Innovation in Preservice Teacher Education

This work presents the institutional policies and context of a teacher training institution which led to innovation in preservice teacher (PST) education. A drone-based learning activity was implemented to PSTs about the sustainability of transport infrastructure as an example of that innovation context. PSTs implemented cycles of engineering design to identify the best package to transport objects using a drone. Data collection instruments were students' work, field notes from class observations, audio and video records of the classes, questionnaires, and interviews. The PSTs engineering design performance was analyzed using the engineer notebook rubric. Their engineering education conceptions were analyzed using the framework for quality K-12 engineering education. Results show that drone-based learning proved to be a relevant approach for PSTs experiencing engineering design and construct adequate conceptions about engineering education. Furthermore, the institutional policies contributed to the experimentation of innovative technologies for educational purposes.

PAIKEM through Live Music and Gathering to Improve Student Achievement in Doremi Home Music Course Ponorogo

Learning using the active, innovative, creative, effective, and fun participation methods is a learning process by creating an atmosphere in such a way that students actively participate in learning process. The methods facilitated students in building their process of behavior change towards a better direction while accommodating students' thoughts, ideas, creativity to achieve goals or at least achieve basic competencies set by the teacher by creating a pleasant of learning atmosphere. This method also applies to music education. Music education is a determining factor in shaping a child's personality. Doremi Home Music Course is a course and training institution engaged in music training. This research and development showed that using the learning model with life music and gathering can improve student achievement in Doremi Home Music Course. The design of the learning model for live music and gathering with the application of the active, innovative, creative, effective, and fun participation method has a high degree of permanence.

The New Zealand 'normal school'

<div>The term 'Normal School' as currently used in New Zealand and as used in this thesis refers to the school attached to a Teachers' Training College. In many countries the term refers to the Training College itself: as it did also in New Zealand until early this century.</div><div><br></div><div>The term Normal School comes from the German 'Normalschule', which was the name given to the school attached to a teachers' seminary. In some parts of Germany the terms 'Musterschule' and 'Uebungs-schule' later came into use, but in Austria, even today, the primary school attached to a 'Lehrerbildungsanstalt' or Training College is known as 'Normalschule'. The German teacher training institutions, particularly those in Pruasia, served as a model to other countries. But in the 19th century the Prussian influence came via France. A Frenchman, Victor Cousin, had made a detailed survey of 'The State of Public Education in Prussia', and the translation of his report in 1834 greatly influenced teacher training in England and the United States. Cousin, however, used the word 'Ecole Normale' to refer to the German seminary. He had in mind the name given to the short-lived teacher training institution established by the Convention in 1794. That too owed its existence to German influence. But for some reason or other the French applied the German term 'Normalschule' to the Training College itself. One possible explanation is that while there were few students in training , the 'Seminar' and the 'Normalschule' were sometimes combined in one and the same institution which went under the name of ' Normalschule '.</div><div>The current use of the term ' Normal School ' in New Zealand is therefore not as much out of place as is often supposed </div>

The New Zealand 'normal school'

<div>The term 'Normal School' as currently used in New Zealand and as used in this thesis refers to the school attached to a Teachers' Training College. In many countries the term refers to the Training College itself: as it did also in New Zealand until early this century.</div><div><br></div><div>The term Normal School comes from the German 'Normalschule', which was the name given to the school attached to a teachers' seminary. In some parts of Germany the terms 'Musterschule' and 'Uebungs-schule' later came into use, but in Austria, even today, the primary school attached to a 'Lehrerbildungsanstalt' or Training College is known as 'Normalschule'. The German teacher training institutions, particularly those in Pruasia, served as a model to other countries. But in the 19th century the Prussian influence came via France. A Frenchman, Victor Cousin, had made a detailed survey of 'The State of Public Education in Prussia', and the translation of his report in 1834 greatly influenced teacher training in England and the United States. Cousin, however, used the word 'Ecole Normale' to refer to the German seminary. He had in mind the name given to the short-lived teacher training institution established by the Convention in 1794. That too owed its existence to German influence. But for some reason or other the French applied the German term 'Normalschule' to the Training College itself. One possible explanation is that while there were few students in training , the 'Seminar' and the 'Normalschule' were sometimes combined in one and the same institution which went under the name of ' Normalschule '.</div><div>The current use of the term ' Normal School ' in New Zealand is therefore not as much out of place as is often supposed </div>

