scholarly journals The Impact of Training Programs on Professional Learning and Development (PLD). A study for Romania

Educatia 21 ◽  
2020 ◽  
pp. 28-43
Author(s):  
Horațiu Catalano ◽  
Ion Albulescu ◽  
Cristian Stan
Keyword(s):  
Professional Learning ◽  
Quantitative Research ◽  
Professional Training ◽  
Training Programs ◽  
University Education ◽  
Professional Competencies ◽  
Learning And Development ◽  
Individual Interviews ◽  
Educational Sciences ◽  
The Impact

Training programs focused on professional learning and development are meant to provide teachers with opportunities to develop their professional competencies for teaching in specific domains. These programs represent an important branch of the educational system in Romania. In the study that we have initiated we have tested and validated the hypothesis that identifying professional training needs and offering specific courses in order to develop the professional competencies represents a key condition for teachers’ effectiveness in terms of their professional learning and development. The methods and instruments for educational research that we used in the present study are both qualitative and quantitative, based on questionnaires, individual interviews and focus group interviews. The reason why we opted for the mixed methods is because quantitative research throughout questionnaires does not always allow participants to explain their choices or the meaning of the questions. The quantitative survey was carried out on a non-probabilistic sample (770 teachers) and the focus groups were conducted with groups of 10 randomly selected respondents from the training program. All the teachers participating in our study are from pre-university education and have participated in continuing education programs accredited by the Department of Educational Sciences of the Faculty of Psychology and Educational Sciences.

scholarly journals FORMATION OF PROFESSIONAL COMPETENCIES OF STUDENTS, PARTICIPANTS OF THE “FAMILY TUTOR” PROJECT

2021 ◽  
pp. 107-115
Author(s):  
Алексей Анатольевич Мирошниченко ◽  
Наталья Петровна Иванова ◽  
Галина Протопопова
Keyword(s):  
Psychological Health ◽  
Professional Education ◽  
Professional Training ◽  
Educational Process ◽  
University Education ◽  
Professional Competencies ◽  
Self Assessment ◽  
Assessment Sheet ◽  
State Pedagogical Institute ◽  
Relationship Of

Рост требований к современному педагогу диктует, чтобы на этапе профессионального обучения студенты имели возможность погружаться в педагогическую реальность и в ней формировать необходимые профессиональные компетенции. Такое погружение позволит не только повысить качество подготовки педагога, но и внести изменения в «традиционное» вузовское обучение, обеспечить необходимую практикоориентированность профессионального образования. Цель исследования – выявить изменения в формировании профессиональных компетенций студентов, участвующих в проекте «Семейный тьютор». Изменения выявлялись в ходе анкетирования, самооценки и интервьюирования студентов. Материалом исследования послужили данные проекта «Семейный тьютор», поддержанного Фондом Тимченко и реализуемого в течение 2019–2021 гг. на базе ФГБОУ ВО «Глазовский государственный педагогический институт имени В. Г. Короленко». В ходе исследования при помощи листа самооценки и анкетирования был выявлен рост уровня сформированности профессиональных компетенций студентов-тьюторов. Для определения факторов роста со студентами было проведено интервью. Оно показало, что рост профессиональных компетенций в основном определяется регулярным общением с ребенком и родителями, участниками проекта, участием в проведении диагностических мероприятий по выявлению личностных проблем ребенка, осуществлением комплексного анализа факторов, в том числе связанных с психологическим здоровьем, ведущих к появлению рисков, во взаимоотношениях педагога, ребенка, семьи и пр. На основе выявленных факторов внесены корректировки в «традиционный» образовательный процесс. Исследование показало, что участие студентов в проекте способствует формированию профессиональных компетенций, позволяет получить студентами-тьюторами опыт профессиональной деятельности непосредственно в реальных условиях и, соответственно, повысить практикоориентированность образования. The growing demands on the modern teacher dictate that at the stage of professional training, students have the opportunity to immerse themselves in the pedagogical reality and form the necessary professional competencies in it. Such immersion will not only improve the quality of teacher training, but also make changes in the “traditional” university education, provide the necessary practice-oriented professional education. The purpose of the article is to identify changes in the formation of professional competencies of students participating in the project “Family Tutor”. Changes were identified during the survey, self-assessment and interviewing of students. The material of the study was the data of the project “Family Tutor”, supported by the Timchenko Foundation and implemented during 2019–2021 on the basis of the Glazov State Pedagogical Institute named after V. G. Korolenko. In the course of the study, using a self-assessment sheet and a questionnaire, an increase in the level of formation of professional competencies of students-tutors was revealed. To determine the growth factors, the students were interviewed. It showed that the growth of professional competencies is mainly determined by: regular communication with the child and with parents, project participants; participation in diagnostic activities to identify personal problems of the child; implementation of a comprehensive analysis of factors, including those related to psychological health, leading to the appearance of risks, in the relationship of the teacher, child, family, etc. Based on the identified factors, adjustments were made to the “traditional” educational process. The study showed that the participation of students in the project contributes to the formation of professional competencies, allows students-tutors to gain professional experience directly in real conditions and, accordingly, to increase the practice-oriented education.

