Ansary
Keyword(s):  
University Students ◽  
Training Programs ◽  
Main Tool ◽  
Point Of View ◽  
Self Development ◽  
Degree Of Satisfaction ◽  
Major Variable ◽  
The University ◽  
Academic Year ◽  
And Training

The study aimed to identify the satisfaction level with training programs via electronic platforms in the development of self- development skills and training for Taibah University students. The researcher has designed a questionnaire as the main tool of the study and intended to measure the degree of satisfaction about the training programs provided by electronic platforms on self- development skills and training via it. The population of the current study was all the female students who study the university like skills course, while the sample of the study consisted of 125 students who were selected randomly in the second semester of the academic year 1439/1440. A number of statistical methods have been used to reach the findings such as frequencies, means and standard deviation. The study adopted a descriptive approach. The results of the study showed that the satisfaction rate of the study sample on the role of training programs through electronic platforms in the development of self- development skills and training through them was very high, with means scores (4.3). Findings of the study revealed that there were statistically significant differences could be attributed to scientific major variable. In contrast, there were no statically significant differences that could be ascribed to students' cumulative grades. It was found that the most appropriate training programs from the point of view of the study sample were self-development skill followed by education, then economics and management. The study has concluded with many recommendations; the most important one was to increase awareness of the importance of the available training programs via e- platforms which provide plenty of knowledge to develop aptitudes and skills. The study also provided a number of suggestions.

QUALITY OF EDUCATION AND TRAINING IN A MILITARY UNIVERSITY – CHANCES AND DILEMMAS

2019 ◽  
Vol 20 ◽  
pp. 93-104
Author(s):  
Stanisław Kowalkowski
Keyword(s):  
Education Quality ◽  
Quality Of Education ◽  
Process Conditions ◽  
University Graduates ◽  
National Defense ◽  
Teaching Process ◽  
Evaluation Of Teaching ◽  
The University ◽  
And Training

The main aim of the paper is the identification of conditions (chances and dilemmas) accompanying (determining) improvement of the education quality in War Studies University. The author indicates the importance of a variety of conditions for the quality of education in the University – a civil-military university supervised by Minister of National Defense. The following issues have been emphasized: a career path of the University graduates, evaluation of teaching process conditions by instructors (academic teachers) as well as conclusions and recommendations for ensuring the quality of education. Eliminating negative conditions and supporting positive ones to improve the quality of education at the University should involve conclusions and recommendations formulated in the final part of the paper.

Building a Climate for Advocacy Training in Professional Psychology

2021 ◽  
Vol 49 (7) ◽  
pp. 1070-1089
Author(s):  
Apryl A. Alexander ◽  
Hailey Allo
Keyword(s):  
Public Policy ◽  
Social Justice ◽  
Training Programs ◽  
Graduate Training ◽  
Professional Psychology ◽  
Advocacy Training ◽  
University Of Denver ◽  
Graduate Training Programs ◽  
The University ◽  
And Training

Counseling psychologists have been at the forefront of social justice and advocacy efforts in the discipline of psychology. Despite these foci, few graduate training programs in psychology offer formal courses or training in advocacy, social justice, and public policy. To develop and fill a pipeline of professionals involved in social justice and advocacy efforts, graduate training programs in psychology must expose and prepare students to these areas. The purpose of the current paper is to describe how faculty within the professional psychology program at the University of Denver incorporate advocacy, public policy, and social justice education and training into their program. We describe how the program climate and curriculum were created to meet these training needs.

Dynamics of Public Training in a University Setting

2016 ◽  
pp. 132-143
Author(s):  
Bantu Morolong ◽  
Rebecca Lekoko ◽  
Veronica Magang
Keyword(s):  
Continuing Education ◽  
Relevance Feedback ◽  
Training Programs ◽  
Strategic Decision ◽  
General Consensus ◽  
University Of Botswana ◽  
The University ◽  
University Setting ◽  
And Training

The case presented in this chapter submits a general consensus about the role of leadership in a university public training program. Focusing on short training programs provided by the Centre for Continuing Education of the University of Botswana, there are some indications that the effectiveness of these training is compromised by a number of issues. Emerging from reflective evaluations and experiences from coordinators are issues of relevance, feedback loop, inclusiveness and training goals. In the light of our understanding of different goals of training, it becomes clear that current public training at the University of Botswana focus more on the conceptual understanding along with occupational at the expense of other areas of public training. The analysis reveals some shortcomings in a number of aspects that calls for a multi-task, multi-skilled leader who can serve well as a strategic decision-maker, partner with clients; skilled designer and marketer of training programs.

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