scholarly journals Working with children with intellectual disabilities in Montenegro

2021 ◽  
Vol 57 (1) ◽  
pp. 56-65
Author(s):  
Tamara Milić
Keyword(s):  
Professional Development ◽  
Focus Groups ◽  
Assistive Technology ◽  
Intellectual Disabilities ◽  
Foreign Languages ◽  
Teaching Staff ◽  
Knowledge And Skills ◽  
Individualized Teaching ◽  
Didactic Material ◽  
Efficient Work

The aim of this study was to examine and improve the support provided to children with intellectual disabilities in Montenegro. We conducted a qualitative examination to a) determine existing practices, b) analyse the needs of teaching staff and children with intellectual disabilities, c) examine the knowledge and skills required by teachers to support these children, and d) propose relevant recommendations to improve the support provided to these children. The findings of the focus groups indicate that the greatest challenge faced by teachers during the process of teaching is the Montenegrin language and foreign languages in relation to the additional engagement required in the preparation and adaptation of didactic material. Areas of work that have been recognized as crucial for the education of pupils are socialisation, graphomotor skills, and literacy. For the effective planning and realization of teaching, teachers prefer to have a description of the child, the way in which the child works and learns, the child’s interests, needs, and possibilities for learning, as well as their ability to interact socially and maintain relationships with peers. The recommendations are as follows: instead of tagging a child based on the coefficient of intelligence, a functional description of a child should be used; the teaching process and the environment can be adapted based on the child’s needs; a list of situations and characteristics of the process with instructions or ideas for action can be defined; and individualized teaching and didactic material can be developed. The implementation of these recommendations should be monitored through coaching. The topics of training that the teachers believe are useful for professional development and efficient work are developing the educational characteristics and needs of these children, designing and using special teaching and didactic materials, applying assistive technology, mastering basic skills, cooperating with parents, and coaching.

Involving people with dementia and their informal caregivers in the development process of assistive technology: Description and evaluation of a user-centered design (Preprint)

2020 ◽  
Author(s):  
Iris A.G.M. Geerts ◽  
Liselore J.A.E Snaphaan ◽  
Inge M.B. Bongers
Keyword(s):  
Focus Groups ◽  
Assistive Technology ◽  
Field Study ◽  
Development Process ◽  
Technology Development ◽  
Informal Caregivers ◽  
Assistive Technologies ◽  
User Centered Design ◽  
People With Dementia ◽  
User Centered

BACKGROUND Despite the potential value of assistive technology to support people with dementia (PWD) in everyday activities, use of these technologies is still limited. To ensure that assistive technologies better address the specific needs and daily context of PWD and their informal caregivers, it is particularly important to involve them in all different phases of assistive technology development. The literature rarely describes the involvement of PWD throughout the development process of assistive technologies, which makes it difficult to further reflect on and improve active involvement of PWD. OBJECTIVE This two-part study aimed to gather insights on the user-centered design (UCD) applied in the development process of the alpha prototype of the serious game PLAYTIME by describing the methods and procedures of the UCD as well as evaluating the UCD from the perspective of all involved stakeholders. METHODS The first three phases of the user-driven Living Lab of Innovate Dementia 2.0 were applied to directly involve PWD and their informal caregivers through qualitative research methods, including focus groups and a context-field study, in the development of the alpha prototype of PLAYTIME from exploration to design to testing. After the testing phase, a total number of 18 semi-structured interviews were conducted with PWD, their informal caregivers and the project members of PLAYTIME to evaluate the applied UCD from the perspective of all involved stakeholders. The interviews addressed five of the principles for successful UCD and the appropriateness of the different methods used in the focus groups and context-field study. RESULTS Results of the interviews focused, amongst others, on the level of involvement of PWD and their informal caregivers in the development process, the input provided by PWD and their informal caregivers, the value of early prototyping, continuous iterations of design solutions and in-context testing, the role of dementia care professionals in the multidisciplinary project team, and the appropriateness of open- and closed-ended questions for obtaining input from PWD and their informal caregivers. CONCLUSIONS The description and evaluation of the UCD applied in the development process of the alpha prototype of PLAYTIME resulted in several insights on the relevance of UCD for all involved stakeholders as well as how PWD can be involved in the subsequent phases of usable and meaningful assistive technology development.

