Formal Education Training Research Articles

THE MEDIUM OF “TRADITION”: AMADOU HAMPÂTÉ BÂ’S CONFRONTATIONS WITH LANGUAGES, LITERACY, AND COLONIALISM

In his efforts to communicate his research on African “tradition”—more specifically oral texts—Hampâté Bâ was faced with a choice of languages and alphabets. Much of his work appeared only in French, the language of his main formal education and administrative training. In collaboration with several French colonial scholar-administrators (Henri Gaden, Colonel R. Figaret, and Gilbert Vieillard) Hampâté Bâ eventually developed a system for writing his native Fulfulde in Roman characters. However for his own Fulfulde religious poetry (“mes seules oeuvres de ‘creation’”), Hampâté Bâ used Ajami (Arabic letters representing non-Arabic languages), a writing system that he also promoted as a medium of wider Fulbe literacy.

Environmental education in Hong Kong kindergartens: what happened to the blue sky?

The Hong Kong government has sought to encourage environmental education (EE) in schools. However, little is known about how government and private initiatives impact at the level of the kindergarten. This article, based on a small‐scale study, investigates what is happening in Hong Kong kindergartens in EE. The findings show that there have been positive changes in EE in Hong Kong kindergartens in the last decade: more hands‐on environmental activities and resourcefulness of teachers in sourcing teaching materials. Teachers and parents were found to have positive attitudes. However, teachers had to tackle the following issues: the overloaded school curriculum and isolated environmental learning experience, teacher’s insecurity and inadequate knowledge of EE, weakness of government support in terms of formal teacher training programmes and funding on EE.

Comments on Belzen's (2010) “Towards cultural psychology of religion: principles, approaches and applications”: how do we impart pedagogical training in the cultural psychology of religion?

Although there are a range of fascinating, and at times controversial views, in Belzen's book Towards cultural psychology of religion: principles, approaches and applications, this commentary reflects on the worthy aspiration Belzen has for his book, namely that it will “stimulate others to indulge in this type of research.” Unfortunately, Belzen provides no guidance on how this stimulation may be practically achieved, over and above reading the book. The question of how to effect change to facilitate greater discussion of, and research in, the cultural psychology of religion is raised and a range of practical activities are discussed in this paper. The necessity for formal pedagogical training in the psychology of religion, and in particular the cultural psychology of religion is stressed.

Do Recent PhD Economists Feel Prepared to Teach Economics?

A survey of recent economics PhDs who graduated from U.S. PhD programs and are now teaching in either the United States or Canada revealed that only half of the respondents who taught a stand-alone course during their doctoral program had any teacher preparation training. Those who did have training only felt “adequately” prepared for teaching. However, as a general rule, the respondents felt that they were well-prepared for teaching at the completion of their graduate program. The authors did not find significant differences in the responses of those who did complete formal pedagogical training during their doctoral program and those who did not. Those who completed training during their doctoral program appear to currently be more enthusiastic about training.

Troubling the discourse of teacher centrality: a comparative perspective

The belief in the central role of the teacher has a long and comparative history. This article aims to critically analyse the discourse of the centrality of the teacher by both historicising and problematising the ideas and practices associated with this discourse. First, the article describes the discourse as it was taken up during the twenty‐first century when the teacher was viewed as the linchpin to building universal education systems. The idea that the ‘master makes the school’ is examined and the policies that stemmed from this thinking (e.g., the establishment of formal teacher training, teacher testing and certification) are outlined. The contemporary manifestations of this discourse are then described to show how the pervasive belief in the central role of the teacher has influenced education policy reforms, which like teacher policy reforms in the nineteenth century operate to shape and regulate the profession. Further discursive effects are analysed including the de‐contextualisation of educational reform and the de‐professionalisation and de‐politicisation of teachers and their work. The relationship between effective schools research and the centrality of the teacher discourse is also considered within the contemporary moment. This comparative study refers to the discourse of the centrality of the teacher in Australasia, Europe, Great Britain and North America, and suggests that our collective focus on the teacher has had some serious, unexpected effects on teachers and the work they do.

Pedagogical training of medicine professors

This study examines the pedagogical training process of medical professors at a Brazilian university, the meanings attributed to it, and the positive and negative aspects identified in it. This is a descriptive-exploratory study, using a qualitative approach with a questionnaire utilizing open-ended and closed questions and a semi-structured interview. The majority of queried individuals had no formal teacher training and learned to be teachers through a process of socialization that was in part intuitive or by modeling those considered to be good teachers; they received pedagogical training mainly in post-graduate courses. Positives aspects of this training were the possibility of refresher courses in pedagogical methods and increased knowledge in their educational area. Negative factors were a lack of practical activities and a dichotomy between theoretical content and practical teaching. The skills acquired through professional experience formed the basis for teaching competence and pointed to the need for continuing education projects at the institutional level, including these skills themselves as a source of professional knowledge.