scholarly journals The Wholeheartedness of Becoming: Evidence-Based  Inquiry into Practice for Inservice Teacher Educators

2021 ◽  
Author(s):  
◽  
Margaret Lamont
Keyword(s):  
Professional Learning ◽  
Teacher Educators ◽  
Collective Responsibility ◽  
Shared Vision ◽  
Inservice Teacher ◽  
Evidence Based ◽  
Learning Approaches ◽  
Collaborative Environments ◽  
Learning And Development ◽  
The Impact

<p>Recent trends in the professional learning and development of teachers are moving more towards the activation of learning rather than content delivery. Teachers are expected to take more responsibility for their learning within collaborative environments. This has implications for the practice and learning of inservice teacher educators. Evidence-based inquiry into practice (EBIP) is one approach that is being adopted, which involves evaluation of practice against values, beliefs and assumptions. This study investigated the professional learning and development experiences and perceptions of a group of 10 inservice teacher educators, who participated in the Inservice Teacher Education Practice (INSTEP) project from 2005 to 2009. INSTEP was a New Zealand Ministry of Education project designed to investigate and develop professional learning approaches for inservice teacher educators. In particular, its focus was on the implementation of collaborative EBIP to improve practice. Collective case study and grounded theory methodologies were adopted. Semistructured interviews were conducted with participants in 2008 and 2010. The interviews were analysed using inductive content analysis. Theoretical sampling was applied to identify further participants and document sources such as artefacts, reports and publications, which were also used to inform the research. The findings indicate that, while all participants improved practice and gained knowledge through EBIP, some experienced transformations in their perceptions of themselves, their practice, and their role as inservice teacher educators. Rigorous and systematic EBIP was most effective, and only sustained, when it was supported within formal, informal and social organisational contexts. Such contexts incorporated collective responsibility for learning. This included negotiation and development of shared meanings, tools, mechanisms, and frameworks, which systematised and reified the process of EBIP. This also enabled individual professional learning goals to be located within an overall infrastructure incorporating a shared vision, and alignment with strategic priorities and resourcing. The study suggests that sustainability of change and improvement of practice within system-wide educational reform is more likely to be achieved by individuals working coherently within an educational system and organisations that value and adopt an inquiry approach and nurture collaborative environments. Such environments provide safety to expose vulnerabilities, and enable opportunities for learning that minimise the impact of power relations and contestable environments, while offering challenge, support and diversity of perspectives. The theoretical framework for EBIP derived from the research, and an integrative analysis of the literature, identifies three interconnected and interdependent components linked by a common vision of purpose, and a collective commitment to learning. The components are: individual learning and transformation; communities and connectedness; and systematisation and reification. The study includes recommendations for more research into the contexts and processes of collaborative models of professional learning, and into the changing role and professional learning requirements of inservice teacher educators. It also identifies a need to investigate valid means of judging effectiveness of practice for inservice teacher educators, since evidence of enhanced student learning is linked only by a chain of influence to inservice teacher educator practice.</p>

scholarly journals LGBTQ Training for Aquatic Employees: Impact on Attitudes and Professional Competencies

