scholarly journals IDENTIFYING THE EFFECTIVE TEACHER: THE CONCEPTIONS OF PRE-SERVICE ASSISTANT NURSES

2021 ◽  
Author(s):  
Katerina Kasimatis ◽  
◽  
Vasiliki Kontogianni ◽  
Andreas Moutsios-Rentzos ◽  
Varvara Rozou ◽  
...  
Keyword(s):  
Interpersonal Communication ◽  
Vocational Training ◽  
Teaching Effectiveness ◽  
Teacher Characteristics ◽  
Two Dimensions ◽  
Effective Teacher ◽  
Teaching Experiences ◽  
Hands On ◽  
Assistant Nurses ◽  
Active Interaction

In this paper, we focus on the conceptions of effective teaching that pre-service assistant nurses hold about effective and ineffective teaching during their training in Public Vocational Training Institutes (DIEK) in Greece. We focused on three aspects of teaching effectiveness: 1) The model of Patrick and Smart (1998), who identified three groups of effective teacher characteristics includes; respect for students, ability to challenge students, organisation and presentation skills; 2) Considering the hands-on teaching experiences of pre-service assistant nurses, we explored their conceptions about teaching effectiveness in problem-based learning educational settings, based on Mayo, Donnelly, Nash and Schwartz (1993), who investigated, amongst others enthusiasm, active interaction and providing feedback. 3) The communicational aspect of teaching effectiveness, drawing upon the work of McCroskey and Richmond (1990) about socio-communicative styles, who identified two dimensions of interpersonal communication; namely assertiveness and responsiveness. All three aspects were explicitly investigated for both effective and ineffective teaching. A three-section (in line with the three-faceted conceptualisation of teaching effectiveness), 56 Likert-type items, questionnaire was completed by 125 students. Our analyses allowed us to identify which aspects of teaching characterise the effective teacher and which are present both in the effective and the ineffective teacher.

scholarly journals VARIABLES SOCIO AFECTIVAS Y LA EFICACIA EN LA LABOR DOCENTE

2017 ◽  
Vol 1 (1) ◽  
pp. 137
Author(s):  
Heriberto Rodríguez-Mateo ◽  
Davinia Saray García Silva ◽  
José Carlos Rodríguez-Trueba
Keyword(s):  
Teaching Effectiveness ◽  
Well Being ◽  
Teaching Profession ◽  
Two Dimensions ◽  
Three Dimensions ◽  
High Rate ◽  
Burnout Syndrome ◽  
Effective Teacher ◽  
Subjective Well Being ◽  
Affective Variables

