scholarly journals Systematic reviews of in-service training effectiveness. A prior comparative analysis of the terms used

2021 ◽  
Vol 16 (3) ◽  
pp. 167-178
Author(s):  
Laura Agrati ◽  
Keyword(s):  
Professional Development ◽  
Comparative Analysis ◽  
European Commission ◽  
Systematic Reviews ◽  
Professional Training ◽  
Further Education ◽  
Knowledge Domain ◽  
Service Training ◽  
The Impact

The professional development of teachers has a definite impact on the improvement of the entire educational system (OECD, 2018; Darling-Hammond, 2017). For this reason, the main international organizations - OECD (2013 ), European Commission (2012 ) - ask countries to establish feedback and accountability procedures for in-service training (ITT), for the ‘process by which teachers engage in further education or training to refresh or upgrade their professional knowledge, skills and practices in the course of their employment’ (UNESCO, 2019). Researchers state that here are numerous factors to be considered in carrying out this work: the type and quality of training, school climate, students’ skills, knowledge domain, etc. (Lipowsky & Rzejak, 2015). After a brief presentation of how the most recent systematic reviews on the topic have been conducted (Filges et al, 2019; Egert et al, 2018; Kalinowski et al., 2019), this article presents the results of a study on the terms and constructs in use in the context of the researches into in-service teacher/continuing professional training, impact/effect, and programs/instructions. The data and information collected offer a comparative analysis (Esser & Hanitzsch, 2012), based on systematic reviews (Polanin et al., 2019) and a meta-analysis, useful for setting up further meta-analytical investigations on the topic especially in terms of the disambiguation of terms and the narrowing of the field. The training of in-service teachers in many countries has been made compulsory and structural and is conceived as an opportunity for growth and professional development for the entire school community, and a strategic and functional logic for improving the quality of the school system (Perla, 2019). However, ministries of education do not yet have a univocal model and shared procedures capable of describing and analysing the impact that the training provided has in the terms set out in the European Commission (2020): output - results achieved immediately, i.e. increase in skillsfocus subject to training; outcome - wider benefits for involved teachers - improvement of teaching practices of teachers involved in training; outreach - effects on the institutional and social context of the school where and of the territory within which the teachers involved in the training.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Survey Research and Analysis of the Educational Program „Office Business and Documentation Management“, Based on the Content of Module I.: Professional Training in the Croatian State Archives

2020 ◽  
Vol 2020 (2) ◽  
pp. 385-305
Author(s):  
Lana Žaja ◽  
Keyword(s):  
Professional Development ◽  
Survey Research ◽  
Educational Program ◽  
Professional Training ◽  
Educational Programs ◽  
Records Management ◽  
Quality Of Teaching ◽  
State Archives ◽  
Insight Into

The article provides a survey of conducted educational programs „Office administration and records management", based on the content of module I. of the professional training in the Croatian State Archives (hereinafter referred to as HDA), which were held in the period from February 2016 to February 2019. The reason for choosing this exact period lies in the fact that since February 2016 a systematic distribution of anonymous polls to all the participants has begun and those polls have served as a basis for creating a compilation of statistical reports and analysis of data obtained from them. Anonymous polls were first experimentally distributed to participants in November 2015, and they were computer processed to serve as a model of experimentally conducted research based on the content of the module I of professional development in HDA. Survey research covers a period of 36 months, in which 10 courses in the period from February 2016 to February 2019 were held, with a total of 417 participants from all over Croatia. This article is conceptually structured according to the methodology which deals with survey research with a help of statistical methods, and the obtained results aim to improve the quality of teaching, to complete teaching materials and improve the insight into the final outcome of the course and the competencies that participants acquire at the end of the course.

scholarly journals Hastening slowly: insights about teacher development from an evaluation of courses at the WCED’s Cape Teaching and Leadership Institute