2020 ◽  
Vol 12 (3) ◽  
Author(s):  
Austin Anderson ◽  
Eric Knee ◽  
William Ramos
Keyword(s):  
Quantitative Research ◽  
Diversity Training ◽  
Training Session ◽  
Professional Competencies ◽  
Control Group ◽  
Recreational Sports ◽  
Training Initiative ◽  
Competency Based ◽  
Initial Support ◽  
The Impact

This study examined the impact of a LGBTQ diversity training on the attitudes and professional competencies of aquatic employees within a campus recreational sports setting. While diversity training is often discussed as a key component of inclusive aquatic programming, little empirical research examining the outcomes associated with such trainings exists. As such, members of the research team developed, implemented, and evaluated a four-month long training program consisting of one in-person training session and monthly inclusion handouts discussing issues related to the inclusion of LGBTQ participants. A comparative quantitative research design was used to measure employee’s attitudes towards the LGBTQ population and inclusive-recreational sports aquatic professional competencies for both individuals who underwent the training and a control group of employees who did not participate in the training. Results indicate initial support for this training initiative with those who attended the training scoring higher on average in both attitudinal and competency-based measures.

Being a woman, being a soldier, being a mother: a qualitative analysis of perceptions of pregnancy on working lives of women in the Spanish Armed Forces

2021 ◽  
pp. bmjmilitary-2020-001722
Author(s):  
Sheima Hossain-López ◽  
D Ruiz-Berdún
Keyword(s):  
Psychological Health ◽  
Quantitative Research ◽  
Healthcare Providers ◽  
Armed Forces ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Individual Interviews ◽  
Physical And Psychological Health ◽  
Interpretative Approach ◽  
The Impact

IntroductionThirty-two years after Spain first allowed women to join the armed forces, 12% of active troops are women, although there are no data on how many of them are mothers. There is a lack of research related to the impact of motherhood on their careers and the challenges they face as well. Previous quantitative research, within North Atlantic Treaty Organization (NATO) forces, has focused on the increased vulnerability and reduced performance of women returning to service after childbirth. However, no study to date has examined the narratives of these women.MethodsA qualitative, cross-sectional study was carried out by means of individual interviews which were subsequently analysed employing the interpretative approach of hermeneutic phenomenology. All the interviews were conducted by videoconference, being recorded for subsequent transcription and analysis with MAXQDA v.2018.ResultsServicewoman reported experiencing fear of informing their command chain of their pregnancy. Many women described feelings of constantly having to prove their worth, and thus perceived the physical restrictions associated with pregnancy and/or postpartum as a threat to their previous achievements. This sometimes led to behaviours that posed a risk to the health of mothers and babies, or eventually resulted in both acute and chronic conditions.ConclusionsSome restrictions put in place to protect them during their pregnancies become a source of additional anxiety. Returning to active service, we found that women’s desire to fulfil their duties can cause long-term damage to their physical and psychological health. The attitudes servicewomen perceive towards pregnant women and mothers seems to exert a strong influence on the risks they are willing to assume. Understanding and addressing the needs of servicewomen after childbirth, either now, as active members of the Armed Forces, or in the foreseeable future, as veterans, is crucial to both military and civilian healthcare providers.

scholarly journals THE IMPACT OF THE ANIMALS ON CHILDREN'S LEARNING AND THEIR DEVELOPMENT - A STUDY OF WHAT CHILDREN LEARN FROM AND WITH PETS: THE EXAMPLE OF DOG AND CAT

2014 ◽  
Vol 59 (1) ◽  
pp. 77-85
Author(s):  
Agneta Simeonsdotter Svensson
Keyword(s):  
Research Question ◽  
Exploratory Research ◽  
Learning And Development ◽  
Main Category ◽  
Individual Interviews ◽  
Children’S Learning ◽  
Key Words Animal ◽  
Children Development ◽  
The Impact ◽  
Children's Learning