Abstract.SOCIO AFFECTIVE VARIABLES AND THE EFFICIENCY IN TEACHINGIt is evident that there is a high rate of discomfort in the teaching profession. Different types of variables (individual, social and organizational) influence teachers, causing them to face many situations with high uncertainty. The consequences are chronic work stress, burnout syndrome, and burnout and mobbing. Maslach and Jackson (1981) establish criteria for the evaluation of this syndrome. In 1996 the MBI-GS Scale was built by Schaufeli, Leiter, Maslach and Jackson to measure burnout in all types of work regardless of the tasks performed in it. It was adapted to the Spanish version by Salanova, Schaufeli, Llorens, Grau and Peiró, in the year 2000. The MBI-GS consists of three dimensions: exhaustion, cynicism and professional efficiency. On the other hand, in the last years many studies are using the theoretical framework of the Mental Molds, as an explanatory factor of the human behavior in different areas. This theory allows to evaluate in an operative way the different ways of understanding the world and the life, and with high predictive validity, being able to predict the adaptation or the subjective well-being, the success or the failure of the general schooling, the mathematics or the chess In greater proportion than CI or other indicator (Hernández, 2005, Hernández-Guanir and Rodríguez-Mateo, 2006). This study aims to explore those socio-affective variables that may be related to the factors that define the wearer’s syndrome. It starts with the idea that in order to be an effective teacher it is necessary that the individual has a series of mental molds that support him in his daily professional work. To this end, this study was carried out in a secondary school with a sample of 40 teachers who have been evaluated with the help of two instruments: the MBI-GS and the Test of Cognitive-Emotional Strategies MOLDS (Hernández-Guanir, 2010). The results support the initial hypotheses that mark a positive correlation between the socio-affective variables of teachers and their effectiveness as teachers. Several linear regressions have also been performed, the results of which show that it is possible to obtain exploratory predictive models of two dimensions of the MBI-GS (cynicism and efficacy) through the most significant models that the model gives, confirming the predictivevalidity Of the theory of Mental Molds.Key words: affective partner variables, teaching effectiveness, supervision, Mental Molding, burnout.Resumen.Es evidente que existe un alto índice de malestar en la profesión docente. Diferentes tipos de variables (individuales, sociales y organizacionales) influyen en el profesorado haciendo que éste se tenga que enfrentar a muchas situaciones con alta incertidumbre. Las consecuencias son el estrés laboral crónico, el síndrome de desgaste profesional, o burnout y el mobbing. Maslach y Jackson (1981) establecen unos criterios de evaluación de dicho síndrome. En el año 1996 se construyó la Escala MBI-GS por Schaufeli, Leiter, Maslach y Jackson para medir burnout en todo tipo de trabajos independientemente de las tareas que en él se realicen. Fue adaptada a la versión española por Salanova, Schaufeli, Llorens, Grau y Peiró, en el año 2000. El MBI-GS se compone por tres dimensiones: agotamiento, cinismo y eficacia profesional. Por otro lado, en los últimos años son muchos los estudios que están utilizando el marco teórico de los Moldes Mentales, como factor explicativo de la conducta humana en distintos ámbitos. Esta teoría permite evaluar de forma operativa las distintas formas de entender el mundo y la vida, y con alta validez predictiva, siendo capaz de predecir la adaptación o el bienestar subjetivo, el éxito o el fracaso de la escolaridad general, las matemáticas o el ajedrez en mayor proporción que el CI u otro indicador (Hernández, 2005; Hernández-Guanir y Rodríguez-Mateo, 2006). Este estudio tiene como finalidad explorar aquellas variables socio afectivas que pueden estar relacionadas con los factores que definen el síndrome de desgaste profesional. Se parte con la idea de que para ser un docente eficaz es necesario que el individuo cuente con una serie de moldes mentales que lo sustenten en su labor profesional diaria. Para ello, se ha llevado a cabo este estudio en un centro educativo de secundaria, con una muestra de 40 docentes a los que se les ha valorado con la ayuda de dos instrumentos: el MBI-GS y el Test de Estrategias Cognitivo-emocionales MOLDES (Hernández-Guanir, 2010). Los resultados apoyan las hipótesis iniciales que marcan una correlación positiva entre las variables socio afectivas del profesorado y su eficacia como docentes. También se han realizado diversas regresiones lineales múltiples cuyos resultados muestran que es posible obtener modelos predictivos exploratorios de dos de las dimensiones del MBI-GS (cinismo y eficacia) a través de los moldes más significativos que arroja el modelo, lo que confirma la validez predictiva de la teoría de los Moldes Mentales.Palabras clave: variables socio afectivas, eficacia docente, supervisión, Moldes Mentales, burnout.

Betriebliche Realisierung beruflicher Ausbildung behinderter Menschen

2019 ◽  
Author(s):  
Doreen Kalina
Keyword(s):  
Vocational Training ◽  
Service Providers ◽  
People With Disabilities ◽  
Current Debate ◽  
Job Market ◽  
Skilled Worker ◽  
Starting Point ◽  
Hands On ◽  
Tiered System ◽  
Social Code

In order for us to overcome the much maligned segregation of able-bodied people and people with disabilities in the job market and in vocational training, training that both caters to the needs of people with disabilities and is either on-the-job or hands-on is indispensable. If companies worked with disabled young people early on, they would be able to break down barriers and deconstruct stereotypes more easily. In order to achieve inclusivity in vocational training, separation has to be avoided as much as possible. Using this humanitarian premise as a starting point, this study examines a tiered system between in-company and extra-company training and, at the same time, between training in an officially recognised profession and skilled worker apprenticeships. In doing so, it focuses on the model of integrated training laid down in § 51, par. 2 of the Sozialgesetzbuch IX (Germany’s social code), which is advancing the current debate on the transformation from institutional to individual rehabilitation by placing demands on service providers.

scholarly journals Development of teaching quality evaluation questionnaire for preclinical courses: an exploratory factor analysis

2019 ◽  
Author(s):  
Pan He ◽  
Xiaofei Ye ◽  
Nannan Feng ◽  
Hengye Huang ◽  
Yulan Qiu
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Exploratory Factor Analysis ◽  
Teaching Methods ◽  
Quality Evaluation ◽  
Teaching Effectiveness ◽  
Teaching Quality ◽  
Teacher Characteristics ◽  
Course Quality ◽  
Teaching Attitudes

