scholarly journals УЛОГА АКЦИОНОГ ИСТРАЖИВАЊА У ПРЕВЕНЦИЈИ НАСИЉА У ШКОЛАМА – ПРИМЕР РЕФЛЕКСИВНЕ ПРАКСЕ

TEME ◽  
2021 ◽  
pp. 057
Author(s):  
Jelena Maksimović ◽  
Danijela Stojanović ◽  
Jelena Osmanović
Keyword(s):  
Action Research ◽  
Professional Training ◽  
Formative Evaluation ◽  
Group Discussions ◽  
Self Assessment ◽  
Mutual Cooperation ◽  
Peer Violence ◽  
Teachers And Students ◽  
Teachers Training ◽  
Forms Of Violence

The aim of the action research conducted is focused on professional training and creating a favorable climate in the classroom for the development of each student. The paper emphasises how important and efficient action researches are in improving teachers’ reflective practice, as well as in providing support for its practical application. The research presented in this paper involved four stages of action research: teachers’ training, creation and realization of activities, evaluation of teachers and students and of the complete programme, as well. The formative evaluation was done by means of the questionnaire for the assessment of the accomplishments of workshop activities and interview conducted with the teachers after each of the activity was completed. The summation evaluation was done by means of the questionnaire for the assessment of the initial knowledge of the students and the ultimate knowledge they acquired regarding types and forms of violence, and reacting to and reporting peer violence. Finally, third questionnaire was used for the self-assessment of the teachers’ practice. The workshop activities included: active methods, the method of experiential learning, cooperative and problem method. The activities were realized through simultaneous individual activities, work in small groups, group discussions, talking circles and frontal forms of work. The results obtained showed positive changes among teachers regarding the acquisition of knowledge related to the preventive measures against peer violence. With regard to the students, the observed changes were related to their expansion of knowledge about violence, improvement of their mutual cooperation and higher level of tolerance in resolving conflicts. 

scholarly journals formative assessment as systematic practice in higher basic education students

2021 ◽  
Vol 8 (2) ◽  
pp. 132-140
Author(s):  
Gema Tatiana Bravo Cobeña ◽  
Lucía Atenaida Pin García ◽  
Sandra Cristina Solís Pin ◽  
Lubis Carmita Zambrano Montes
Keyword(s):  
Formative Evaluation ◽  
Basic Education ◽  
Self Regulation ◽  
Field Evaluation ◽  
Educational Process ◽  
Self Assessment ◽  
Assessment Feedback ◽  
Teachers And Students ◽  
Conceptual Maps ◽  
Teaching Learning

In the educational field, evaluation is a widely used term but generally associated with qualification, measurement, or as a promotional item from year to year. So, it is essential to reflect on the use given to it, in educational contexts. The objective was to analyze the perspective of teachers and students to the formative evaluation and their contribution to the improvement of the teaching-learning process, of the tenth-year students of a Fiscal Educational Unit in the city of Manta. The quantitative method was applied, to gather the information, with the use of a web survey aimed at both. As a result, it was obtained to be applied through: rubrics, portfolios, observations, conceptual maps, essays, co-evaluation, self-assessment, feedback; but, it does so in an ascetic and intuitive way. It is concluded that the assessment must be carried out in a procession manner, where the development of superior skills is enhanced, with dynamic activities, that favor metacognition, and self-regulation in the educational process.

scholarly journals The Challenges and Benefits of Discussion Method of Teaching History Lesson at Teachers’ Training Colleges: Injibara College of Teachers Education in Focus

2021 ◽  
Vol 4 (1) ◽  
pp. 98-106
Author(s):  
Wondim Tiruneh Zeleke
Keyword(s):  
Teaching And Learning ◽  
Structured Interviews ◽  
Group Discussions ◽  
Learning History ◽  
Secondary Sources ◽  
Teaching History ◽  
Positive Attitudes ◽  
Lecture Method ◽  
Teachers And Students ◽  
Teachers Training

The study was conducted based on primary and secondary sources of data. To achieve the objectives of the study, I used qualitative research methods. The techniques employed in the study were Semi-structured Interviews, Observations, Focus Group Discussions, and Document Analysis. The researcher has also consulted written materials such as books, articles, reports, research papers, and related researches in order to fill historical gaps. The findings indicated that although many instructors and students have positive attitudes towards the benefits of learning history through the discussion method, there are some teachers and students interested in teaching and learning through the lecture method

PENERAPAN STRATEGI MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR IPS KELAS IV SDN 005 KOTO SENTAJO KECAMATAN SENTAJO RAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 444
Author(s):  
Fuji Nengsih
Keyword(s):  
Action Research ◽  
Initial Data ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Activity Cycle ◽  
Student Activity ◽  
Teachers And Students ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Daily Test

IPS learning is a science of socio-cultural phenomena, and economics. IPS education in primary schools aims todevelop student potential. This study is a classroom action research that aims to improve the learning processwith the ultimate impact of improved learning outcomes. Data obtained on teacher activity cycle II percentage62.5% and 71% at the second meeting. Cycle II the percentage of teacher activity 83% and 92% at the secondmeeting whereas in student activity on cycle I with percentage 50% and second meeting 62,5% increase in cycleII become 75% and 88% at second meeting cycle II. The activity of teachers and students influences the IPSlearning result data with average views on the initial data 68.3, increased to 79.8 and in the daily test II with anaverage of 89.5. The conclusions in this study are make-match strategies effective in improving IPS learningoutcomes.

