scholarly journals Towards Acquiring Teachers’ Professional Qualification Based on Professional Standards: Perceptions, Expectations and Needs on the Application Process

2021 ◽  
Vol 11 (8) ◽  
pp. 391
Author(s):  
Tiiu Leibur ◽  
Katrin Saks ◽  
Irene-Angelica Chounta
Keyword(s):  
Performance Indicators ◽  
Professional Standards ◽  
Application Process ◽  
Professional Qualification ◽  
Constructive Feedback ◽  
Self Confidence ◽  
Teacher Needs ◽  
Service Training ◽  
Confidence Value ◽  
Unambiguous Interpretation

This paper presents the findings of a study into the application process of the professional standards (PS) qualification in Estonia, which is a standard used to identify the level of professionalism of a teacher. The study collected the views of active teachers who have applied for the PS and those of the assessors to understand the shortcomings in the application and the expectations for the application process. The main challenges identified are that teachers lack respective skills to adequately comprehend qualification requirements (unambiguous interpretation of PS) and the lack of evidence-based performance indicators (difficult to prove) and weak self-analysis skills; hence, the teacher needs assistance. The research found that teachers need collaborative support, motivation and constructive feedback on their professional development (PD), both from colleagues and at school and national levels. Based on this research, it can be said that teachers who have gone through the application process have gained greater self-confidence, value themselves as teachers and continue their in-service training.

Exploring the lived experience of endoscopy trainees and their perceptions of nurse endoscopists as trainers

2021 ◽  
Vol 19 (Sup8) ◽  
pp. S14-S21
Author(s):  
Leigh Donnelly ◽  
Alison Steven
Keyword(s):  
Lived Experience ◽  
Emotional Impact ◽  
Training Experience ◽  
Endoscopy Training ◽  
Constructive Feedback ◽  
Self Confidence ◽  
Therapeutic Procedures ◽  
Emerging Themes ◽  
Increasing Demand

Background UK endoscopy services face considerable workforce pressures from an increasing demand for procedures. To meet this need, health services have introduced the role of nurse endoscopist (also known as clinical, non-medical or non-physician endoscopist). These roles have grown and developed to include performing many complex diagnostic and therapeutic procedures, as well as the provision of endoscopy training. Aims This study examines the lived experiences of (nurse and medical) endoscopy trainees, especially regarding being trained by nurse endoscopists. Methods The study employed interpretive phenomenological analysis (IPA). Data were collected through semi-structured in-depth interviews of 10 participants, who were selected from a sample of trainees attending a basic colonoscopy skills course. Interviews were preceded by observations to gain contextual insights into the training experience. The data were analysed in stages through a process of reading and re-reading the transcripts, making initial descriptive observations and then annotating with discursive, linguistic and conceptual comments. Findings Four emerging themes were identified. A lack self-confidence was a barrier to progression, compounded by the emotional impact of making mistakes without comprehensible constructive feedback. Attitudes of trainers and other endoscopy staff, as well as their relationships with trainees, had an impact on self-confidence and educational experience. Pressure on endoscopy units to perform procedures led to a tendency to treat training like a burden, although training was seen as an important investment. Trainees sought to differentiate nurse endoscopist and medical endoscopist roles and justify their skills and value, with comparisons between different nurse and medical trainers. Conclusion The emerging themes illustrate the requirement for a collegiate approach to endoscopy training.

scholarly journals Pre–service and In-service primary teachers’ generic and subject-specific skills On Geometric understanding of symmetry: A case study

2021 ◽  
Author(s):  
Shiva Mafakheri
Keyword(s):  
Symmetry Axis ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Elementary Level ◽  
Mathematical Activity ◽  
Math Teachers ◽  
Teacher Needs ◽  
Service Training ◽  
Prospective Primary Teachers

Abstract According to the curricula all over the world symmetry plays an important role in the teaching geometry at primary levels. Geometry is one of topics that have the most problematic content knowledge for the prospective primary teachers. This paper studies the understanding of the symmetry of shapes among pre-service and in-service teachers to find out their visual perception of the geometric shapes symmetry and the symmetry axis. The aim is to create a symmetrical pattern with symmetry axis of the shapes. Evidence that only content-oriented professional development coursework taken by primary school math teachers appears effective, suggests that relatively more resources ought to be put into content focused training for teachers and that changes are warranted at the elementary level and in pedagogical in-service training generally. The primary teacher needs to be able to modify some proposed problems in order to get a richer mathematical activity, being aware of their mathematical benefits. It should be part of growing the capacity of analyzing didactically the mathematics activity.