Abstract Background Course quality assessment contributes to evaluate teaching effectiveness and to improve student learning. Several course quality assessment questionnaires have been carried out associated with teaching quality evaluation of medical education. However, little is known about views of medical students regarding the quality of preclinical courses. To fill this gap, we aimed to develop a novel multi-dimension instrument for assessing teaching quality with the perception of medical students in preclinical courses.Methods The original Teaching Quality Evaluation Questionnaire (TQEQ) containing seven dimensions: course contents, teaching abilities, teaching methods, teaching attitudes, learning outcomes, teacher characteristics, student subjection, consisting of 47 items was formed according to literature reviews and group design. We sent the original questionnaires with items in a random order to medical students of Shanghai Jiao Tong University School of Medicine. After collecting the valid questionnaires, the exploratory factor analysis was conducted to assess construct validity and Cronbach’s alpha coefficient was used for evaluating internal consistency reliability of the questionnaires.Results In total, 590/646 (91.3%) of participants completed the questionnaire regarding preclinical course evaluation. The exploratory factor analysis yielded seven common factors, learning outcomes, teaching attitudes, student subjection, teaching abilities, teaching methods, teacher characteristics, teaching interactions, consisting of 39 items explained 58.449% of total variance and the factor loading value was above 0.4. In addition, Cronbach’s alpha coefficients ranged from 0.669 to 0.914.Conclusion This study provides a new, validated and useful instrument for measuring teaching effectiveness of preclinical courses based on the views of medical students. It is feasible for use in medical schools.

Promoting Interpersonal and Intercultural Communication With Flipgrid

2020 ◽  
pp. 261-281
Author(s):  
Lina Lee
Keyword(s):  
Interpersonal Communication ◽  
Communication Skills ◽  
Intercultural Competence ◽  
Spanish American ◽  
Intercultural Communicative Competence ◽  
Cultural Perspectives ◽  
Intercultural Exchange ◽  
Online Exchange ◽  
Active Interaction ◽  
Qualitative Data Collection

The chapter reports a Spanish-American intercultural exchange through which L2 learners used asynchronous video discussions to exchange cross-cultural perspectives. The study involved 37 university students who carried out CMC tasks over a 14-week period. Using quantitative and qualitative data collection, the study explored the affordances and challenges of using asynchronous video discussions for intercultural learning. Findings revealed that students demonstrated interpersonal communication skills and strategies to interact with their distant partners, and gained intercultural competence. The study suggests that a personal commitment to the online exchange is essential to maximize the potential of asynchronous CMC to promote active interaction. The study concludes with pedagogical implications for practitioners interested in implementing virtual exchange projects using video discussions to develop learners' interpersonal and intercultural communicative competence.

Teaching, Learning, and Assessment With Virtualization Technology

2018 ◽  
Vol 47 (4) ◽  
pp. 523-538
Author(s):  
Albert Huang
Keyword(s):  
Learning Outcomes ◽  
Teaching Effectiveness ◽  
Computer Networking ◽  
Assessment Of Learning ◽  
Hands On ◽  
Physical Resources ◽  
Virtualization Technology ◽  
Teaching Learning

This article describes how virtualization technology can provide a solution to the difficulties in teaching, learning, and assessing students’ performance in computer networking subjects. The focus of this article is to show how virtualization technology can provide students with hands-on practice, can largely reduce the need for physical resources, can improve teaching effectiveness, and can provide unique assessment opportunities that would not be available with physical computers in a laboratory. Several techniques used to provide in-depth assessment of learning outcomes are described. A sample assignment is also included.

scholarly journals Dialogic Teaching during Cooperative Inquiry-Based Science: A Case Study of a Year 6 Classroom

2020 ◽  
Vol 10 (11) ◽  
pp. 328
Author(s):  
Robyn M. Gillies
Keyword(s):  
Critical Role ◽  
Scientific Language ◽  
Effective Teacher ◽  
Dialogic Discourse ◽  
Dialogic Teaching ◽  
Inquiry Group ◽  
Cooperative Inquiry ◽  
Hands On ◽  
Dialogic Interaction

Teachers play a critical role in promoting dialogic interaction in their students. The purpose of this case study was to investigate how one very effective teacher taught two, cooperative, inquiry-based science units to her Year 6 class. In particular, the case study focused on how she used different discourses to capture students’ curiosity in the inquiry-based tasks, provided hands-on activities to enable them to test out their hypotheses and develop explanations for what they found in order to help them become more scientifically literate and have a broader understanding of the role of science in the world in which they live. The results showed that the students engaged constructively with their peers on the inquiry group tasks; they used the correct scientific language to discuss phenomena, make claims, and compared findings. Furthermore, they became more adept at expressing their opinions and providing explanations and justifications for the ‘scientific’ positions they had adopted across the six inquiry-based science lessons; core cognitive practices that support learning. This case study highlights the importance of utilizing both authoritative and dialogic discourse to challenge and scaffold students’ thinking to support enhanced understandings and reasoned argumentation during inquiry-based science. This case study fills a gap in the literature on how teachers can utilize different communicative approaches during inquiry-based science units to promote student engagement and learning.