The purpose of this study is to produce knowledge about the impact of pets on preschool children's desire to learn and their development. The research question asked is: What do children learn from and with pets: The example of dog and cat? Socio-cultural theories and developmental pedagogy are used in order to study children’s learning in the preschool. The socio-cultural theories are based on a model describing interactions between people presented by Vygotskij (1978) and further developed by Säljö (2011). This study employed a qualitative exploratory research method with the aim of gaining knowledge concerning a group of 24 children, aged 4-5 years. Individual interviews were used as the method of data collection. The results are presented as two main categories: 1) The pet supports the child in their learning and development process 2) The child is the teacher of the pet. Each main category comprised two subcategories: 1a) Developing empathy and emotions, 1b) Being good at school-related tasks, 2a) Teaching the pet playful exercises, 2b) Teaching the pet to obey. The results show that pets provide children with positive experiences and a sense of feeling good. The children said that they could talk to all the animals and that the animals are listening. When a child is doing activities with an animal or tries to teach an animal some exercises, the child receives a response from the animal. This leads on to new experiences and an increased knowledge regarding social behavior. Using pets for educational purposes in the home, preschool and school, might stimulate an interest in animal care and a commitment to the world´s wildlife and fauna in general. Key words: animal, children, development, preschool learning.

scholarly journals SOCIOFORMACIÓN EN CONTEXTO UNIVERSITARIO ECUATORIANO BAJO CONDICIONES DE COVID-19

2021 ◽  
Vol 6 (5) ◽  
pp. 66
Author(s):  
Ricardo Salazar Orozco
Keyword(s):  
Professional Training ◽  
Knowledge Society ◽  
University Education ◽  
Sociedad Del Conocimiento ◽  
Palabras Clave ◽  
The Face ◽  
Transnational Companies ◽  
Educación Virtual ◽  
Educational Paradigm ◽  
The Impact

Introducción: La socioformación universitaria, surge para abordar aprendizajes dirigidos a solucionar problemas a través de prácticas reflexivas, sumando el impacto generado por la COVID-19, cuyas influencias en Ecuador plantearon retos con el cambio de modalidad presencial a virtual. Objetivo: Analizar la socioformación en la nueva realidad y perspectivas universitarias del Ecuador frente a la COVID-19. Métodos: Se aplicó un diseño documental con revisión de la bibliografía en las bases científicas y buscadores Scielo, Google académico, Redalyc, Dialnet, utilizando las palabras clave: universidad, educación, virtual, COVID-19 y socioformación. Se encontraron 20 artículos, de los cuales se seleccionaron 15, que cumplieron los criterios de inclusión y exclusión, en inglés y español, publicados entre los años 2015-2021. Resultados: El impacto de la pandemia en la sociedad del conocimiento, genera la necesidad de garantizar formación profesional, recurriendo a herramientas que incluyan los estudiantes en el campo laboral, inclusive empresas transnacionales donde requieran mano de obra competente, adaptadas a diversas culturas, métodos, procesos y estructuras que reclaman multidisciplinariedad de conocimientos, donde la socioformación como paradigma educativo propicie en los universitarios la búsqueda, interpretación y solución de problemas. Conclusiones: Con la aplicación de la socioformación, como abordaje de problemas en el contexto de la COVID-19, en situaciones reales que demandan el cambio significativo en la vida, de manera colaborativa, se construyen conocimientos, interacción constante y permanente en acciones basadas en valores, que permitirá generar una sociedad más consciente de sus problemas   Palabras clave: Socioformación, universidad, educación, virtual, COVID-19   ABSTRACT   Introduction: University socio-training, arises to address learning aimed at solving problems through reflective practices, adding the impact generated by COVID-19, whose influences in Ecuador posed challenges with the change from face-to-face to virtual modality. Objective: To analyze socio-training in the new reality and university perspectives in Ecuador in the face of COVID-19. Methods: A documentary design was applied with a review of the bibliography in the scientific bases and search engines Scielo, Academic Google, Redalyc, Dialnet, using the keywords: university, education, virtual, COVID-19 and socioformation. Twenty articles were found, of which 15 were selected, which met the inclusion and exclusion criteria, in English and Spanish, published between the years 2015-2021. Results: The impact of the pandemic in the knowledge society, generates the need to guarantee professional training, resorting to tools that include students in the labor field, including transnational companies where they require competent labor, adapted to diverse cultures, methods, processes and structures that demand multidisciplinarity of knowledge, where socioformation as an educational paradigm propitiates in university students the search, interpretation and solution of problems. Conclusions: With the application of socioformation, as an approach to problems in the context of COVID-19, in real situations that demand significant change in life, in a collaborative way, knowledge is built, constant and permanent interaction in actions based on values, which It will allow to generate a society that is more aware of its problems.   Keywords: socio-training, university, virtual, education, COVID-19

scholarly journals “Can We Build the Wind Powered Car Again?” Students’ and Teachers’ Responses to a New Integrated STEM Curriculum

