scholarly journals The ERASMUS Teaching Staff Mobility: The Perspectives and Experiences of Turkish ELT Academics

2016 ◽  
Author(s):  
Enisa Mede ◽  
Filiz Tuzun
Keyword(s):  
Professional Development ◽  
Positive Impact ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Home Institution ◽  
Sample Method ◽  
Purposive Sample

The purpose of this study is to investigate the perspectives and experiences of the Turkish ELT academics about joining ERASMUS Teaching Staff Mobility Program. Under the light of former studies and literature, this study attempts to investigate the preferences of the ELT academics for participating in the ERASMUS Teaching Staff Mobility, to examine the contribution of the enrollment in this program to their professional development and home institution, and finally, to learn about the problems they faced during the mobility period(s). Purposive sample method was used to select seventeen Turkish ELT academics to participate in this study. The data were obtained through a triangulated approach, in which questionnaires, semi-structured interviews and reflective essays were administered to the participants. The findings revealed that apart from some problems experienced before and during the program, the Turkish ELT academics preferred to participate in the ERASMUS Teaching Staff Mobility due to its positive impact on their professional development and their home institution.

scholarly journals Improving Professional Development System through Quality Assurance Practices in the Universities of Pakistan

2015 ◽  
Vol 9 (1) ◽  
pp. 141
Author(s):  
Muhammad Shabbir ◽  
M. Ibrahim Khalid ◽  
Khuda Bakhsh ◽  
Muhammad Naeem Mohsin ◽  
Shafqat Rasool ◽  
...  
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Evaluation System ◽  
Faculty Evaluation ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Development System ◽  
Quantitative And Qualitative Research ◽  
Public And Private Sector

<p class="apa">The rationalization of this research was to investigate about improving professional development system through Quality Assurance Practices (QAP) in the Universities of Pakistan pertaining to the opinions of students, teachers and Directors of Quality Enhancement Cells’ (QEC’s) and to differentiate the ideas of students, teachers and Directors of QECs regarding professional development system as well as offer quality assurance practices in the universities of Pakistan. This study had a quantitative and qualitative research design. This study was conducted on a sample of 28 universities (public and private sector) of Pakistan by using random and purposive sampling techniques. Questionnaires and semi structured interviews were planned to gather information from students, teachers and Directors of QECs related to professional development system about quality assurance practices in the universities of Pakistan. The data was analyzed by using descriptive, inferential statistics and SPSS. The study exposed that students, teachers and Directors of QECs faced a lot of problems without profession development system. Majority of the students’ teachers and Directors’ of QECs opined that mean response value showed that well-defined recruitment criteria for faculty selection was existed well in the universities. Tests and interviewed technique were also used for recruitment of the faculty. Evaluation system of faculty was available to judge the performance of teaching staff. Seminars were held according to the departments and faculty was allowed to participate in the seminars. Departments had collaboration for professional development with other departments in the universities. Faculty was available according to the course workload, and faculty was using teaching methodologies appropriately. Guidance and counseling system partially exists in the universities. Students and teachers responded that salary package was not sufficient for the faculty, need based trainings were not arranged by the universities, regular follow up system of teachers’ performance after training was not done. Performance based incentives system for the faculty was not available in the universities. It was suggested by the students, teachers and Directors of QECs of universities that Quality Assurance Practices (QAP) can be accelerated by thinking the following steps: provision of sufficient salary package need based trainings,, regular follow up system of teachers after training, performance based incentives system should arranged for the faculty.</p>

scholarly journals Facilitating reflective practice: developing built environment educators’ capacity for teaching and learning

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
Gesa Ruge ◽  
Lara Mackintosh
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Built Environment ◽  
Reflective Practice ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Professional Staff ◽  
Teaching Staff ◽  
International Studies ◽  
Teaching Philosophy

The international literature on higher education emphasises the importance for academics and professional staff to develop their disciplinary teaching and learning practice. Teaching staff in built environment degree programs tend to focus on ‘what’ subject content is taught and less on ‘how to’ improve and innovate teaching and learning contexts and students’ skills development. To investigate these trends, this research reviewed the higher education literature and relevant international studies on strategies to enhance quality teaching and student learning. Findings highlight that reflective practice and engaging in a personal teaching philosophy and teaching profile provide an important link for individual professional development and basis for improving teaching and learning. The objective of this study was to apply findings from the literature in facilitating professional learning workshops, with a pedagogy for collaborative reflective practice and the development of a teaching philosophy. This research reports on the first stage of professional development for staff in built environment programs to establish a teaching profile through reflection on their personal and discipline specific pedagogies. Initial findings highlight the positive impact of reflection and collegial conversations about learning and teaching, as well as future opportunities for individual and discipline based capacity building for improving educational practice.