Masspersonal communication: A model bridging the mass-interpersonal divide

2017 ◽  
Vol 20 (3) ◽  
pp. 1161-1180 ◽  
Author(s):  
Patrick B O’Sullivan ◽  
Caleb T Carr
Keyword(s):  
Interpersonal Communication ◽  
Mass Communication ◽  
Digital Communication ◽  
Communication Technologies ◽  
Two Dimensions ◽  
Communication Model ◽  
Communication Tools ◽  
False Dichotomy

Theoretical discussions about the false dichotomy between interpersonal and mass communication scholarship continue while the emergence of powerful and flexible digital communication tools have made the old distinctions more permeable than ever. Individuals are using communication technologies in ways that expand the intersection of interpersonal communication and mass communication, calling for new frameworks. We introduce masspersonal communication as a concept at the intersections of mass and interpersonal communication, with examples from older and newer communication technologies and practices. The masspersonal communication model is introduced incorporating two dimensions—perceived message accessibility and message personalization—that link mass communication and interpersonal communication and redefine each independent of channel.

Evaluating the validity of Student Evaluation of Teaching Effectiveness (SET) in India

2015 ◽  
Vol 57 (6) ◽  
pp. 623-638 ◽  
Author(s):  
Sanjiv Mittal ◽  
Rajat Gera ◽  
Dharminder Kumar Batra
Keyword(s):  
Teaching Effectiveness ◽  
Student Evaluation ◽  
Emerging Market ◽  
Two Dimensions ◽  
Cross Cultural ◽  
Student Evaluation Of Teaching ◽  
Content Type ◽  
Evaluation Of Teaching ◽  
Relationship Of ◽  
Indian Students

Purpose – There is a debate in literature about the generalizability of the structure and the validity of the measures of Student Evaluation of Teaching Effectiveness (SET). This debate spans the dimensionality and validity of the construct, and the use of the measure for summative and formative purposes of teachers valuation and feedback. The purpose of this paper is to contribute to the debate on the aforementioned issues. Specifically the paper tests the relationship of teacher’s “charisma” trait with a measure of SET consisting of the two dimensions of “lecturer ability” and “module attributes.” The market characteristics of the paper are those of an emerging market and cross-cultural context with a specific reference to India. Design/methodology/approach – In this study, a two-dimensional scale of SET, which was originally developed by Shevlin et al. (2000) in their study in the UK, was empirically tested with Indian students and modified. Empirical data were collected from Indian students pursuing their MBA program in a north Indian university and statistical testing using exploratory and confirmatory factor analyses was undertaken. The proposed relationship of a teacher’s “charisma” trait was tested as a reflective construct comprising of the two dimensions of SET with the help of the software package Amos ver 4.0. Findings – The results indicate that the measure of SET is influenced by the teacher’s “Charisma” (trait), thus providing evidence of a halo effect. This raises the issue of validity of SET as an instrument for measuring teaching effectiveness (TE). The results provide support to the hypothesis that structure of SET is multidimensional along with the need for adapting the instrument in diverse cultural and market contexts. Originality/value – This study contributes to the debate on the validity, structure and use of SET as an instrument for measuring TE in a developing market with cross-cultural implications such as India.

Developing Competence and Confidence In Novice Female Coaches: II. Perceptions of Ability and Affective Experiences Following a Season-Long Coaching Internship

1991 ◽  
Vol 13 (4) ◽  
pp. 336-363 ◽  
Author(s):  
Maureen R. Weiss ◽  
Heather Barber ◽  
Vicki Ebbeck ◽  
Beeky L. Sisley
Keyword(s):  
Interpersonal Communication ◽  
Administrative Support ◽  
Leadership Skills ◽  
Teaching Skills ◽  
Management Skills ◽  
Hands On ◽  
Affective Experiences ◽  
Physical Skills ◽  
Negative Relationships ◽  
Female Coaches

This study examined perceptions of ability and affective experiences of female coaches (N=28) following a hands-on coaching internship. Coaches were interviewed regarding the internship's positive and negative aspects and their perceived strengths and weaknesses. Using qualitative research methods, quotes were drawn from the interview transcripts and submitted to an inductive content analysis. Major themes characterizing the positive aspects of the internship were satisfaction of working with kids, development of coaching skills, social support, and fun; themes related to negative aspects of the experience were negative interactions with mentor coach, excessive time demands, low perceptions of competence, negative relationships with athletes, lack of administrative support, and overemphasis on winning. Perceived coaching strengths included major themes of interpersonal communication, motivation, teaching skills, knowledge of the game, discipline, and balance of work and fun. Weaknesses were identified as inadequate sport-related knowledge and skills, leadership skills, planning and management skills, physical skills, and injury-prevention and maintenance skills. Implications of these findings for recruiting, educating, and retaining coaches are made.

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