New ABET Student Outcomes Assessment: Developing Performance Indicators and Instruments for Outcome 4

2020 ◽  
Author(s):  
Subha Kumpaty ◽  
Katie Reichl ◽  
Anand Vyas
Keyword(s):  
Performance Indicators ◽  
Student Outcomes ◽  
Outcomes Assessment ◽  
Early Years ◽  
Assessment Process ◽  
Student Outcome ◽  
Assessment Instruments ◽  
National Society ◽  
Constructive Feedback ◽  
Student Outcomes Assessment

Abstract Milwaukee School of Engineering’s Mechanical Engineering Department, having successfully completed the accreditation of the ME program in 2018–19 under the prior a through k student outcomes, dedicated the program meetings during academic year 2019–20 to develop assessment instruments in transitioning to the new ABET Student Outcomes 1–7. By deliberately involving the entire faculty to participate in the development of instruments, a grassroots level discussion and creation ensued for each outcome. The process is showcased in this paper for Student Outcome 4 on ethics as a model to share with our engineering faculty and to highlight salient features in the developed instrument and associated rubrics. The details of performance indicators interwoven across the curriculum and the methods of data collection are provided in a tabular form for ease of expectation and implementation. How the readily available materials from the National Society of Professional Engineers could be incorporated at early years of the baccalaureate program while the outcome’s performance indicators could be assessed at a deeper level during junior and senior years are showcased in this paper. The periodic dialogue among all colleagues who were working on various outcomes ensured proper communication of what one outcome group is prescribing that we do and receive input from those who are involved with the courses in which the data needed to be collected and the performance indicators are to be assessed. The general structure of our standing committees on freshman courses, energy, mechanics, and controls also provided the cushion to review the assessment instruments and provide constructive feedback from the corresponding committee’s perspective. These details of a very interactive Student Outcomes Assessment process will be presented.

scholarly journals Pendampingan Guru Inklusi melalui Kegiatan Capacity Building sebagai Upaya Peningkatan Layanan Tumbuh Kembang Anak Berkebutuhan Khusus di Madrasah Ibtidaiyah Badrussalam Surabaya

2018 ◽  
Vol 2 (1) ◽  
pp. 80-98
Author(s):  
M. Amin ◽  
Ahmad Syafi’i ◽  
Ainna Amalia FN ◽  
Lely Ana Ferawati Ekaningsih
Keyword(s):  
Special Needs ◽  
Team Teaching ◽  
Shared Responsibility ◽  
Best Interests ◽  
Classroom Teachers ◽  
Children With Special Needs ◽  
Individualized Learning ◽  
Constructive Feedback ◽  
Teacher Needs ◽  
Teacher Classroom

Children with special needs require individualized learning services based on the problems they have. Teachers are required to have sufficient capacity in providing services to children with special needs, the services given must be different from the children in general. Especially in designing learning, teachers should accommodate the needs of the team teaching. Madrasah Ibtidaiyah Badrussalam Surabaya is a relatively new pioneering school of inclusion, so the teacher needs to be strengthened with intensive mentoring capacity. As a result, the concept of curriculum integration, lesson plans integration, and the integration of three components of teachers, special assistance teacher, classroom teachers, and subject teachers, who have been assisting children with special needs students can establish more intensive communication and collaboration and mutually reinforcing between one and Others. Teachers provide constructive feedback on the best interests of providing the best service for the students of children with special needs. Each teacher has already felt that the students with the special needs are a shared responsibility, unable to grow only to classroom teachers or Children with special needs only.

scholarly journals PROSPECTS FOR THE DEVELOPMENT OF THE PROFESSIONAL QUALIFICATIONS SYSTEM IN HIGHER EDUCATION

2021 ◽  
Vol 49 (2) ◽  
pp. 63-71
Author(s):  
Dmytrychenko M ◽  
◽  
Tokin O ◽  
Kharchenko A ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Learning Outcomes ◽  
Informal Education ◽  
Higher Education Institutions ◽  
Educational Programs ◽  
Professional Standards ◽  
Educational Activity ◽  
Professional Competencies ◽  
Professional Qualification

