scholarly journals EVALUATION OF IN-SERVICE TRAINING PROGRAMMERS BY PHYSICAL EDUCATION TEACHERS

2021 ◽  
Vol 9 (08) ◽  
pp. 201-207
Author(s):  
Iqbal Dar ◽  
◽  
Sangeeta Gupta ◽  
Keyword(s):  
Physical Education ◽  
Training Programme ◽  
Physical Education Teachers ◽  
Assessment Practices ◽  
Implementation Barriers ◽  
Educational Materials ◽  
Theoretical Concepts ◽  
Service Training ◽  
Training Activities ◽  
Training Programmes

The aim of this study is to examine the opinions of physical education teachers from both Government and private elementary and high schools on their own in-service training programmes. 1000 pyhsical education teachers in Kulgam district of Jammu Kashmir were selected for this study. The questionnaire was developed which include two parts were applied to the participants. Descriptive statistics was used for the data analysis. Analysis was performed by SPSS software. Findings, obtained during research, are as follows: There is an insufficiency in terms of providing the willing participation to the in-service training programmes. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. There is a fundamental and principal insufficiency about the timing, conditions of the place and educational materials of the inservice training programmes. There are some problems about the trainers proficiency of teaching the subjects and adult education. There is a insufficiency related to evaluation of programme and success in in-service trainings in which physical education teachers participate. As a result there seems to be an insufficient level of in-service training activities for meeting the needs and expectations of physical education teachers. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.

Development and optimisation of an in-service teacher training programme on motivational assessment in physical education

2016 ◽  
Vol 23 (1) ◽  
pp. 91-109 ◽  
Author(s):  
Menno Slingerland ◽  
Lars Borghouts ◽  
Liesbeth Jans ◽  
Gwen Weeldenburg ◽  
Gertjan van Dokkum ◽  
...  
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Success Factors ◽  
Basic Needs ◽  
Teaching Experience ◽  
Training Programme ◽  
Assessment Practices ◽  
Implementation Barriers ◽  
Theoretical Concepts ◽  
Service Training

Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students’ basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs and enhance learning in students. In order to address this issue, we developed an in-service teacher training programme that was grounded within contemporary theories on assessment and motivation, and aimed at improving PE teachers’ expertise on motivational assessment practices. In close collaboration with PE teachers and other experts in the field an in-service teacher training programme was developed that covered important topics such as quality assessment, motivation and assessment for learning. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. The in-service training programme was then provided on-site three times to a total of 33 PE teachers (of whom 20 were male (60%) and 12 were female (40%), teaching experience 3–32 years) representing different PE departments. Through an iterative cycle of development, provision, evaluation and adjustment the programme was gradually optimised. Focus group sessions and questionnaires were employed to evaluate various aspects, and identify barriers and success factors. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.

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.

scholarly journals New perspectives after the transition of EPIET to ECDC – the future of the programme

2009 ◽  
Vol 14 (43) ◽  
Author(s):  
V Bremer ◽  
A Bosman ◽  
D Coulombier
Keyword(s):  
Integrated Approach ◽  
Training Programme ◽  
The European Union ◽  
Member States ◽  
Eu Member States ◽  
European Public ◽  
Response Capacity ◽  
Training Activities ◽  
Set Up ◽  
Training Programmes

Strengthening capacity in intervention epidemiology is key to the overall goal of responding to the challenge to detect and counter threats posed by outbreaks of infectious diseases in the European Union (EU). Since its founding in 1995, the European Programme for Intervention Epidemiology Training (EPIET) has become a core resource in training in intervention epidemiology in the EU. EPIET was integrated into the European Centre for Disease Prevention and Control (ECDC) on 1 November 2007 and this has resulted in an increased sustainability of the programme, allowing for long-term planning. Also, a new training programme, the European public health microbiology training (EUPHEM), was set up in 2008 to increase the response capacity for microbiology. Collaboration with EU Member States and other training programmes has been further intensified. Merging EPIET and other training activities in the ECDC training section has created the opportunity to develop an integrated multilevel approach to training in applied field epidemiology. An integrated approach to training activities on EU level, and increasing the number of EPIET and EPIET-associated fellows are essential to respond to the training needs of EU Member States, particularly new Member States. An external evaluation of EPIET in 2009 will provide guidance for a future strategy for the programme. This article examines the achievements of the EPIET programme after its transition to ECDC and provides an outlook on its future.

A Paradigm Shift for Teachers' Professional Development Structure in Turkey

2016 ◽  
pp. 1017-1036
Author(s):  
Murat Günel ◽  
Melike Özer-Keskin ◽  
Nilay Keskin-Samancı
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Epistemological Beliefs ◽  
General Structure ◽  
Training Programme ◽  
Thinking Skills ◽  
Pedagogical Practices ◽  
Service Training ◽  
Training Activities ◽  
Teachers Professional Development

This chapter concerns the importance of in-service training programmes for the professional development of science teachers. A description will be given of the general structure of in-service training activities in Turkey and the results will be presented of an in-service training project, which was conducted as part of a three-year longitudinal study. Within the scope of the project, an in-service training programme for science teachers was conducted based on the argument-based inquiry approach and the theoretical premises upon which it is built. The project aimed to direct science teachers towards student-centred teaching. The training activities focused on the scientific thinking underpinning the teachers' professional knowledge and practices, their perceptions on learning, and their pedagogical practices and epistemological beliefs. The extent to which these activities affected classroom applications and learning processes was investigated and the findings suggest that they had a statistically significant impact on the teachers' pedagogical development and on the students' academic performance and thinking skills.

