scholarly journals Interprofessional health education teacher training in University of Chile

2021 ◽  
Vol 18 ◽  
pp. 30
Author(s):  
Mónica Espinoza Barrios ◽  
Sandra Oyarzo Torres
Keyword(s):  
Teacher Training ◽  
Health Education ◽  
Personal Development ◽  
Role Playing ◽  
Lessons Learned ◽  
Health Programs ◽  
Education Teacher ◽  
Raising Awareness ◽  
The University ◽  
Interprofessional Health Education

The first interprofessional course, which included the 8 undergraduate health programs at the Faculty of Medicine, the University of Chile was implemented in 2015. For 700 students, 35 teachers were trained as facilitators. The use of several strategies to train facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal development workshops with experts' participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience in interprofessional health education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising awareness of the faculty about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.

Evaluation of an Innovative Comprehensive School Health Education Teacher Training

1999 ◽  
Vol 30 (3) ◽  
pp. 173-179
Author(s):  
Mohammad R. Torabi ◽  
Nancy Ellis ◽  
Barbara Alborn ◽  
Molly Wantz ◽  
Marlene Tappe ◽  
...  
Keyword(s):  
Teacher Training ◽  
Health Education ◽  
School Health ◽  
Comprehensive School ◽  
Education Teacher ◽  
Comprehensive School Health ◽  
School Health Education

scholarly journals WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?

2019 ◽  
Vol 49 (172) ◽  
pp. 96-119
Author(s):  
Pilar Rivero ◽  
Julián Pelegrín
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Historical Thinking ◽  
Second Order ◽  
Historical Event ◽  
Education Teacher ◽  
Childhood Education ◽  
The University

Abstract The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.

scholarly journals Máster de secundaria: análisis de situación en la universidad española

2020 ◽  
Vol 38 (1 Marzo-Ju) ◽  
pp. 183-208
Author(s):  
Víctor López Ramos ◽  
Rocío Yuste Tosina ◽  
Pello Urkidi Elorrieta ◽  
Daniel Losada Iglesias
Keyword(s):  
Teacher Training ◽  
Teaching Staff ◽  
Education Teacher ◽  
Initial Teacher Training ◽  
Great Heterogeneity ◽  
Professional Profile ◽  
Spanish Universities ◽  
Deans Of Education ◽  
The University ◽  
Implementation Data

Este artículo pretende dar respuesta a la preocupación surgida en la Conferencia de Decanos de Educación de las Universidades españolas sobre la implantación y desarrollo del Máster que habilita para la profesión docente en la enseñanza secundaria. Hemos tratado de aportar datos que sirvan como mapa de situación acerca de la realidad de estos estudios y las diferencias en su implantación. El trabajo se ha elaborado a partir de las respuestas obtenidas a un cuestionario que cumplimentaron 35 universidades, de las 72 que imparten el Máster en España. Los resultados muestran una gran heterogeneidad, principalmente, en cuatro aspectos: la oferta de plazas y de especialidades, la estructura del plan de estudios, el perfil profesional del profesorado que imparte docencia en el mismo y la realización del Practicum y del Trabajo de Fin de Máster. Del estudio, se concluye la necesidad de que el Máster deba gestionarse académicamente por los centros universitarios responsables de la formación inicial del profesorado, así como la exigencia de una clarificación precisa, por parte de las agencias de evaluación, que homogenice los criterios de acreditación para el conjunto de universidades y comunidades autónomas. This article aims to respond to the concern raised in the Conference of Deans of Education of Spanish Universities regarding the implementation and development of the Master’s Degree in Secondary Education Teacher Training. We aim to provide data that serve as a situation map about the reality of these studies and the differences in their implementation. Data were obtained through a questionnaire completed by 35 universities, of the 72 that teach this master’s in Spain. The results show a great heterogeneity, mainly in four aspects: the offer of seats and specialties, the structure of the curriculum, the professional profile of the teaching staff and the development of school trainings and master’s theses. The results highlight the need for the master’s to be managed academically by the university faculties in charge of initial teacher training, as well as the need for precise clarifications, on the part of the evaluation agencies, with a view to homogenizing accreditation processes for all universities.