Design of the Tool (web) EMAeHealth supporting decision-making during pregnancy and postpartum: Collaborative Action Research Study. (Preprint)

2020 ◽  
Author(s):  
Isabel Artieta-Pinedo ◽  
Carmen Paz-Pascual ◽  
Paola Bully ◽  
Maite Espinosa ◽  
Keyword(s):  
Action Research ◽  
Maternal Education ◽  
Monitoring And Evaluation ◽  
Research Process ◽  
Collaborative Action Research ◽  
Public Healthcare ◽  
Self Assessment ◽  
Collaborative Action ◽  
Patient Decision ◽  
Pregnancy And Postpartum

BACKGROUND Background: Despite the benefit it can give women, Maternal Education needs new tools that increase its effectiveness and scope OBJECTIVE To develop a multifunctional, personalized eHealth platform aimed at the self-management of health in relation to maternity METHODS The International Patient Decision Aid Standards (IPDAS) were applied. A website prototype was developed for implementation in the public health system using a collaborative action research process in which experts and patients participate, with qualitative research techniques as well as prioritization and consensus techniques. RESULTS A website is proposed which includes (1) systematically updated information related to clinical practice guidelines, (2) interaction between peers and users/professionals, (3) instruments for self-assessment of health needs as a basis for working on counseling, agreement on actions, help in the search for resources, monitoring and evaluation of results and (4) access for women to their clinical data and the option of sharing them with other health agents. These components, with different access requirements, would be permanently reviewed through iterative cycles depending on the frequency and effectiveness resulting from their use and would be accessible from any digital device CONCLUSIONS This public healthcare website would facilitate use, maintenance and effectiveness to increase quality of care without increasing costs. The participation of professionals and users in the creation of new tools will result in greater satisfaction with their use, with the decisions made, and with the decision process itself.

scholarly journals Stimulating community participation in a group of farm workers using action research.

Curationis ◽  
1999 ◽  
Vol 22 (1) ◽  
Author(s):  
P Jagananen
Keyword(s):  
Action Research ◽  
Focus Group ◽  
Community Participation ◽  
Research Methodology ◽  
Health Problems ◽  
Farm Workers ◽  
Related Activity ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Health Related

This study assessed whether community participation in health related activity was a reality or just popular development rhetoric.Using action research methodology, focus group discussions and informal contacts were made with farm workers consisting of twelve families in Umkomaas, south of Durban in the province of Kwa-Zulu Natal. The aim was to establish whether this community could be actively involved in all aspects of community participation. The level of participation was described using Rifkin’s model (Rifkin et al, 1988). Results of this study revealed that the community was able to identify their own health problems, prioritize them and plan appropriate strategies to meet the needs identified.

scholarly journals Professional training in physiotherapy: barriers to the diversification of practical learning scenarios and for teaching-service integration

2018 ◽  
Vol 31 (0) ◽  
Author(s):  
Ana Paula Maihack Gauer ◽  
Fátima Ferretti ◽  
Carla Rosane Paz Arruda Teo
Keyword(s):  
Public Health ◽  
Health Services ◽  
Professional Training ◽  
Service Integration ◽  
Public Health Services ◽  
Unified Health System ◽  
Teachers And Students ◽  
Learning Scenarios ◽  
Set Up ◽  
Indirect Relationship

Abstract Introduction: Professional training in health, at present, aims to develop competencies and skills for a performance according the principles of the Unified Health System (SUS, in Portuguese). In this sense, the Ministries of Health and Education have set up devices for training reorientation that prioritize teaching-service integration and diversification of learning scenarios. Objective: To describe barriers to the diversification of practical learning scenarios and for teaching-service integration in a physiotherapy course from the perspective of teachers and students. Methods: This is a qualitative research developed according to the case study method, with the participation of 16 students and 11 teachers-physiotherapists. During the data collection three focus groups were established, two with students and one with professors, besides individual interviews with both the course coordinator and the pedagogical articulator of the National Program for the Reorientation of Professional Health Training of the assessed course. Data were analyzed through thematic content analysis. Results: Among the identified barriers there are students’ low participation in public health services; saturation of public health services for students to carry out practical activities; low number of physiotherapists in Primary Care; indirect relationship of Clinical School with SUS. Conclusion: In order to improve the teaching-service interaction and to diversify the learning scenarios it is necessary to prioritize an integrated planning of actions to overcome identified barriers, including the participation of both the university managers and health services.