A national study on the attitudes of Irish dental faculty members to faculty development

International studies suggest that dental faculty are resistant to the concept and practice of faculty development. This paper analyses the demographic and educational profile of Irish Dental Faculty, exploring their attitudes to educational initiatives. Irish dental faculty were invited to participate in a national study on perceived educational needs. A custom-designed questionnaire was distributed using a 'mixed-method' approach, incorporating both quantitative and qualitative components. Overall response rate was 64.6%. Analysis of the demographic profile of Irish dental faculty reveals a male dominated regime (64%). Whilst faculty possess many professional qualifications and extensive clinical experience, most have little or no training in how to teach. Many had attended teacher training programmes; however, 92% merely attended infrequent, informal sessions. Less than a third (30%) of the part-time staff had attended teacher training (P <or= 0.05), few faculty members had any formal teacher training. Whilst the study revealed a low level of engagement with existing teaching support services, there appeared to be considerable support for the concept of faculty development as 75% were willing to attend teacher training courses. This refutes previous suggestions that dental educators are resistant to educational concepts. Attitudes to faculty development varied significantly with age, gender and time since last qualification. This report presents a detailed analysis of learning needs, and a review of the perceived barriers/inducements to participation. This study indicates that targeted educational interventions, with content and delivery tailored to the specific needs of recipients, are most likely to succeed.

Pre-Service Elementary Generalist Teachers’ Past Experiences in Elementary Physical Education and Influence of These Experiences on Current Beliefs

A lack of formal training in physical education leave pre-service generalist teachers little choice but to remember their past experiences for lesson ideas. Past experiences as elementary students may shape what and how pre-service generalists will teach. This study explored the past experiences of pre-service generalists teachers and the extent those experiences shape what they see as the purposes for elementary physical education. Findings indicate past experiences can influence current views. The implications for teacher education are discussed. Keywords: elementary generalist teachers, physical education, teacher beliefs, past experiences

A survey of digital radiography practice in four South African teaching hospitals: an illuminative study

Purpose:The purpose of this study was to assess radiographer familiarity and preferences with digital radiography in four teaching hospitals and thereafter make recommendations in line with the migration from screen film to digital radiography.Materials and methods:A questionnaire was designed to collect data from either qualified or student radiographers from four teaching hospitals. From the four teaching hospitals, there were a total of 205 potential respondents. Among other things, responses regarding experiences and preferences with digital radiography, quality control procedures, patient dose, advantages and disadvantages of digital radiography were sought. The information collected was based on self-reporting by the participants. The study is exploratory in nature and descriptive statistics were generated from the collected data using Microsoft Excel 2007 and StatsDirect software.Results:Sixty-three out of 205 (31%) radiographers from all the four radiology centers responded to the circulated questionnaire. Only 15% (8) of the qualified radiographers had 4 or more years of experience with digital radiography compared to 68% (36) for the same amount of experience with screen-film radiography. Sixty-one percent (38) of the participants had been exposed to digital radiography during their lectures while at university. A small proportion, 16% (10) of the respondents underwent formal training in quality control procedures on the digital X-ray units they were using. Slightly more than half (55%) of the participants felt it was easier for them to retake an image in digital radiography than in screen film radiography.Conclusion:The results of this survey showed that the participants are familiar with digital radiography and have embraced this relatively new technology as shown by the fact that they can identify both its advantages and disadvantages as applied to clinical practice. However, there are minimal quality control procedures specific to digital radiography being undertaken as such there is need for formal education, continuing education and manufacturer training with respect to quality control as institutions make the transition from conventional screen film radiology to digital radiology.

Developing general practitioners' teaching skills: student enhanced learning

G eneral practitioners (GPs) who teach medical students in their practices in Australia, and internationally, are often inadequately supported by both universities and government, moreover the majority of clinical teachers have no formal training in medical education. Yet, with increasingly short in-patient hospital stays, patient care is managed predominantly in the community. This is in contrast to medical student training and clinical exposure, which continues to be based mainly in the hospital setting, despite increasing evidence that a higher proportion should take place in the community.