scholarly journals An Evaluation of the Formative Experiences of Students Enrolled in Postgraduate Studies in Education: Case Study in Northern Mexico

2021 ◽  
Vol 13 (9) ◽  
pp. 4790
Author(s):  
Brenda Imelda Boroel Cervantes ◽  
José Alfonso Jiménez Moreno ◽  
Salvador Ponce Ceballos ◽  
José Sánchez Santamaría
Keyword(s):  
Data Analysis ◽  
Focus Groups ◽  
Teaching Staff ◽  
Training Context ◽  
Northern Mexico ◽  
Postgraduate Studies ◽  
Successful Design ◽  
Formative Experiences

The educational journey in postgraduate programs is linked to the actors, processes and results, setting the tone for different approaches from the perspective of characterization, development and evaluation. It is summarized in a sequential manner in four stages: entry to the program, progress within the program, and the final educational stretch, where the instructor/tutor plays an important part and obtaining the diploma or degree. The goal of this research was to evaluate, using the students’ perceptions, formative experiences as a result of their academic journey in postgraduate programs within education in Northern Mexico. We have used a case study based on the focus groups technique, applied to a sample of cases comprised of students enrolled in their final educational stage. The information was analyzed using inductive data analysis. The main results were grouped into three meta categories: (1) development of professional skills for the successful design of the intervention proposal, which unfolded into four categories; (2) the role of the tutor during the formative process, consisting of four analysis categories and (3) contributions of the teaching staff in their profession, consisting of two categories. These trends also evidence the formative abundance in the personal, academic and social training context of the students.

scholarly journals Fit for public consumption? An exploratory study of the reporting of nutrition research in UK tabloids with regard to its accuracy, and a preliminary investigation of public attitudes towards it

2008 ◽  
Vol 11 (11) ◽  
pp. 1124-1131 ◽  
Author(s):  
Andrea J Basu ◽  
Elaine Hogard
Keyword(s):  
Focus Groups ◽  
Public Attitudes ◽  
Preliminary Investigation ◽  
Third Party ◽  
Teaching Staff ◽  
Analysis Tool ◽  
Systematic Analysis ◽  
Nutrition Research ◽  
Public Consumption ◽  
Significant Research

AbstractObjectiveTo explore the quality (accuracy, balance, practical context) of tabloid articles reporting on nutrition research, and public attitudes towards it.DesignA qualitative multi-method study consisting of a systematic analysis of tabloid articles and a series of focus groups with members of the public.SettingTabloid newspapers (nationwide). Focus groups were conducted at a UK university.SubjectsAll UK tabloid newspapers were collated for a full calendar month. Members of the local Women’s Institute and non-teaching staff within the University College Chester were recruited as focus group participants.ResultsTwenty-nine tabloid articles were included. A standardised TAT (Tabloid Analysis Tool) was used a total of thirty-nine times (once for each research study cited). Twenty-six failed to accurately report research results, thirty-six failed to mention significant research limitations, and only five quoted a third-party expert source. Two focus groups, each with eight participants, were conducted. Attitudes expressed were largely negative, highlighting elements of confusion and scepticism. Articles were more likely to be disregarded than acted upon, although some value was attached to newspapers providing nutrition information.ConclusionsTabloid reporting on nutrition research is not sufficiently accurate, balanced or contextualised, and public attitudes towards the reporting are not wholly favourable. Guidance for journalists via registered dietitians and a strengthening of present links could serve to utilise this form of mass media more effectively.