Evaluation of the Clinical Professorship within a University TEC Model

1975 ◽  
Vol 157 (4) ◽  
pp. 40-53 ◽  
Author(s):  
William W. Wilen ◽  
Richard D. Hawthorne
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Professional Training ◽  
Formative Evaluation ◽  
Cooperating Teachers ◽  
Training Programs ◽  
Teaching Program ◽  
Major Purpose ◽  
Traditional Student ◽  
Data Analyses

Three years ago Kent State began making the transition from a traditional student teaching program to the Teacher Education Center approach. The major purpose was to bring together school and university people in a parity relationship to jointly plan, implement and evaluate the field-based components of professional training programs. As Kent State moved into the center approach, the responsibilities of student teaching supervisors began to change significantly. This prompted a redefinition of the role and title change to clinical professor. Last year the analysis of the data received from a comprehensive formative evaluation effort of our TEC program was completed. A major component of the assessment was the in-depth examination of the clinical professorship as perceived by TEC administrators, cooperating teachers, associate teachers and clinical professors. The data, analyses, and implications are reported in this manuscript. A major overall implication of the findings is that the clinical professor is the critical linkage between school and university in teacher preparation.

scholarly journals FIT to Care: An Action Research Study Exploring the Use of Communication Theory to Strengthen Caring Relationships between Teachers and Students

2014 ◽  
Vol 18 (3) ◽  
pp. 15-25 ◽  
Author(s):  
Pamela K. Lake, ◽  
Barbara K. Haas, ◽  
Marsha Matthews,
Keyword(s):  
Action Research ◽  
Nursing Faculty ◽  
Communication Theory ◽  
Research Study ◽  
Instructional Feedback ◽  
Communication Techniques ◽  
Educational Environments ◽  
Teachers And Students ◽  
Action Research Study ◽  
Study Participants

A caring-trusting relationship between teacher and student is foundational in caring educational environments. This relationship can be threatened when negative feedback to students is required. Instructional feedback based on feedback intervention theory (FIT) has been effective in communication studies. The purpose of this action research study was to explore the use of FIT-based communication techniques as a tool for nursing faculty to provide instructional feedback while protecting the caring-trusting relationship between teacher and student. Study participants reported positive changes in the instructional feedback communications with students that enabled a culture of caring to be maintained.

scholarly journals Self-Assessment of Critical Thinking Skills in EFL Writing Courses at the University Level: Reconsideration of the Critical Thinking Construct

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Youssef Nadri ◽  
Adil Azhar
Keyword(s):  
Critical Thinking ◽  
Formative Evaluation ◽  
Evaluation Process ◽  
Thinking Skills ◽  
Two Dimensions ◽  
Critical Thinking Skills ◽  
Assessment Practices ◽  
Metacognitive Skills ◽  
Self Assessment ◽  
Efl Writing

The Critical Thinking (CT) component has by now secured a key place within EFL curriculum aims and objectives. The integration of a CT dimension into the teaching of the writing skill in particular has received considerable attention in research. However, research has also pointed to the failure of assessment practices to evaluate CT development. It is within this context that the present work advocates a standard based approach to the assessment of CT in EFL writing that aligns assessment criteria to the critical abilities articulated in the learning outcomes (i.e., standards). This fosters a conception of CT measures that associates components of CT with higher order writing skills. Accordingly, the first objective of the study is to empirically test the relationship between CT dispositions and metacognitive strategy use in an attempt to establish a model of writing (self-)assessment that combines these two dimensions. As assessment is viewed as a formative evaluation process subservient of learning, the study also targets the students’ self-assessment strategies during the writing process. To this purpose, a questionnaire has been designed, and administered to 100 students at the Faculty of Letters and Human Sciences in Rabat to tap their perceptions and use of CT skills. The data analysis revealed that critical thinking development and assessment are metacognitive in nature; it follows that metacognitive skills such as planning, self-evaluating and reflecting are to be used as an essential vehicle in the development of Critical Thinking skills. This points to the paramount role of CT-informed formative (self-)assessment practices in benefiting ELT writing learners.

scholarly journals Art education development in the context of global changes

2021 ◽  
Vol 5 (S2) ◽  
pp. 501-513
Author(s):  
Iryna V. Yefimenko ◽  
Olena M. Yakymchuk ◽  
Nataliia Ye. Kravtsova ◽  
Halyna I. Sotska ◽  
Anatolii M. Korol
Keyword(s):  
Art Education ◽  
Cognitive Abilities ◽  
Professional Training ◽  
Rapid Development ◽  
Technological Innovations ◽  
Global Changes ◽  
Digital Competence ◽  
Art Teacher ◽  
Education Development ◽  
Teachers And Students

New trends are emerging in the system of higher art education due to globalisation and integration, rapid development of technological innovations. The use of technological innovations causes emerging of new types of communication, collaboration and interaction between teachers and students. In the article, the concept of smart education and its principles and the competence of a future teacher and specifics of their professional training were described. Global educational trends were characterised. The perspectives of professional and pedagogical activity of art teacher were outlined. The importance of technological innovations in the process of innovative education was explained. The criteria for assessing the teacher's innovative competence were highlighted. It was established that the modern smart society requires a teacher who teaches art history while constantly developing his cognitive abilities, systematically renew his intellectual and creative potential. The peculiarities of teacher's innovative competence formation in the changing conditions of a modern “smart” society were investigated. It was concluded that digital competence is one of the new requirements for art critics training in the context of the development of the information-oriented society.

Sign in / Sign up

Export Citation Format

Share Document