2019 ◽  
Vol 5 (1) ◽  
pp. 20-39
Author(s):  
Judy Anderson ◽  
Kate Wilson ◽  
Debbie Tully ◽  
Jenni Way
Keyword(s):  
Professional Learning ◽  
Primary Schools ◽  
Quantitative Research ◽  
Learning Program ◽  
Quantitative Research Methods ◽  
Integrated Stem ◽  
Students Attitudes ◽  
Grade 3 ◽  
And Mathematics ◽  
The Impact

Recently, STEM (science, technology, engineering and mathematics) education has become a focus in the Australian context, particularly since the release of government-initiated reports into Australia’s falling performance on international tests and fewer enrolments in senior school STEM subjects and university STEM degrees. Since student engagement in STEM subjects begins to decline in primary school (Kindergarten to grade 6 in Australia [5-12 years of age]), addressing engagement and achievement in the STEM subjects requires support for teachers to design curriculum that enthuses students and develops their understanding of the role of the STEM subjects in solving real-world problems. To that end, a year-long professional learning program was developed to assist small teams of teachers from each of 13 primary schools in designing integrated STEM curriculum approaches. To determine the impact of the program on teachers’ capacity to design integrated STEM curriculum and on students’ STEM attitudes and aspirations, data were collected using both qualitative and quantitative research methods. This paper presents a case study of one of the participating primary schools. From the 44 grade 3 students who completed both pre- and post-surveys, students’ attitudes and aspirations towards the STEM subjects showed significant positive shifts. Analyses of school documents and transcripts of interviews with four teachers and a group of four students from the school enabled.

scholarly journals Personality Attitudes Affecting Employee Learning and Development: Prerequisites of Behaviour Leading to Learning and Development

2016 ◽  
Vol 20 (2) ◽  
pp. 22
Author(s):  
Lucie Vnoučková
Keyword(s):  
Quantitative Research ◽  
Development Process ◽  
Employee Development ◽  
Current Approach ◽  
Learning And Development ◽  
Multivariate Statistical ◽  
Factors Affecting ◽  
Education And Development ◽  
The Impact ◽  
Employee Learning

<p><strong>Purpose:</strong> This study aims to reveal current approach and reactions of employees towards learning and development in organisations and to specify variants of behaviour as factors affecting employee development. <em></em></p><p><strong>Methodology/Approach:</strong> The study is based on evaluation of quantitative research. The data were collected via electronic questionnaires. The sample contains 211 employees from organisations across sectors. Bivariate and multivariate statistical methods and analyses were used to lower the number of possible single approaches and practices. Analyses formed valid factors, which influence and determine employee development.</p><p><strong>Findings:</strong> Results identified and verified different ways of reactions of respondents on organisational learning and development. Main searched areas of employee behaviour variability are motivation, affect and performance. Factors described in the presented article show the main ways which are used by employees in order to pass the learning and development process. Variability of employees’ reactions on learning and development process and its impact on performance is described using quantitative data.</p><p><strong>Research Limitation/implication:</strong> The results may be used in praxis in organisations to manage employee behaviour in order to grow constantly and use their own potential talents and leaders. Besides this study there are several promising avenues for further research. It would be useful to know the impact on life-long development and there should be an investigation of the longer term impacts of learning in organisations.</p><p><strong>Originality/Value of paper:</strong> Employee learning and development are truly crucial for organisational and economy development. But the process of learning and development is not constant. Variability of employee behaviour during organisational education and development is currently discussed theme, however there is a lack of studies and researches focused on this area. Therefore this paper identyfies and describes variability of emoployee behaviour during the learning and development process. Employees react in five different directions (positive, negative or neutral as resignation) and the impact on organisation is either positive or none.</p><p><strong>Category:</strong> Case study</p>

scholarly journals Pedagogical practice and professional training of mathematics teachers