Political Social Work: An Essential Component of the Profession

2021 ◽  
pp. 359-381
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Social Workers ◽  
Knowledge And Skills ◽  
Social Work Faculty ◽  
Field Placements ◽  
High Level ◽  
Work Education ◽  
Work Knowledge ◽  
Initial Results

Social workers have played a key role in political settings from the profession’s historic roots to present day. Their knowledge, skills and values position social workers to practice in political settings. Social work faculty and students were interviewed to assess a) how field placements in legislative offices and participation in Campaign School and NASW-sponsored Legislative Education and Advocacy Day (LEAD) impacted students’ professional development and perspectives on political social work, and b) social work faculties’ perception of these activities in students’ social work education and necessary political social work knowledge and skills. Initial results demonstrate a high level of support for these activities among faculty and students with opportunities to further include them in the explicit and implicit social work curriculum.

Enhancing clinical practice: reducing health inequalities – reflections on a clinical education and training partnership

2016 ◽  
Vol 10 (6) ◽  
pp. 342-348
Author(s):  
Karina Marshall-Tate
Keyword(s):  
Intellectual Disabilities ◽  
Health Inequalities ◽  
Positive Impact ◽  
Education And Training ◽  
Health Staff ◽  
Significant Group ◽  
Content Type ◽  
Knowledge And Skills ◽  
People With Intellectual Disabilities ◽  
And Training

Purpose The purpose of this paper is to outline a two-year project designed to reduce health inequalities and improve health outcomes of people with intellectual disabilities using health services in South London by raising awareness and increasing health staff confidence and capability. Design/methodology/approach The project was conducted in two stages. In stage 1, a mapping exercise was undertaken to establish existing intellectual disabilities education and training availability. In stage 2, a network of stakeholders was formed and education and training materials were developed and delivered. Findings A formal evaluation of the project is underway and this paper seeks to share information about the project. That said prima facie data appear to indicate that health staff who attended education and training events learned new knowledge and skills that they could implement in their practice, increasing confidence and capability. Research limitations/implications Health staff who attended the events appeared to have an interest in intellectual disabilities and wanted to increase their knowledge and skills base. This means that there is a significant group of health staff that the project was unable to reach or who may not know that they need to know about intellectual disabilities. The results of the project have not yet been formally analysed. Practical implications Work-based education and training events can have a positive impact on health staff capability and confidence, however, it would appear that only those who already have an interest in the field or recognise its value to their own practice attend such events. To truly capture all health staff intellectual disabilities needs to be visibly included in all health curricula. Originality/value This project has not focussed on one profession or one aspect of healthcare and has embraced the values of inter professional and inter agency learning; this has enabled health staff to learn from each other and think in a “joined up” way replicating the realities of providing healthcare to people with intellectual disabilities.

scholarly journals THE SYSTEM OF TRAINING HIGHER PEDAGOGICAL STAFF AT THE TURN OF THE XIX–XX CENTURIES

2021 ◽  
pp. 44-50
Author(s):  
Olga V. Zakharchenko
Keyword(s):  
Professional Development ◽  
Research Work ◽  
Teaching Experience ◽  
Political Life ◽  
Teaching Staff ◽  
Research Perspective ◽  
Public Defense ◽  
Scientific Potential ◽  
The Moment ◽  
Doctoral Dissertations

Preparation of undergraduates and privat-docents for professorship in the late XIX – early XX century is considered on the example of Moscow University through the prism of the biography of a historian and a jurist Sergei Andreevich Kotlyarevsky. The uniqueness of his example lies in the fact that he defended four dissertations: master’s and doctoral dissertations on foreign history and master’s and doctoral dissertations on public law. This demonstrates some individualism of the trajectory showing his professional development and formation as a scientist and a teacher. The research perspective includes the process of young scientists’ formation from the moment of continuing working at the university’s profile department to prepare a dissertation up to obtaining the degree. Attention is paid to socio-political circumstances and conditions affecting the possibility of becoming a professional scientist and teacher. Both formal and special features of the training scientific and teaching staff inherent in a particular scientific community are noted. The professional development of future scientists and teachers of higher education was associated with active preparation for the defense of the master’s exam, the first teaching experience, scientific and research work. The best graduates were left at the departments with the support of leading university professors who saw new forces and future professionals in them. However, the personal contribution of the applicants themselves was important, since they were required to reveal their intellectual potential, pedagogical and research skills. At this, an important aspect was the opportunity to go on foreign business trips, in which not only the material of scientific research was collected, but knowledge was enriched as well, including getting to know the peculiarities of teaching in European countries and their socio-political life. The preparation process was completed with the public defense of the master’s dissertation and awarding a master’s degree. At the same time, the path to the teaching environment began, which required further disclosure of scientific potential and the defense of a doctoral dissertation in order to obtain a professorship.

