scholarly journals The Effective of Training Program for the Development of Knowledge about the National Professional Standards among the Teachers of Secondary Vocational Education in Jordan

2018 ◽  
Vol 11 (8) ◽  
pp. 110
Author(s):  
Mufadi Al-Momani
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Training Program ◽  
Professional Standards ◽  
Single Group ◽  
Arithmetic Means ◽  
Secondary Vocational Education ◽  
School Year ◽  
Study Results ◽  
Significant Difference

This study aimed to investigate the effective of training program for the development of knowledge about the national professional standards among the teachers of secondary vocational education in Jordan. The researcher prepared an accumulated test about the knowledge of national professional standards, include (42) questions spread over seven areas (education philosophy, teaching planning, teaching implementation, students’ learning assessment, teacher self-growth, profession values and ethics, and academic and technological knowledge) and for each area six paragraphs. Study members consist of (67) vocational schools’ teachers at the directorate of education of Irbid first area, at the first term of the 2015/2016 school year, who were selected at the available way, where the single group design was used by implementing the accumulated test backwards (pilot study) on the study members to identify their weaknesses, build the proposed training program according to the results, and then implement this program on the study members for two weeks, and finally implement the accumulated test forward by using the T-test for single group. The study results showed a statistically significant difference at the level (α = 0.05) between the backward and forward arithmetic means of study members performance on the national professional development standards knowledge improvement test as a whole, and for each area due to the proposed training program, which means the existence of effectiveness for the proposed training program in knowledge development about the national professional development standards at the vocational educational teachers, where this effectiveness ranged between (medium) and (very strong).

scholarly journals Improving the reading skills of Jordanian students with auditory discrimination problems

2016 ◽  
Vol 5 (1) ◽  
pp. 51
Author(s):  
Afaf Abdullah Mukdadi ◽  
Abdul-Monim Batiha ◽  
Jose Luis Ortega Martin
Keyword(s):  
Training Program ◽  
Reading Skills ◽  
Auditory Discrimination ◽  
Ministry Of Education ◽  
Developmental Problems ◽  
School Year ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Resource Rooms ◽  
Experimental Group

<p><strong>Background:</strong> Some of the developmental problems facing students with difficulties in learning are those related to auditory perception which, in turn, can negatively affect the individual’s learning process.</p><p><strong>Aim:</strong> Evaluating a training program prepared to develop the auditory discrimination skills of students who suffer from auditory discrimination problems.</p><p><strong>Design:</strong> A quasi-experimental research design was used in this study. The study sample was divided into two equal groups: experimental and control.</p><p><strong>Participants and setting:</strong> The population of the study consists of students with learning difficulties from the second, third and fourth grades, whose ages range between 7-9 years old. Also involved were those enrolled in the resource rooms affiliated to the Jordanian Ministry of Education in Irbid province, amounting to (120) boy and girl students for the school year 2013- 2014.</p><p><strong>Results:</strong> The study showed that there was a significant difference in favor of the experimental group which indicated that the training program was effective. It helped the students with auditory discrimination problems to improve their reading skills. The results also showed a significant difference in favor of the students of older age in the experimental group. At the same time there were no significant differences in reading performance changes concerning gender.</p>

Network Approach to Professional Development of a Teacher and a Student in the System of Secondary Vocational Education

2016 ◽  
Vol 4 (1) ◽  
pp. 18-26
Author(s):  
Василевская ◽  
E. Vasilevskaya
Keyword(s):  
Professional Development ◽  
Collaborative Learning ◽  
Vocational Education ◽  
Network Approach ◽  
Professional Competency ◽  
Secondary Vocational Education

The paper considers the network approach to improving professional competency of teachers, as well as the network approach to the students’ personal and professional development, concerning means of collaborative learning.

scholarly journals 4207 Development and Evaluation of a Pilot Mentor Training Program for Clinical Translational Research Professional Workforce

2020 ◽  
Vol 4 (s1) ◽  
pp. 60-60
Author(s):  
Yulia A. Strekalova ◽  
H. Robert Kolb ◽  
Holly Morris ◽  
Rebecca Austin-Datta
Keyword(s):  
Professional Development ◽  
Translational Research ◽  
Training Program ◽  
Outcome Evaluation ◽  
Qualitative Assessment ◽  
Competency Assessment ◽  
Mentoring Program ◽  
Mentor Training ◽  
Significant Difference ◽  
Talent Retention