scholarly journals Global Health Education during the COVID-19 Pandemic: Challenges, Adaptations, and Lessons Learned

2021 ◽  
Author(s):  
Kristina M. Krohn ◽  
Michael A. Sundberg ◽  
Nasreen S. Quadri ◽  
William M. Stauffer ◽  
Adriana Dhawan ◽  
...  
Keyword(s):  
Health Education ◽  
Global Health ◽  
Lessons Learned ◽  
Educational Programming ◽  
Education Programs ◽  
Global Health Education ◽  
Model Combining ◽  
Synchronous Learning ◽  
Hands On ◽  
The University

Global health education programs should strive continually to improve the quality of education, increase access, create communities that foster excellence in global health practices, and ensure sustainability. The COVID-19 pandemic forced the University of Minnesota’s extensive global health education programs, which includes a decade of hybrid online and in-person programing, to move completely online. We share our experience, a working framework for evaluating global health educational programming, and lessons learned. Over the decades we have moved from a predominantly passive, lecture-based, in-person course to a hybrid online (passive) course with an intensive hands-on 2-week requirement. The pandemic forced us to explore new active online learning models. We retained our on-demand, online passive didactics, which used experts’ time efficiently and was widely accessible and well received. In addition, we developed a highly effective synchronous online component that we felt replaced some of the hands-on activities effectively and led us to develop new and innovative “hands-on” experiences. This new, fully online model combining quality asynchronous and synchronous learning provided many unanticipated advantages, such as increasing access while decreasing our carbon footprint dramatically. By sharing our experience, lessons learned, and resources, we hope to inspire other programs likewise to innovate to improve quality, access, community, and sustainability in global health, especially if these innovations can help decrease negative aspects of global health education such as its environmental impact.

scholarly journals TEACHER AS A FACILITATOR OR A TEACHER: EMPOWERING LEARNING STRATEGIES IN GEOMETRY COURSE

2015 ◽  
Vol 1 (2) ◽  
pp. 136
Author(s):  
Wanda Nugroho Yanuarto
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Learning Strategies ◽  
Education Faculty ◽  
Training And Education ◽  
Education Teacher ◽  
Know How ◽  
The Difference ◽  
The University

Teaching is the well known word for teachers. Teachers know the meaning of this word and know how to perform teaching. Sometimes they do not know the difference between teaching and facilitating in learning and it make a distance between the students and teachers. The purpose of this study are how learning geometry in mathematics education, Teacher Training and Education Faculty at the University of Muhammadiyah Purwokerto, Indonesia modify the class in geometry course interactively and can be easily understood by students. So, the researchers made the strategies in geometry course that is associated with the games. Games are one of strategy in class which is support for the student to understand the geometry with easily and make the class interactively.

scholarly journals A proposal to analyse the progress and difficulties of Higher Education teacher training

2018 ◽  
Author(s):  
Elisa Navarro-Medina ◽  
Soraya Hamed Al-Lal ◽  
José Antonio Pineda Alfonso ◽  
Noelia Pérez Rodríguez ◽  
Olga Duarte Piña
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Research Study ◽  
Training Programme ◽  
Research Strategy ◽  
Ongoing Research ◽  
Education Teacher ◽  
The University ◽  
University Teacher Training ◽  
Different Parts

This article presents an ongoing research study whose purpose is to describe and analyse the progress and difficulties participants face in a university teacher training programme offered by the University of Seville. The training programme and the different parts of the research strategy are described.

Comparison of Middle Education Teacher Training System

2020 ◽  
Vol 20 (6) ◽  
pp. 803-833
Author(s):  
Jun Fei Zhang ◽  
Seon Pil Hwang ◽  
Byeong Chan Kim
Keyword(s):  
Teacher Training ◽  
Training System ◽  
Education Teacher
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