The New Zealand ""normal school"" : a thesis for the degree of Master of Arts

<div>The term 'Normal School' as currently used in New Zealand and as used in this thesis refers to the school attached to a Teachers' Training College. In many countries the term refers to the Training College itself: as it did also in New Zealand until early this century.</div><div><br></div><div>The term Normal School comes from the German 'Normalschule', which was the name given to the school attached to a teachers' seminary. In some parts of Germany the terms 'Musterschule' and 'Uebungs-schule' later came into use, but in Austria, even today, the primary school attached to a 'Lehrerbildungsanstalt' or Training College is known as 'Normalschule'. The German teacher training institutions, particularly those in Pruasia, served as a model to other countries. But in the 19th century the Prussian influence came via France. A Frenchman, Victor Cousin, had made a detailed survey of 'The State of Public Education in Prussia', and the translation of his report in 1834 greatly influenced teacher training in England and the United States. Cousin, however, used the word 'Ecole Normale' to refer to the German seminary. He had in mind the name given to the short-lived teacher training institution established by the Convention in 1794. That too owed its existence to German influence. But for some reason or other the French applied the German term 'Normalschule' to the Training College itself. One possible explanation is that while there were few students in training , the 'Seminar' and the 'Normalschule' were sometimes combined in one and the same institution which went under the name of ' Normalschule '.</div><div>The current use of the term ' Normal School ' in New Zealand is therefore not as much out of place as is often supposed </div>

The Sum is Greater Than the Parts: Aligning Graduate Allied and Medical Health Education at a Training Institution

ABSTRACT Analysis of military Graduate Medical Education (GME) remains in the discussion forefront as resources continue to face scrutiny along with military-specific obligation challenges. The Military Health System Quadruple Aim of Better Care, Better Health, Lower Cost, and Increased Readiness continues to drive debate of the right approach to both GME and Graduate Allied Health education. In this paper, we expand the discussion beyond traditional physician-focused GME and include the military’s highly trained allied health specialists. Graduate Allied Health medical providers provide quality and effective medical care to the military’s service members and dependents. These specialists also carry a significant deployment and operational medicine footprint complimenting core physician medical specialties delivering cost-efficient, optimal patient care and providing a ready force. This paper addresses GME and GAH interprofessionalism, institutional culture endorsement, patient safety, increasing demand, research productivity, and encouraging physician retention altogether benefiting the Military Health System. This institution’s support for the interprofessional GME model works well, expanding physician and GAH specialists’ professional application and knowledge while garnering mutual respect across all medical disciplines ultimately benefiting all.

Comparative Study Management Of Training (MOT) Between Blended Learning And Fully Online Learning Methods

The COVID 19 pandemic also has an impact on the education and training aspects of the State Civil Apparatus. MOT training in Puslatbang PKASN LAN, which was originally carried out by blended learning in 2019, has been changed to fully online learning in 2020, as an effort to reduce the spread of the COVID 19 virus. The purpose of this study is to find out whether there are differences on the learning outcomes between MOT participants in 2019, which attended by 30 people, and MOT participants in 2020, which attended by 25 people. Data processing and analysis techniques in this study using quantitative methods. The statistical test used is the non-parametric statistical test using the Mann Whitney U test. The sampling technique used was total sampling, where all members of the population were used as samples. The results revealed that there was no difference in the learning outcomes of MOT participants between those using the blended learning method and those using the fully online learning method. Based on this information, fully online learning is very possible to be applied. Nevertheless, the Training Institution must pay attention to the availability of facilities and infrastructure that support the learning process electronically. Also, the limited interaction between lecturers and participants when doing online learning should be balanced with the ability of lecturers to convey material with technology-based learning techniques. In this case, the roles of all parties will determine the optimal achievement of the fully online learning process.