2015 ◽  
Author(s):  
Susan Meyer ◽  
Lydia Abel
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Level ◽  
Western Cape ◽  
Leadership Institute ◽  
Service Training ◽  
Education Administrators ◽  
The Impact

In the area of teacher professional development, South African education administrators face the challenge of reconciling two imperatives that have entirely different implications for programme time frames and budgets. On the one hand, there is an urgent need to improve the pedagogic content knowledge of many teachers to improve the overall standard of teaching and learning in the public school system. Considering the scale and urgency of the matter, centralised course-based in-service training seems to be the only affordable alternative. On the other hand, researchers have long warned that once-off course-based training on its own has limited impact on teachers’ practice, and has to be accompanied by further professional support in the school and classroom, or be abandoned in favour of more enduring professional learning communities. The Western Cape Education Department (WCED) has grappled with this dilemma in the Department’s various professional development initiatives for teachers, a mainstay of which is the training offered by the Cape Teaching and Leadership Institute (CTLI). This paper presents some of the data and findings from an external evaluation that ORT SA CAPE conducted in 2011–2012 of courses offered by the WCED at the CTLI. The hierarchy of INSET outcomes proposed by Harland and Kinder (1997) was applied to record changes in the practice of 18 teachers at eight schools. The progress of five of the teachers is discussed to illustrate the interplay between school-level factors and the experiences of individual teachers which influenced the impact of CTLI training on their teaching.

scholarly journals A felnőttnevelési szakemberek formális kiképzési útjai Magyarországon

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Viktória Beszédes
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Lifelong Learning ◽  
European Commission ◽  
Empirical Research ◽  
International Research ◽  
Professional Training ◽  
Education Professionals ◽  
European Area ◽  
Education Professional

A felnőttnevelési szakemberek szakmai fejlesztésének kérdésköre a 2000-es évek után nyert létjogosultságot Európa-szerte, amelyhez hozzájárult a Making a European Area of Lifelong Learning a Reality dokumentum megjelenése (European Commission, 2001). A tanulmány érzékelteti, hogy a felnőttnevelési szakemberképzés témaköre egyre nagyobb teret nyer a nemzetközi kutatási szférában, a nemzeti szakmai tanulmányok áttekintésének eredménye alapján arra következtet, hogy Magyarországon továbbra is csekély mértékben valósulnak meg elméleti és főként empirikus vizsgálatok a felnőttnevelési szakemberek professzionalizációjának kérdéskörében. The issue of professional development for adult education professionals gained legitimacy across Europe after the 2000s, helped by the publication of the document Making a European Area of Lifelong Learning a Reality (European Commission, 2001).The study shows that the topic of adult education professional training is gaining more and more ground in the international research sphere, with an overview of national professional studies.Based on the results of its work, it concludes that in Hungary, there is still a small amount of theoretical and mainly empirical research on the issue of professionalisation of adult education professionals.

Outcomes of digital biomarker-based interventions: protocol for a systematic review of systematic reviews (Preprint)

2021 ◽  
Author(s):  
Hossein Motahari-Nezhad ◽  
Márta Péntek ◽  
László Gulácsi ◽  
Zsombor Zrubka
Keyword(s):  
Clinical Outcomes ◽  
Systematic Reviews ◽  
Meta Analysis ◽  
Cochrane Library ◽  
Level Of Evidence ◽  
Clinical Benefits ◽  
The Cochrane Library ◽  
The Impact ◽  
Digital Biomarkers