scholarly journals WYMOGI WSPÓŁCZESNEGO RYNKU PRACY W ODNIESIENIU DO KOMPETENCJI ABSOLWENTÓW KIERUNKÓW HUMANISTYCZNYCH

Neofilolog ◽  
2019 ◽  
pp. 43-57
Author(s):  
Magdalena Dańko ◽  
Ewa Wieszczeczyńska
Keyword(s):  
Pilot Study ◽  
Foreign Language ◽  
New Technologies ◽  
Foreign Languages ◽  
General Knowledge ◽  
Knowledge And Skills ◽  
Language Knowledge ◽  
Specialized Language ◽  
Personal Competencies ◽  
Lower Silesia

This paper presents the results of a pilot study conducted in 60 selected companies located in Wrocław and Lower Silesia. The main objective of the study was to get information about prospective employers’ expectations of graduates of humanities with foreign language knowledge and skills, should those companies decide to employ them. It was found that according to employers social and personal competencies are as important as skills in using specialized language and new technologies. Preferred are graduates who are fluent in two foreign languages (English and German) and who have extensive general knowledge.

scholarly journals Study of The Teacher’s Readiness Condition to Implement the Idea of Managing the Personal Trajectory of Professional Development Within the Framework of Digitalization of Education

2020 ◽  
Vol 79 ◽  
pp. 01020
Author(s):  
Tatiana Zinovyeva ◽  
Zhanna Afanasyeva ◽  
Antonina Bogdanova ◽  
Evgeniy Leonovich
Keyword(s):  
Professional Development ◽  
Online Survey ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Teaching Staff ◽  
Contemporary Society ◽  
Main Research ◽  
Digital Education ◽  
Moscow City

The article deals with the topical issue of digitalization of education as a component of the digital transformation of contemporary society and the economy in general. The purpose of the research is to identify the readiness status of teaching staff for professional activity in the context of the digitalization of education. The main research methods were the questionnaire (implemented in the form of an online survey among students of the extramural form of study of the Moscow City Pedagogical University working at educational institutions of Moscow), and statistical analysis of the data obtained. The results of an online survey of teachers allowed concluding that today teachers have acquired a positive experience in the use of recommended tested digital educational resources, the ability to develop innovative digital educational and methodological support for the educational process, as well as recognized the need to build a personal trajectory of professional development in the framework of digital education.

scholarly journals Use of ICT in Teacher Education

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Mr. Parmanand Barodiya ◽  
Mr. Saurveer Singh ◽  
Mrs. Anupam Choudhary
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Education Institution ◽  
School Curriculum ◽  
Knowledge And Skills ◽  
Integration Of Technology ◽  
Teacher Education Institution ◽  
Do So

Professional development to incorporate ICTs into teaching and learning is an ongoing process. Teacher education curriculum needs to update this knowledge and skills as the school curriculum change. The teachers need to learn to teach with digital technologies, even though many of them have not been taught to do so. The aim of teacher training in this regard can be either teacher education in ICTs or teacher education through ICTs. A teacher‘s professional development is central to the overall change process in education. In planning the integration of technology in Teacher education it is important for teacher education, Institution to understand the knowledge and skills necessary for teachers to effectively use ICT in their instructions. Teachers need technical assistance to use and maintain technology. In this paper discuses to study of Teacher education, to know the Significance of ICT in teacher education and to provide the some Suggestions of teacher education.

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