2013 ◽  
Vol 54 ◽  
Author(s):  
Nijolė Cibulskaitė ◽  
Vytautas Bernotas
Keyword(s):  
Quantitative Analysis ◽  
Computer Science ◽  
Mathematics Teachers ◽  
Empirical Data ◽  
Professional Training ◽  
Teaching Practice ◽  
Professional Competencies ◽  
Pedagogical Practice ◽  
Teaching Career ◽  
Educational Sciences

The aim of this paper is to highlight the features of the improvement of student’s professional competencies in the final stage of the pedagogical studies in the Lithuanian University of Educational Sciences. 84 students of the fourth year studies of mathematics and computer science specialty were interviewed using questionnaire. The research methods: statistical quantitative analysis of empirical data; qualitative analysis of students’ reports of carried out teaching practice. The results revealed: the studies of mathematics didactics and teaching practice effectively helped students develop their professional competencies; the experience gained during the teaching practice determinated student’s choosing of teaching career mostly.

scholarly journals The Wholeheartedness of Becoming: Evidence-Based  Inquiry into Practice for Inservice Teacher Educators

2021 ◽  
Author(s):  
◽  
Margaret Lamont
Keyword(s):  
Professional Learning ◽  
Teacher Educators ◽  
Collective Responsibility ◽  
Shared Vision ◽  
Inservice Teacher ◽  
Evidence Based ◽  
Learning Approaches ◽  
Collaborative Environments ◽  
Learning And Development ◽  
The Impact

<p>Recent trends in the professional learning and development of teachers are moving more towards the activation of learning rather than content delivery. Teachers are expected to take more responsibility for their learning within collaborative environments. This has implications for the practice and learning of inservice teacher educators. Evidence-based inquiry into practice (EBIP) is one approach that is being adopted, which involves evaluation of practice against values, beliefs and assumptions. This study investigated the professional learning and development experiences and perceptions of a group of 10 inservice teacher educators, who participated in the Inservice Teacher Education Practice (INSTEP) project from 2005 to 2009. INSTEP was a New Zealand Ministry of Education project designed to investigate and develop professional learning approaches for inservice teacher educators. In particular, its focus was on the implementation of collaborative EBIP to improve practice. Collective case study and grounded theory methodologies were adopted. Semistructured interviews were conducted with participants in 2008 and 2010. The interviews were analysed using inductive content analysis. Theoretical sampling was applied to identify further participants and document sources such as artefacts, reports and publications, which were also used to inform the research. The findings indicate that, while all participants improved practice and gained knowledge through EBIP, some experienced transformations in their perceptions of themselves, their practice, and their role as inservice teacher educators. Rigorous and systematic EBIP was most effective, and only sustained, when it was supported within formal, informal and social organisational contexts. Such contexts incorporated collective responsibility for learning. This included negotiation and development of shared meanings, tools, mechanisms, and frameworks, which systematised and reified the process of EBIP. This also enabled individual professional learning goals to be located within an overall infrastructure incorporating a shared vision, and alignment with strategic priorities and resourcing. The study suggests that sustainability of change and improvement of practice within system-wide educational reform is more likely to be achieved by individuals working coherently within an educational system and organisations that value and adopt an inquiry approach and nurture collaborative environments. Such environments provide safety to expose vulnerabilities, and enable opportunities for learning that minimise the impact of power relations and contestable environments, while offering challenge, support and diversity of perspectives. The theoretical framework for EBIP derived from the research, and an integrative analysis of the literature, identifies three interconnected and interdependent components linked by a common vision of purpose, and a collective commitment to learning. The components are: individual learning and transformation; communities and connectedness; and systematisation and reification. The study includes recommendations for more research into the contexts and processes of collaborative models of professional learning, and into the changing role and professional learning requirements of inservice teacher educators. It also identifies a need to investigate valid means of judging effectiveness of practice for inservice teacher educators, since evidence of enhanced student learning is linked only by a chain of influence to inservice teacher educator practice.</p>

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