The article is devoted to the problematic issues of integrating professional competencies into educational programs of higher education institutions. It is substantiated that the relationship between educational and professional standards should be deepened, which will ensure a balance of knowledge of applicants obtained during training in higher education, and requirements for jobs, achieving the necessary program learning outcomes that will be implemented in the labor market as effective human capital. The object of research in the article is the professional qualification of higher education students, integrated into the educational programs of higher education. The purpose of the study is to determine the prospects for the development of the system of professional qualifications for the quality implementation of professional competencies in educational programs of higher education institutions. The article performs a theoretical and analytical analysis of the prerequisites for the introduction of professional competencies in educational programs of higher education institutions. It is determined that professional qualifications should be awarded by a higher education institution on the basis of appropriate professional standards, which in turn reflect a person's ability to perform a certain set of tasks and responsibilities defined by the relevant profession. It is established that for the assignment of a certain educational or professional qualification it is necessary to have: an appropriate standard; the state (institution) authorized to assign the appropriate qualification; rules (procedure) for assigning a qualification, which includes criteria for assessing the achieved program learning outcomes. It is determined that the current challenges for the development of professional competencies and the creation of appropriate standards are the reorientation of the labor market in connection with the emergence of new qualifications; development of lifelong learning trends; creation of new preconditions for licensing of educational activity of higher education institutions; high requirements for the quality of higher education in higher education and for professional qualifications in the labor market; the need for cross-border recognition of educational and professional qualifications; development of non-formal and informal education. The main perspective steps for the development of the system of professional qualifications for high-quality implementation in higher education curricula are outlined, which include: international recognition of the adopted the National Qualifications Framework, creation of new generation educational standards, establishment of uniform requirements for recognition of professional experience. comparison of educational and professional qualifications, adoption of the Procedure for recognition in Ukraine of professional qualifications acquired in other countries, determination of an effective mechanism for recognition of competencies acquired in nonformal and informal education, creation of an effective register of qualifications, support of dual education 70 development, monitoring of education qualifications, approximation of professional qualifications to Multilingual Classifier of European Skills, Competences, Qualifications and Professions (ESCO). KEY WORDS: PROFESSIONAL QUALIFICATION, HIGHER EDUCATION, STANDARD, EDUCATIONAL PROGRAM.

scholarly journals Improving Speaking Skill by Using Group Work Method

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Merla Madjid
Keyword(s):  
Academic Achievement ◽  
Group Work ◽  
Engineering Students ◽  
Class Action ◽  
Second Grade ◽  
Positive Role ◽  
Self Confidence ◽  
Teacher Needs ◽  
Class Room ◽  
Written Test

There are four skills in English and one of the skills that students think is very difficult is speaking. Speaking is the skill that needs more practice and exercise, otherwise speaking fluency cannot be improved. Teacher needs to use different teaching techniques in order to reach all students effectively. The objective of this research is to see whether the method in teaching Speaking English by using the group work technique has a positive effect on the academic achievement of the students at Polytechnic ATIM (ATI Makassar), especially for Agro Industrial Engineering students who studied at the second grade. This research was carried out through class action research where teacher give some materials , apply the method, then give direct testing such as written test to find out how far students understand about the materials after they discussed in group. It is one of the assessment materials. Others assessments are taken from groups’ activities in class room, groups’ presentation, Individual’s interview test and questionnaire. This technique plays a positive role in improving the academic achievement in speaking. The technique can also improve students’ motivation in learning English; develop their Self-confidence and cooperation among students. The finding from questionnaire proves that this method can also be used to improve students’ mastery of grammar in use and motivate students in learning grammar. The method promotes learner autonomy by allowing students to make their own decision in the group without being told what to do by the teacher.

scholarly journals Improving Teachers' Qualifications for Preparing ICT Based Educational Materials

2020 ◽  
Vol 9 (1) ◽  
pp. 48-69
Author(s):  
Hasan ÖZGÜR
Keyword(s):  
Educational Material ◽  
Study Group ◽  
Educational Materials ◽  
Knowledge And Skills ◽  
Training Activity ◽  
Learning And Teaching ◽  
Ict Use ◽  
Self Confidence ◽  
Teacher Skills ◽  
Service Training

The preparation of ICT-Based materials is an integral part of teachers' daily learning and teaching processes. The aim of the study is to work with in-service teachers and a) determine their needs pertaining to ICT use, b) develop an in-service training program for improving their skills in terms of preparing ICT-based educational material c) to implement this program and d) to examine any improvement of teacher skills in this regard. The study has been conducted as action research and was carried out with a study group  of 16 teachers. Findings obtained in the study revealed that teachers' scores on the TPACK-deep scale increased significantly compared to the pre-study. It was also shown that the in-service training activity that was carried out increased the knowledge and skills of teachers about current technologies that can be used in the learning-teaching process, as well as increasing their self-confidence and self-efficacy for developing ICT-based educational material. As they adopted the use of ICT-based educational materials prepared within the scope of in-service training during school courses, teachers have also been shown to report that students’ interest, desire to participate, curiosity and excitement and motivation towards the lesson had increased. On the other hand, teachers who teach lessons with ICT-based educational materials stated that they felt their selves more useful in lessons, their performance increased, and that such materials facilitated the teaching in crowded classrooms.    

