Using the Research Tutorial as a Training Strategy for Tutor Professional Development in an Undergraduate Course

The article is devoted to the results of the research “Personnel of Methodologists of the Central Libraries of the Subjects of the Russian Federation”, conducted by the Center for Research on the Development of Libraries in the Information Society of the Russian State Library in 2017. The article presents the results of one of the aspects of the study related to the problems of education and professional development training of employees of methodical services of the Central Libraries of the Russian Federation. 97,9% employees of the methodical divisions have higher education that demonstrates high educational status of the methodical personnel. At the same time, almost one third of the staff does not have the specialized library training. Non-core education is represented by various disciplines, mainly of humanitarian area. Participants of the research also noted the discrepancy between the education of graduates of library qualification and modern requirements of methodical activities and the great need for continuous professional development training of staff of specialized methodical units. The author studied participation of methodologists in the activities of the professional development system, as well as the topics of these activities. There were almost no training events organized specifically for methodologists, and their participation in the numerous training events was not systematic. The analysis of educational needs of methodologists showed the greatest deficiency of events on legal subjects and organization of methodical activities. The results of the study are important for the subsequent development of the professional training strategy and system of professional development training of the personnel of methodical services.

Download Full-text

Building a sustainable structure to support the Adaptive Mentorship model in teacher education

International Journal of Mentoring and Coaching in Education ◽

10.1108/ijmce-07-2014-0028 ◽

2015 ◽

Vol 4 (1) ◽

pp. 53-68 ◽

Cited By ~ 3

Author(s):

Twyla Salm ◽

Val Mulholland

Keyword(s):

Professional Development ◽

Cooperating Teachers ◽

Content Type ◽

Collective Case Study ◽

Entire Cohort ◽

Training Strategy ◽

Study Approach ◽

Frequency Of Use ◽

Professional Development Training ◽

Teacher Professional

Purpose – The purpose of this paper is to develop a deeper understanding of how to implement a professional development training strategy for the Adaptive Mentorship (AM) model (Ralph and Walker, 2010a) and explore how cooperating teachers used the model, not only to assist pre-service teachers in their development, but also to reflect on their role as a mentor. Design/methodology/approach – This research design uses a collective case study approach. The researchers are positioned in the study as active agents, not only in the traditional way as administrating a questionnaire but as participant leaders. The questionnaire was designed to collect data on the frequency of use and effectiveness of the AM model. It was sent to cooperating teachers, for two years from two different cohorts (n=141, n=123). Findings – By the end of the second year 84 percent of the cooperating teachers said they “did or mostly did” understand the AM model after the seminar. Less than half of the cooperating teachers (42 percent) recommended that the AM model should be used at seminar. Of the rest, while 21 percent were not in favor of the AM model being used, 37 percent would consider using it at seminar. The findings in this study suggest that for many cooperating teachers the notion of reciprocal development had not yet permeated their consciousness. Originality/value – This study will guide future cooperating teacher professional development sessions to support cooperating teachers as they make the paradigmatic shift from supervisor to mentor. To the knowledge it is the only study that explores the professional development training necessary for implementing the AM model with an entire cohort of interns.

Download Full-text

A survey of geriatric psychiatry training across Europe

International Psychogeriatrics ◽

10.1017/s1041610211002341 ◽

2012 ◽

Vol 24 (5) ◽

pp. 803-808 ◽

Cited By ~ 10

Author(s):

Sandeep Toot ◽

Martin Orrell ◽

Joanna Rymaszewska ◽

Ralf Ihl

Keyword(s):

Professional Development ◽

Old Age ◽

Training Programs ◽

Continuing Professional Development ◽

Geriatric Psychiatry ◽

Psychiatry Training ◽

Training Strategy ◽

Mandatory Training ◽

Old Age Psychiatry ◽

Training Practice

ABSTRACTBackground: Training, practice, and continuing professional development in old age psychiatry varies across Europe. The aims of this study were to survey current practice and develop recommendations to begin a debate on harmonization.Methods: A survey was sent out to 38 European countries via email. The survey was sent to members of the European Association of Geriatric Psychiatry (EAGP) Board, members of the World Psychiatric Association, and key old age psychiatrists or other psychiatrists with a special interest in the area for countries where old age psychiatry was not formally a specialty.Results: Through a process of networking, we identified a key individual from each country in Europe to participate in this study, and 30 out of 38 (79%) representatives responded. Training programs and duration varied between countries. Eleven countries reported that they had geriatric psychiatry training programs and most of these required geriatric psychiatry trainees to complete mandatory training for two years within old age psychiatry. Representatives from ten countries reported having specific Continuing Professional Development (CPD) for old age psychiatrists at consultant level.Conclusion: There is a clear indication that the recognition of geriatric psychiatry as a specialist discipline in Europe is on the rise. The training procedures and processes in place vary considerably between and sometimes within countries. There are several options for harmonizing old age psychiatry training across Europe with advantages to each. However, support is required from national old age psychiatry bodies across Europe and an agreement needs to be reached on a training strategy that encompasses supervision, development, and appraisal of the knowledge and skills sets of old age psychiatrists.

Download Full-text

Teacher Professional Development for Learning Organization on Sufficiency Economy in Small Schools

The European Journal of Social & Behavioural Sciences ◽

10.15405/ejsbs.2013.1.16 ◽

2013 ◽

Vol 4 (1) ◽

pp. 138-145

Author(s):

Wallapha Ariratana ◽

Pattamaporn Pimtong ◽

Nilmanee Pitak

Keyword(s):

Professional Development ◽

Teacher Professional Development ◽

Teacher Development ◽

Learning Organization ◽

Small Schools ◽

Good Practice ◽

Learning Resources ◽

National Education ◽

Training Strategy ◽

Teacher Professional

The Ministry of Education, Thailand announced the major scheme for the implementation of Sufficiency Economy in Schools in the country along with the 1999 National Education Act Amendment in 2003. The purposes were to establish self immunization in human capital and develop learners to their full capacity. However, the inequality among schools in Thailand was one of the main problems in educational development. The small schools were among the disadvantage groups. There were not having sufficient learning resources, teaching personnel and teachers with major in special subject areas, the small schools needed help in their development programs as well as integrating sufficient economy into the learning and teaching situations. The purposes of this study are to develop teacher professional for learning organization on sufficiency economy in small schools as well as to develop principals and teachers' concepts about learning organization on sufficient economy. This study employs qualitative design by analyzing document and interviewing key informants. The research samples consist of five small schools under the Office of Khon Kaen Primary Educational Service Area. The findings reveal that the training strategy with the emphasis on brain storming, working in small groups, learning from success stories experiences of their peers and friendly supervision in the teacher professional development for learning organization based on the philosophy of sufficiency economy. Furthermore, the support from school administrators also created confidence among teachers in implementing the integration of the innovation based on the philosophy of sufficiency economy in a whole school system. Therefore, the project was implemented and progress under the same ideology in both administrators and teachers. Regarding the guidelines for teacher development for learning organization based on the philosophy of sufficient economy among small schools, the findings revealed that there are six steps of work procedures. The six steps comprise of (i) awareness creation, the research employed a study trip to visit good practice sites in sufficiency economy; (ii) professional development; (iii) consensus concept of creation of innovation based on sufficiency economy and classroom research; (iv) using community learning resources; (v) observation and reflection, and (vi) supervision and coaching. In conclusion, all teachers accepted and implemented the integration of sufficiency economy into their classroom. Moreover, they showed their ability for integrating the philosophy of sufficiency economy into their activities. Finally, most of the students showed their developments in achievement and attitude.

Download Full-text