BACKGROUND Digital biomarkers are defined as objective, quantifiable physiological and behavioral data that are collected and measured by means of digital devices such as portables, wearables, implantables or digestibles. For their widespread adoption in publicly financed healthcare systems, it is important to understand how their benefits translate into improved patient outcomes, which is essential for demonstrating their value. OBJECTIVE To assess the quality and strength of evidence of the impact of digital biomarkers on clinical outcomes compared to interventions without digital biomarkers, reported in systematic reviews. METHODS A comprehensive search for 2019-2020 will be conducted in the PubMed and the Cochrane Library using keywords related to digital biomarkers and a filter for systematic reviews. Original full-text English publications of systematic reviews comparing clinical outcomes of interventions with and without digital biomarkers via meta-analysis will be included. The AMSTAR-2 tool will be used to assess the methodological quality of reviews. To assess the quality of evidence, we will evaluate systematic reviews using the GRADE tool. To detect the possible presence of reporting bias, we will record whether the protocol of the systematic reviews was published before the start of the study. A qualitative summary of results by digital biomarker technology and outcome will be provided. RESULTS This protocol was submitted before data collection. The next steps in this review will be initiated after the protocol is accepted for publication. CONCLUSIONS Our study will provide a comprehensive summary of the highest level of evidence available on digital biomarker interventions. Our results will help identify clinical areas where the use of digital biomarkers leads to favorable clinical outcomes. In addition, our findings will highlight areas of evidence gaps where the clinical benefits of digital biomarkers have not yet been demonstrated.

The Impact of Real-Time Feedback and Video Analysis on Early Childhood Teachers’ Practice

2019 ◽  
pp. 027112141985714
Author(s):  
Christan Grygas Coogle ◽  
Sarah Nagro ◽  
Kelley Regan ◽  
Kristen Merrill O’Brien ◽  
Jennifer R. Ottley
Keyword(s):  
Professional Development ◽  
Real Time ◽  
Video Analysis ◽  
Single Case ◽  
Early Childhood Teachers ◽  
Single Case Research ◽  
Multiple Probe ◽  
The Impact ◽  
Intervention Condition

We used a multiple-probe single-case research design to examine the effect of a professional development package that included real-time technology-enhanced performance-based feedback and video analysis on three preschool teachers’ use of naturalistic instruction targeting children’s communication and child responses. We also measured the quality of the teachers’ naturalistic instruction targeting children’s communication. The professional development package was effective in enhancing teachers’ use of naturalistic instruction targeting children’s communication. In addition, children responded and teachers enhanced the quality of naturalistic instruction targeting children’s communication. Teachers maintained their use of naturalistic instruction targeting children’s communication upon removal of the intervention condition.

The Importance of Continuing Education for Transplant Coordination Staff

2005 ◽  
Vol 15 (2) ◽  
pp. 106-111 ◽  
Author(s):  
Ibrahim Tokalak ◽  
Remzi Emiroğlu ◽  
Hamdi Karakayali ◽  
Nevzat Bilgin ◽  
Mehmet Haberal
Keyword(s):  
Training Programs ◽  
Organ Procurement ◽  
Monitoring And Evaluation ◽  
Training Model ◽  
Further Education ◽  
Total Quality ◽  
University Hospitals ◽  
Continuous Quality ◽  
Service Training

Continuous quality improvement activities are necessary to achieve excellence at any institution. The Başkent University Hospitals have implemented continuous in-service training programs to improve all health services provided. Also, continuing medical education programs are being instituted in organ procurement and transplantation centers. In addition to receiving basic orientation and training upon hiring, transplant coordination staff complete forms that detail their current training status, further job training needed, and other courses of interest. The information is used to monitor skill levels, to determine the success of educational programs, and to identify further education that is needed. Our aim is to improve the quality of transplant coordination activities and increase organ donation at the hospitals in our network through effective monitoring and evaluation of continuous in-service training. These training programs enhance staff members' understanding of and participation in procedures related to transplantation and improves the total quality of the transplantation process. In the near future, this training model may be used to improve the donor hospital education program in Turkey.

scholarly journals The impact of Lesson Study professional development on the quality of teacher learning

2019 ◽  
Vol 81 ◽  
pp. 61-73 ◽  
Author(s):  
Jan D. Vermunt ◽  
Maria Vrikki ◽  
Nicolette van Halem ◽  
Paul Warwick ◽  
Neil Mercer
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Lesson Study ◽  
The Impact
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