scholarly journals Competency of Zimbabwean Teachers Who Completed In-Service Teachers Training Program in Inclusive Education

2019 ◽  
Vol 10 (1(V)) ◽  
pp. 22-29
Author(s):  
Patricia Muvirimi
Keyword(s):  
Professional Development ◽  
Special Needs ◽  
Inclusive Education ◽  
Teaching Strategy ◽  
Structured Interviews ◽  
Extensive Training ◽  
Special Needs Education ◽  
Analyse Data ◽  
Teachers Training ◽  
Purposive Sample

This qualitative study examined the competency of in-service teachers in inclusive education inZimbabwe. A purposive sample of 15 graduate in-service special needs education teachers selected from onestate university participated in the study. Semi structured interviews were used to collect data. Thematicanalysis was used to analyse data. The study established that for most of the teachers, the in service trainingfairly managed to prepare them adequately to teach in an inclusive class. It was also found from the study thatmost teachers interviewed are knowledgeable in identifying children with special needs. Peer tutoring andinteraction groups were common methods of teaching. It was also reported that lack of resources and lack ofsupport from other teachers were major challenges impeding teachers from meeting the needs of the learnersin inclusive setting. The study further revealed that extensive training on use of individual educationalprogram is needed during training. The study recommends that teachers be evaluated on all relevantcompetences during teaching practise which could enhance the professional development of in-serviceteachers in inclusive education. Another recommendation is that micro teaching strategy be used to fine tunethe teachers skills in teaching in an inclusive classes.

scholarly journals Experiences of Sessional Educators within an Australian Undergraduate Paramedic Program

2017 ◽  
Vol 14 (1) ◽  
pp. 73-83
Author(s):  
Brett Williams ◽  
◽  
Bronwyn Beovich ◽  
Keyword(s):  
Professional Development ◽  
Performance Feedback ◽  
Qualitative Methodology ◽  
Structured Interviews ◽  
Professional Needs ◽  
Transmission Of Information ◽  
Widespread Phenomenon ◽  
The University ◽  
Purposive Sample ◽  
Interview Analysis

Background: The use of casual staff within the university undergraduate educational setting is a widespread phenomenon worldwide. However a lack of understanding exists regarding experiences of recruitment, support, professional development and other perceived professional needs in this area. Although previous studies of the experience of sessional educators have been reported in the literature, this is the first to describe experiences within the paramedic discipline. Objectives: To explore the experiences of sessional educators in an undergraduate program within the paramedic department of a university in Melbourne, Australia. Methods: A qualitative methodology was used that involved 10 semi-structured interviews with a purposive sample of sessional paramedic educators. Data collected from the interviews were thematically analysed to identify major issues from interview transcripts. The study was conducted in the paramedic department of a major university located in an outer metropolitan area of Melbourne, Australia. Results: Interview analysis identified five key themes of the sessional paramedic educator experience: informal processes, program inconsistencies, preparation for teaching, connection and support, and, educator benefits. Conclusion: This study fills a gap in the literature by describing the experiences of paramedic sessional educators, which was previously unreported. Many of the experiences expressed were commonly reported in the literature from other disciplines. Although the experiences was generally described as positive, the study identified a need for targeted support of these individuals, including formalisation of employment procedures, encouraging the open and timely transmission of information, as well as provisions for performance feedback and professional development.

Professional learning communities of teachers: Israeli principals’ perceptions

2019 ◽  
Vol 57 (6) ◽  
pp. 658-674
Author(s):  
Orit Avidov-Ungar
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Content Type ◽  
Teachers And Students ◽  
Teachers Professional Development ◽  
Principals Perceptions