OBJECTIVES/GOALS: The goal of this project was to develop and evaluate a pilot mentor training program for clinical research professionals. This project presents an evidence- and theory-based mentoring program that has been developed, implemented, and evaluated for this group of translational research professions. METHODS/STUDY POPULATION: The curriculum for the program was designed for aspiring mentors and aligned with the topics of existing Entering Mentoring curriculum for translational workforce (Pfund, Branchaw & Handelsman, 2015). Eleven experienced CRPs participated in the pilot training program. The training was delivered in two-hour meetings over eight weeks. Qualitative e-mail interviews and a validated mentoring competency assessment (Fleming et al., 2013) and mentor role assessment (Dilmore, 2010) tool were used for process and outcome evaluation. Cases studies specific to the CRPs work environment were developed and used to facilitate discussions throughout the training. RESULTS/ANTICIPATED RESULTS: Pre- and post-training scores for mentoring competency assessment were compared across six sub-indexes. Paired t-tests showed a significant difference for the maintaining effective communication competency, p = 0.0202. Comparisons of individual items also showed positive changes in the promoting professional development competency, p = 0.0161). Qualitative assessment revealed that most mentor trainees recognized a distinction between a mentor and a supervisor or on-the-job-trainer. Furthermore, most have been informal mentors without a formal role assignment, the need for ongoing mentoring, and potential of mentoring networks. DISCUSSION/SIGNIFICANCE OF IMPACT: CRPs is a diverse group of research support professionals who may hold the roles of research study coordinators, research nurses, regulatory and compliance specialists. Tailored mentoring can provide essential infrastructure for ongoing professional development and support talent retention.

scholarly journals Development of self-confidence of secondary vocational education students in the process of psychological training

2021 ◽  
Author(s):  
Е.В. Байчурина ◽  
О.В. Фадеева
Keyword(s):  
Vocational Education ◽  
Training Program ◽  
Educational Activity ◽  
Secondary Vocational Education ◽  
Self Confidence ◽  
Current State ◽  
Psychological Training ◽  
Teachers And Students ◽  
Specialized Education ◽  
Development Of Students

В статье актуализируется проблема развития уверенности в себе у студентов, обучающихся в учреждениях среднего профессионального образования, в силу значимого влияния этого личностного качества на их целеустремленность, мотивацию учебной деятельности, эмоциональное состояние, поведенческие проявления и на общение в целом. Уверенность в себе направляет и определяет деятельность студентов, влияя на ее успешность. Автором рассматриваются сущность уверенности в себе, проявления уверенности у студентов. Обосновывается необходимость разработки программ психологических тренингов по развитию уверенности в себе студентов. Исследовано актуальное состояние развития уверенности обучающихся. Также в работе представлена методика проектирования и реализации программы психологического тренинга развития уверенности в себе. Доказывается эффективность психологического тренинга развития уверенности в себе студентов среднего профессионального образования. Материалы исследования могут быть полезны для преподавателей и студентов при подготовке к лекциям и семинарам по психолого-педагогическим дисциплинам, а также разработанная программа тренинга развития уверенности в себе студентов среднего профессионального образования может использоваться в развивающем процессе практическими психологами и педагогами системы среднего профессионального образования. The article actualizes the problem of developing self-confidence among students studying in institutions of secondary specialized education, due to the significant influence of this personal quality on their purposefulness, motivation for educational activity, on their emotional state, behavioral manifestations and on communication in general. Self-confidence guides and determines the activities of students, influencing its success. The author examines the essence of self-confidence, the manifestation of confidence among students. The necessity of developing psychological training programs for the development of students' self-confidence is substantiated. The current state of the development of students' confidence has been investigated. The paper also presents a methodology for designing and implementing a psychological training program for developing self-confidence. The effectiveness of psychological training for the development of self-confidence among students of secondary vocational education is proved. The research materials can be useful for teachers and students in preparation for lectures and seminars on psychological and pedagogical disciplines, and the developed training program for the development of self-confidence of students of secondary vocational education can be used in the development process by practical psychologists and teachers of the secondary vocational education system.

scholarly journals Status and Challenges of the National Service Training Program and Its Impact on Values Formation

2017 ◽  
Vol 9 (9) ◽  
pp. 101
Author(s):  
Jose N. Magbanua
Keyword(s):  
Training Program ◽  
Data Gathering ◽  
National Service ◽  
Program Component ◽  
School Year ◽  
Significant Difference ◽  
The Status ◽  
Service Training ◽  
Spss Software ◽  
The Impact