SELF CONFIDENCE: VALUE-MOTIVATIONAL ASPECT

2020 ◽  
pp. 175-196
Author(s):  
Е.В. Головина
Keyword(s):  
Empirical Study ◽  
Material Wealth ◽  
Self Confidence ◽  
Motivational Aspect ◽  
Nonparametric Statistical ◽  
Relationship Of ◽  
The Relationship ◽  
Confidence Value ◽  
Different Levels ◽  
Subjective Level

Целью исследования являлось теоретическое обоснование и выявление взаимосвязей между уверенностью в себе , атрибутивным стилем (АС), смысложизненными ориентациями (СЖО) и уровнем переживания счастья , а также различий в их уровне у респондентов с разной выраженностью уверенности в себе . Для проверки гипотез проведено эмпирическое исследование, в котором использовались следующие методики: Тест уверенности в себе В.Г. Ромека; опросник атрибутивного стиля - ШОСТО (М. Селигман, адаптация Т.О. Гордеевой и др.); тест СЖО Д.А. Леонтьева; Эмоциональный тест М. Фордайса. В исследовании приняли участие люди с разным уровнем образования и с разным материальным достатком (60 респондентов, от 20 до 60 лет). Для анализа данных использовались методы непараметрической статистики (анализ корреляций Спирмена, и критерий Краскалла-Уоллиса для определения различий между группами респондентов). В эмпирическом исследовании основные гипотезы подтвердились: обнаружены взаимосвязи уверенности с АС, СЖО и переживанием счастья; выявлены значимые различия в субъективном уровне переживания счастья, в уровне АС как в позитивных, так и в негативных ситуациях, а также в уровне выраженности СЖО у людей с разной степенью уверенности в себе. Сделан вывод о том, что высокая выраженность уверенности соответствует экзистенциальной наполненности жизнью, оптимизму и счастью. The aim of the study was to provide theoretical justification and identify the relationships between self-confidence, attributive style (AS), meaning-life orientations (MLO) and the level of happiness experience, as well as differences in their level in respondents with different expressions of self-confidence. To test the hypotheses, an empirical study was conducted, which used the following methods: V.G. Romek's self-confidence test; attributive style questionnaire (M. Seligman, adaptation by T.O. Gordeeva, etc.); D.A. Leontiev's MLO test; M. Fordyce's Emotional test. The study involved people with different levels of education and with different material wealth (60 respondents, from 20 to 60 years). Nonparametric statistical methods were used for data analysis (Spearman correlation analysis, and the Kruskall-Wallis test for determining differences between groups of respondents). In an empirical study, the main hypotheses were confirmed: the relationship of confidence with AS, MLO, and the experience of happiness was found; significant differences were found in the subjective level of happiness experience, in the level of as in both positive and negative situations, as well as in the level of expression of MLO among people with different degrees of self-confidence.

An analysis of activites and measurment-evalaution process in a sixth grade math lesson: A case study

2013 ◽  
Vol 3 (1) ◽  
pp. 35-54 ◽  
Author(s):  
Mehmet Karakuş ◽  
Melis Yeşilpınar
Keyword(s):  
Evaluation Process ◽  
Sixth Grade ◽  
Learning Needs ◽  
Structured Interviews ◽  
Application Process ◽  
Hard Times ◽  
Service Training ◽  
Physical Features

The aim of this study was to examine the process of activities and measurment- evaluation in the sixth grade math lesson. In the study that was conducted with case study that is one of the qualitative study patterns. A primary math teacher's lessons were observed, and subsequent to the observations, semi-structured interviews with the teacher and the students were performed. The data obtained from the classroom observations demonstrated that the teacher used different variables so as to increase the quality of teaching service and present the new knowledge to the students, enabled the students to understand and use this knowledge and the teacher exhibited some negative behaviours and produced some negative utterances that influenced the quality of the teaching service. The data pertinent to the students suggested that the students demonstrated learning and thinking products, fulfilled learning needs and made some explanations regarding their performance. However, during the application process it was observed that the teacher was more involved and engaged in the class than the students were and that the acquistion of basic skills specific to the subject accomodated certain limitations. Another dimension during the application and evaluation process of the teacher showed that some difficulties were experienced on account of the stucture and design of the content and physical features of the setting. It was also found that the students had difficulty solving and constructing the problem and learning algebra and that they experienced some difficulties owing to the lack of time while evaluating the process of their learning and that the excessive number of the questions in the evaluation forms caused the students to undergo hard times. The results of the study indicate that an in-service training should be held in order to raise awareness of the teachers so that the students can be more involved in the process of learning. The other difficulties and limitations show that some reformations and reorganizations related to the structure of curriculum and the teaching setting  should be performed.

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