scholarly journals 2019 EULAR points to consider for the assessment of competences in rheumatology specialty training

2020 ◽  
Vol 80 (1) ◽  
pp. 65-70 ◽  
Author(s):  
Francisca Sivera ◽  
Alessia Alunno ◽  
Aurélie Najm ◽  
Tadej Avcin ◽  
Xenofon Baraliakos ◽  
...  
Keyword(s):  
Musculoskeletal Diseases ◽  
Task Force ◽  
Training Programme ◽  
Assessment Practices ◽  
Specialty Training ◽  
Sufficient Time ◽  
Effective Implementation ◽  
European League Against Rheumatism ◽  
Training Programmes ◽  
Level Of Agreement

Background and aimStriving for harmonisation of specialty training and excellence of care in rheumatology, the European League Against Rheumatism (EULAR) established a task force to develop points to consider (PtCs) for the assessment of competences during rheumatology specialty training.MethodsA systematic literature review on the performance of methods for the assessment of competences in rheumatology specialty training was conducted. This was followed by focus groups in five selected countries to gather information on assessment practices and priorities. Combining the collected evidence with expert opinion, the PtCs were formulated by the multidisciplinary task force, including rheumatologists, medical educationalists, and people with rheumatic and musculoskeletal diseases. The level of agreement (LoA) for each PtC was anonymously voted online.ResultsFour overarching principles and 10 PtCs were formulated. The overarching principles highlighted the importance of assessments being closely linked to the rheumatology training programme and protecting sufficient time and resources to ensure effective implementation. In the PtCs, two were related to overall assessment strategy (PtCs 1 and 5); three focused on formative assessment and portfolio (PtCs 2–4); three focused on the assessment of knowledge, skills or professionalism (PtCs 6–8); one focused on trainees at risk of failure (PtC 9); and one focused on training the trainers (PtC 10). The LoA (0–10) ranged from 8.75 to 9.9.ConclusionThese EULAR PtCs provide European guidance on assessment methods throughout rheumatology training programmes. These can be used to benchmark current practices and to develop future strategies, thereby fostering continuous improvement in rheumatology learning and, ultimately, in patient care.

scholarly journals EFFECT OF IN-SERVICE TRAINING ON THE ATTITUDE OF PHYSICAL EDUCATION TEACHERS

2021 ◽  
Vol 9 (08) ◽  
pp. 208-213
Author(s):  
Iqbal Dar ◽  
◽  
Sangeeta Gupta ◽  
Keyword(s):  
Physical Education ◽  
Staff Development ◽  
Professional Growth ◽  
Growth And Development ◽  
Work Performance ◽  
Teaching Profession ◽  
Development Programme ◽  
Physical Education Teachers ◽  
Service Training ◽  
Achievement Levels

The need for in-service training of physical education teachers cannot be underestimated. It is a necessity in enhancing work performance and motivation of teachers in their field. Absence of in-service training of physical education teachers will retard professional growth of teachers as well as missing gaps between demands and actual achievement levels. In-service training allows for such activities that may include seminars, workshops, conferences, classes, exhibitions etc that are designed to develop and improve employees in an organization from the initial employment stage to retirement. From the foregoing, it becomes imperative that every attention should be devoted to the in service training of physical education teachers to promote their professional growth and development. Therefore, the focus of this paper is to have an overview and problems of in-service training of physical education teachers in Kulgam, Jammu Kashmir. Finally, relevant suggestions were put forward to achieve a better staff development programme aimed at helping teachers to update their knowledge, expertise, skills and competence in the teaching profession.

scholarly journals Authentic Assessment to Enhance Student Learning in Primary School Physical Education

2004 ◽  
Vol 10 (2) ◽  
pp. 36-44
Author(s):  
Steven Kwang San TAN ◽  
Steven WRIGHT
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Authentic Assessment ◽  
Reform Movement ◽  
Physical Education Teachers ◽  
Assessment Practices ◽  
Traditional Assessment ◽  
Learning Domains ◽  
Current Reform ◽  
Enhance Student Learning

LANGUAGE NOTE | Document text in English; abstract also in Chinese.There has been an effort to introduce the notion of authentic assessment to physical education teachers as part of the current reform movement within physical education. However, the marginalized status of physical education has not helped the move towards authentic assessment modes that authenticate both students' learning and achievement. Traditional assessment practices, when used in Singapore primary schools, are limited predominantly to measuring students' attributes such as physical fitness and sport and movement competency, and much less their cognitive and affective abilities. The problems of traditional assessment modes across different learning domains are discussed in this paper. A variety of authentic assessment options available to physical education teachers are also highlighted, together with some concerns and challenges with the implementation of these strategies effectively.向體育敎師介紹真實性評價的理念已成為體育學科目前正在進行的改革運動中的一項內容。然而，體育課的副課性阻礙了體育課向真實性評價模式的靠攏。新加坡小學一貫採用的傳統評估模式大多局限於測量學生的身體機能，例如體能和運動能力，而很少測量學生的認知和情感能力。本文對傳統評價模式在不同學習領域中存在的問題進行了討論。在著重介紹各種適用於體育敎學的真實性評價方法的同時，本文也提出了有效實施這些方法可能面臨的問題和挑戰。

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