PurposeThe purpose of this paper is to focus on professional learning communities (PLCs) run for and by teachers to achieve their ongoing professional development and greater pupil attainment. The paper examined principals’ perceptions of how such PLCs influence teachers, teacher learning and school processes, and their own involvement in PLCs operating in their schools.Design/methodology/approachIn-depth semi-structured interviews were conducted with 17 of 97 principals from three of the four educational districts participating in a pilot programme to achieve in-service teacher professional development through supported PLCs.FindingsMost of the participating principals considered PLCs to influence not only the teacher-leader, but also PLC members and other teaching staff and processes. Principals perceived PLCs as influencing pedagogical processes for both teachers and students, as well as staff leadership processes. Principals reported facilitating the operation of PLCs in their schools by providing the necessary conditions or participating in PLC meetings.Research limitations/implicationsAlthough nearly 20 per cent of principals involved in the pilot agreed to participate, it was not possible to ensure a representative sample. Self-selection bias cannot be ruled out. Most participants were interviewed individually, with a minority later interviewed as a group to obtain a deeper understanding. Thus, the research should be regarded as exploratory.Originality/valueThe study provides a detailed description of how principals perceive and engage with PLCs. Its findings are relevant to international efforts to understand and leverage teacher PLCs for the purposes of teachers’ professional development and pupil attainment.

scholarly journals 346 How Do we Increase Adherence to Home Exercise Programmes? Interviews with Older Adults and Physiotherapists

2019 ◽  
Vol 48 (Supplement_3) ◽  
pp. iii17-iii65
Author(s):  
Siti Khalijah ◽  
Suzanne Timmons
Keyword(s):  
Older Adults ◽  
Cardiovascular Health ◽  
Home Exercise ◽  
Video Content ◽  
Structured Interviews ◽  
Timed Up And Go ◽  
Convenience Sample ◽  
Improve Compliance ◽  
Exercise Programmes ◽  
Purposive Sample

Abstract Background Regular exercise and physical activity can maintain function and cardiovascular health, and prevent cognitive decline, in older adults. However, studies show that there is often poor adherence to home exercise programmes (HEP). The purpose of this study was to explore how HEP are perceived by both older adults and physiotherapists. Methods A convenience sample of 28 older adults attending outpatient physiotherapy clinics were given an exercise journal to record their adherence to the HEP prescribed by their physiotherapists for six weeks. Subsequently, semi-structured interviews were conducted with a purposive sample, and the corresponding prescribing physiotherapists, to achieve maximal variation in terms of HEP adherence, age and sex. The interviews were audio recorded, transcribed, and simple content analysis performed. Results Fourteen participants returned their exercise journal. Median age was 80; half were female; median Berg Balance Score and Timed-up-and-Go-Test were 49 and 16 seconds respectively. Participants exercised a median 79.8% of the prescribed dose, or 5.6 days per week. Seven older adults were interviewed; about half had a positive attitude towards exercise. They were also moderately positive about their HEP (comments ranged from “doable” and “nothing bad about it” to “enjoyable”). Barriers included time, mood, boredom, remembering to do the HEP, and variable health status. Enablers included simple instructions and design, family encouragement, and sense of achievement. Physiotherapists (n=5) perceived that many older adults aren’t compliant with HEPs, but there was some therapeutic nihilism (“you can’t force them”). Their HEP instructions varied from verbal to written instructions/diagrams; one physiotherapist used individualised video content. Notably, participants with good adherence understood their HEP well in terms of content and purpose, although this may be cause or effect. Conclusion To improve compliance with HEP, healthcare professionals need to take time to motivate the recipient, simplify their instructions, and trouble-shoot potential barriers at the time of prescription.

Complicated grief knowledge and practice: a qualitative study of general practitioners in Ireland

2021 ◽  
pp. 1-6
Author(s):  
Abiola Muhammed ◽  
Anne Dodd ◽  
Suzanne Guerin ◽  
Susan Delaney ◽  
Philip Dodd
Keyword(s):  
Qualitative Study ◽  
General Practitioners ◽  
Current Knowledge ◽  
Complicated Grief ◽  
Phenomenological Approach ◽  
Structured Interviews ◽  
Relevant Research ◽  
Loved One ◽  
Knowledge And Practice ◽  
Purposive Sample

Objective: Complicated grief is a debilitating condition that individuals may experience after losing a loved one. General practitioners (GPs) are well positioned to provide patients with support for grief-related issues. Traditionally, Irish GPs play an important role in providing patients with emotional support regarding bereavement. However, GPs have commonly reported not being aptly trained to respond to bereavement-related issues. This study explores GPs’ current knowledge of and practice regarding complicated grief. Methods: A qualitative study adopting a phenomenological approach to explore the experiences of GPs on this issue. Semi-structured interviews were carried out with a purposive sample of nine GPs (five men and four women) in Ireland. Potential participants were contacted via email and phone. Interviews were audio-recorded, transcribed and analysed using Braun & Clarke’s (2006) model of thematic analysis. Results: GPs had limited awareness of the concept of complicated grief and were unfamiliar with relevant research. They also reported that their training was either non-existent or outdated. GPs formed their own knowledge of grief-related issues based on their intuition and experiences. For these reasons, there was not one agreed method of how to respond to grief-related issues reported by patients, though participants recognised the need for intervention, onward referral and review. Conclusions: The research highlighted that GPs felt they required training in complicated grief so that they would be better able to identify and respond to complicated grief.