ENGLISH LESSON AS A SPOT FOR A CREATIVE TEACHER AT A PEDAOGICAL INSTITUTION OF HIGHER EDUCATION

The article provides an overview of alternative activity English lesson forms, including online resources and social servers that can be used at the English lessons while teacher training. Today global informatization of the public causes total extension of social networks and accessible Internet services. The urge of using online learning tools in English lesson is emphasized by the author. The study focuses on the possibilities to use alternative activity lesson forms, as well as the Internet space, in lesson activities in general and the teaching of future English teachers in particular. Social networks contribute to free, cheap, elucidated, and direct contact with the hearers; promote engaging in discussions, learning new topics, acquiring and consolidating new knowledge and skills, assessing their and the colleagues’ activity, thinking reproving; stimulates the higher education applicants’ formation of firm motivation to study foreign languages.Late reviews prove that social networks are very public among higher education applicants all over the world. It helps young people to conjoin on educational, cognitive interests, hobbies, and preferences, and on educational purpose – learning English. All this increase the possibilities of a normal occupation and transfer it to a new stage. The author indicates the ways to develop creative qualities of teachers of English. To educate a creative and successful would-be teacher, it is an educator of a higher education institution who is to use creativity as an inseparable part of his everyday life, but not as a casual irregular motion. Keywords: English teacher training; alternative activity lesson forms; Internet resources; social servers; creative teacher; teacher training institution of higher education; English teaching; information and communication technologies.

The Association Between NRMN STAR Grantsmanship Self-Efficacy and Grant Submission

Background: Eliminating the NIH fund­ing gap among underrepresented minori­ties (URMs) remains a high priority for the National Institutes of Health. In 2014, the National Research Mentoring Network1 Steps Toward Academic Research (NRMN STAR) program recruited postdoctoral, early-stage and junior faculty to participate in a 12-month grant writing and professional development program. The expectation of the program was to increase the number of grant submissions and awards to URM re­searchers. Although receiving a grant award is the gold standard of NRMN STAR, instill­ing confidence for postdocs and early-stage faculty to submit an application is a critical first step. Based on our previous study, a sustained increase in trainee self-efficacy score over a 24-month period was observed after completing NRMN STAR.Methods: The current study sought to determine the association between self-efficacy score and grant submissions among two cohorts of trainees. Grantsmanship Self-Efficacy was measured using a 19-item questionnaire previously described by and used in our own work, which was originally adapted from an 88-item Clinical Research Appraisal Inventory.2 A binary variable was created to identify trainees who submit­ted an initial or revised proposal vs those who abandoned their proposal or were still writing. Trainees were assessed prior to and following program completion with subsequent assessments at 6 and 12 months beyond participation.Results: As of June 20, 2019, 12 of the 21 (57%) trainees had submitted a grant proposal (eg, NIH, other federal or non-federal grant). For every point increase in 12-month post assessments, Grantsmanship Self-Efficacy scores across all domains had a 44% higher prevalence of submitting a grant after controlling for race, sex, education level, academic rank, research experience, duration of postdoctoral training, institution type, and NRMN STAR cohort. Conclusions: Our findings demonstrate that NRMN STAR had a positive impact on trainees’ confidence in grant writing and professional development activities, which resulted in higher grant submis­sion rates.Ethn Dis. 2021;31(4):559-566; doi:10.18865/ed.31.4.559

The development of digital-based training media for tourism and hospitality job training center in Bali

This community service activity is a collaboration between IPB International and DPD HILLSI (Association of Indonesian Private Training Institution) Bali which supervise the Job Training Centers in Bali. This activity was held to respond to an urgent need related to distance training that was held as a result of the Covid-19 Pandemic. This distance training needs transformation of training media from conventional to digital. The participants of this community service activity are instructors from Job Training Centre of the tourism and hospitality sector in Bali. This activity, which was held for 3 days, focusing on the development of digital-based media in accordance with current needs. The method of this training was not only lecturing, but also discussion and give many opportunities for the participants to practice their skill, and presenting their media. Participants were given the opportunity to work on a project to make several training media which were presented at the end of the training. To support the project, all participants were provided with supporting facilities, such as internet quota, modules, and clip microphones. After participating this training, participants have understanding of the importance of media in a competency-based training, able to create various digital-based training medias, and distance learning quality improvement.