National Service Training Program (NSTP) is a very significant factor in the values formation of students. The study determined the status and challenges of NSTP and its impact on students’ values formation. The respondents were 349 NSTP graduates from school year 2013-2014. A set of researcher-made survey questionnaire was used as tool in data gathering. Frequency, percentage, mean and standard deviation were used a descriptive statistics and Man-Whitney U Test and Kruskal-Wallis H Test at 0.05 alpha were employed as inferential statistics. All statistical computations were processed through the Statistical Package for Social Sciences (SPSS) software. Results showed that the status of NSTP implementation as perceived by students as a whole and when grouped as to sex and program component was “good” and when classified as to course, Fisheries rated “excellent”.  As to challenges of NSTP implementation, the Fisheries rated “serious” and when classified as to course, “very serious”. The impact of NSTP on students’ values formation as a whole and classified as to variables was “high.” No significance difference on the level of challenges was noted when variables were classified into sex and program component but a significant difference as to course. The good values of students at UA are greatly influenced by the program policies of NSTP training.

Educational standards: new challenges

2021 ◽  
pp. 13-19
Author(s):  
V.P. Soloviev ◽  
◽  
T.A. Pereskokova ◽  
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Educational Programs ◽  
Bachelor's Degree ◽  
Professional Standards ◽  
Professional Competencies ◽  
Educational Standards ◽  
Educational Organization ◽  
Secondary Vocational Education ◽  
New Challenges

Examined is the problem of the content of educational standards of various levels of training: secondary vocational education (SPO), bachelor’s degree, specialty, master’s degree. Shown by the example of one enlarged group of specialties and directions, that the standards do not differ much after the changes in 2020. Noted is, that educational programs will differ after the educational organization determines the training profiles and professional competencies. Proposed is to develop generalized standards for all levels of higher education and to form a qualification characteristic for each direction or specialty, indicating the training profiles, the list of professional competencies and the professional standards recommended for use. Also proposed is to form a qualification characteristic for each direction or specialty, indicating the training profiles, the list of professional competencies and the professional standards recommended for use.

scholarly journals Supporting Teachers on Their STEAM Journey: A Collaborative STEAM Teacher Training Program

2021 ◽  
Vol 11 (3) ◽  
pp. 105
Author(s):  
Katherine L. Boice ◽  
Justina R. Jackson ◽  
Meltem Alemdar ◽  
Analía E. Rao ◽  
Sabrina Grossman ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Training Program ◽  
Teacher Training Program ◽  
School Year ◽  
Mixed Methods Evaluation ◽  
Steam Education ◽  
Teacher Training Programs ◽  
Teachers Professional Development ◽  
Supporting Teachers

There is growing enthusiasm for STEAM education in preparing students for an increasingly complex world. However, implementing STEAM in the classroom can be challenging for educators, as it may require collaboration across disciplines, increased workload, and understanding the nature of STEAM integration. This paper details a mixed-methods evaluation of a year-long STEAM teacher training program, in which a STEM teacher and an arts teacher collaborated to design and implement integrated STEAM lessons at each of the nine participating schools (n = 17). The training program consisted of a 5-week summer professional development experience, followed by ongoing financial, material, and pedagogical support during the school year, made possible by the partnership of the schools, a university, and community organizations. Findings from surveys, focus groups, and written reflections suggest that, despite certain challenges, aspects of the training program supported teacher implementation of STEAM. Participation in the program impacted teachers’ collaboration, pedagogy, self-efficacy, and arts integration practices. The findings offer insight into the forms of support that teachers deem important in STEAM teacher training programs and the benefits of such a program for teachers’ professional development.

scholarly journals Teaching Competence of Public School Teachers in the Light of the Philippine Professional Standards for Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 43-44
Author(s):  
Rodelyn E. Malunes ◽  
Dexter Paul D. Dioso
Keyword(s):  
Elementary School Teachers ◽  
Teaching Experience ◽  
Global Market ◽  
Department Of Education ◽  
Professional Standards ◽  
Public School Teachers ◽  
School Teachers ◽  
School Year ◽  
Teaching Competence ◽  
Significant Difference

The teaching competence of teachers is highly regarded as the core of every educational endeavor. Educators worldwide are greatly challenged to gradually develop a more complex teaching competence due to the demand for highly skilled graduates in the global market. Consequently, the Department of Education adopted the Philippine Professional Standards for Teachers (PPST) as a quality assurance tool in implementing the K to 12 Curriculum. The domains of the PPST comprised the complete competency that guarantees a manifestation of globally best teaching practices. Hence, the paper assessed the level of teaching competence of public elementary school teachers in the Division of Bacolod City during the school year 2019-2020, when grouped according to educational attainment, teaching experience, and assessor's designation. Also, it analyzed whether a significant difference exists in the areas of teaching competence and demographics.

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