scholarly journals Improving the experience of facility-based delivery for vulnerable women through obstetric care navigation: a qualitative evaluation

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Kirsten Austad ◽  
Michel Juarez ◽  
Hannah Shryer ◽  
Patricia L. Hibberd ◽  
Mari-Lynn Drainoni ◽  
...  
Keyword(s):  
Health Workers ◽  
Positive Impact ◽  
Qualitative Evaluation ◽  
Obstetric Care ◽  
Hospital Staff ◽  
Public Hospitals ◽  
Future Research ◽  
Care Seeking ◽  
Structured Interviews ◽  
The Impact

Abstract Background Global disparities in maternal mortality could be reduced by universal facility delivery. Yet, deficiencies in the quality of care prevent some mothers from seeking facility-based obstetric care. Obstetric care navigators (OCNs) are a new form of lay health workers that combine elements of continuous labor support and care navigation to promote obstetric referrals. Here we report qualitative results from the pilot OCN project implemented in Indigenous villages in the Guatemalan central highlands. Methods We conducted semi-structured interviews with 17 mothers who received OCN accompaniment and 13 staff—namely physicians, nurses, and social workers—of the main public hospital in the pilot’s catchment area (Chimaltenango). Interviews queried OCN’s impact on patient and hospital staff experience and understanding of intended OCN roles. Audiorecorded interviews were transcribed, coded, and underwent content analysis. Results Maternal fear of surgical intervention, disrespectful and abusive treatment, and linguistic barriers were principal deterrents of care seeking. Physicians and nurses reported cultural barriers, opposition from family, and inadequate hospital resources as challenges to providing care to Indigenous mothers. Patient and hospital staff identified four valuable services offered by OCNs: emotional support, patient advocacy, facilitation of patient-provider communication, and care coordination. While patients and most physicians felt that OCNs had an overwhelmingly positive impact, nurses felt their effort would be better directed toward traditional nursing tasks. Conclusions Many barriers to maternity care exist for Indigenous mothers in Guatemala. OCNs can improve mothers’ experiences in public hospitals and reduce limitations faced by providers. However, broader buy-in from hospital staff—especially nurses—appears critical to program success. Future research should focus on measuring the impact of obstetric care navigation on key clinical outcomes (cesarean delivery) and mothers’ future care seeking behavior.

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Technology Integration ◽  
Online Teaching ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Online Mode ◽  
Using Data ◽  
Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

scholarly journals Video-Based Intervention for Improving Maternal Retention and Adherence to HIV Treatment: Patient Perspectives and Experiences

2021 ◽  
Vol 18 (4) ◽  
pp. 1737
Author(s):  
Steven Masiano ◽  
Edwin Machine ◽  
Mtisunge Mphande ◽  
Christine Markham ◽  
Tapiwa Tembo ◽  
...  
Keyword(s):  
Positive Impact ◽  
Low Cost ◽  
Hiv Treatment ◽  
Sub Saharan Africa ◽  
Hiv Care ◽  
Structured Interviews ◽  
Convenience Sample ◽  
Long Term Conditions ◽  
Art Initiation ◽  
Retention In Hiv Care

VITAL Start is a video-based intervention aimed to improve maternal retention in HIV care and adherence to antiretroviral therapy (ART) in Malawi. We explored the experiences of pregnant women living with HIV (PWLHIV) not yet on ART who received VITAL Start before ART initiation to assess the intervention’s acceptability, feasibility, fidelity of delivery, and perceived impact. Between February and September 2019, we conducted semi-structured interviews with a convenience sample of 34 PWLHIV within one month of receiving VITAL Start. The participants reported that VITAL Start was acceptable and feasible and had good fidelity of delivery. They also reported that the video had a positive impact on their lives, encouraging them to disclose their HIV status to their sexual partners who, in turn, supported them to adhere to ART. The participants suggested using a similar intervention to provide health-related education/counseling to people with long term conditions. Our findings suggest that video-based interventions may be an acceptable, feasible approach to optimizing ART retention and adherence amongst PWLHIV, and they can be delivered with high fidelity. Further exploration of the utility of low cost, scalable, video-based interventions to address health counseling gaps in sub-Saharan Africa is warranted.

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