A systematic review of resident-as-teacher programmes

Residents in all disciplines serve as clinical teachers for medical students. Since the 1970s, there has been increasing evidence to demonstrate that residents wish to teach and that they respond positively to formal teacher training. Effective resident-as-teacher (RaT) programmes have resulted in improved resident teaching skills. Current evidence, however, is not clear about the specific features of an effective RaT programme. This study was performed in order to investigate the effectiveness of RaT programmes on resident teaching abilities and to identify the features that ensure success. Methods of assessment used to ascertain the effectiveness of RaT programmes are also explored. The literature search covered the period between 1971 and 2008. Articles focusing on improving resident teaching skills were included. Each study was reviewed by two reviewers and data were collected using a standard abstraction summary sheet. Study outcomes were graded according to a modified Kirkpatrick's model of educational outcomes. Twenty-nine studies met review inclusion criteria. Interventions included workshops, seminars, lectures and teaching retreats. Twenty-six studies used a pre- and post-intervention outcome comparison method. Subjective outcome measures included resident self-evaluation of teaching skills or evaluation by medical students, peers and faculty members. Objective outcome measures included written tests, evaluation of teaching performance by independent raters and utilisation of objective structured teaching examinations. One study objectively measured learning outcomes at the level of medical students, utilising the results of an objective structured clinical examination. Overall resident satisfaction with RaT programmes was high. Participants reported positive changes in attitudes towards teaching. Participant knowledge of educational principles improved. Study methodologies allowed for significant risks of bias. More rigorous study designs and the use of objective outcome measures are needed to ascertain the true effectiveness of RaT programmes. Future research should focus on determining the impact of RaT programmes on learning achievement at the level of medical students.

From sophomore to success—entering the second year

Accepting your first faculty position after completing your formal education and postgraduate training is very exciting and rewarding. As you enter the second year, you will have several new opportunities, responsibilities, and challenges in both the professional and personal sectors of your life. To achieve your professional and personal goals, and to have a successful career, there are several things to consider and evaluate as you enter your second year (and beyond): (1) reflect on the past year and understand what was expected of you, (2) develop a good relationship with your Department Chair and/or manager, (3) find a mentor or mentors, (4) reevaluate short-term and long-term goals, (5) develop and maintain a portfolio for annual evaluations and eventual promotion, (6) learn to manage stress, renew your energy, and take care of yourself, and (7) identify areas for improvement and resources available to address them. It is hoped that the practical advice and resources discussed here will help you achieve your professional and personal goals and help guide you to a successful career.

A aprendizagem-trabalho e as tecnologias de saúde na Estratégia Saúde da Família

Formação e capacitação de trabalhadores para o Sistema Único de Saúde são questões essenciais experimentadas pela Estratégia Saúde da Família. A Educação Permanente surge como proposta fundamentada na concepção de aprendizagem-trabalho, que por meio da reflexão crítica, desperta o profissional sobre sua realidade e processo de trabalho. O artigo tem como objetivo analisar o processo de aprendizagem-trabalho na Estratégia Saúde da Família no Complexo do Alemão, Rio de Janeiro-RJ, com base nas tecnologias de saúde. Estudo descritivo com abordagem qualitativa, por meio do método de análise de conteúdo. Realizou-se observação sistemática e entrevistas semi-estruturadas com médicos, enfermeiros e odontólogos, entre dezembro de 2007 e fevereiro de 2008. Os resultados mostram que os profissionais expressam conhecimentos apreendidos nas experiências cotidianas do trabalho e em atividades de educação permanente, constituindo um processo pedagógico de ensino-aprendizagem das equipes multiprofissionais, porém, pouco utilizado em ações de educação pelos gestores do Sistema Único de Saúde.

A new opportunity for Egyptian health professions educators

Context and setting In Egypt, health professions education (HPE) is practised by health professionals who have no formal training in education. Faculty members are the cornerstone of the educational process. To enhance HPE, the Egyptian National Quality Assurance and Accreditation Agency and the Eastern Mediterranean Regional Office of the World Health Organization (EMRO-WHO) recommended that an urgent plan should be developed for training HPE faculty staff in medical education. Why the idea was necessary In order to access training in medical education, the only option for potential trainees was to leave their employment for expensive on-site educational programmes offered either regionally or abroad. To make an impact on HPE in Egypt, it was critical to develop more affordable and accessible opportunities for educating larger numbers of faculty in HPE. What was done The newly established Medical Education Department in the Faculty of Medicine, Suez Canal University, developed a distance learning diploma in HPE that covers all the medical education domains. This programme is sponsored by the WHO and targets a wide range of faculty staff in all HPE institutions in Egypt, including those in faculties of medicine, pharmacy, nursing, dentistry, physiotherapy and speech therapy. Faculty recruited to teach in this diploma programme are qualified and have substantial experience in medical education. Twenty, including three from other institutions in Egypt, have Masters degrees in medical education from a number of internationally recognised medical schools. The diploma is composed of seven modules, each taught in 6-week blocks. Topics include curriculum development, student assessment, teaching and learning skills, programme evaluation, and quality assurance in HPE. The programme also addresses and encourages interprofessional learning. The programme is run through a dedicated website that includes a Blackboard e-learning space. The diploma programme was announced through newspaper advertisements, mass e-mails, flyers and brochures. This resulted in a rush of applications from a number of medical, dental, pharmacy and nursing schools in Egypt. A total of 38 candidates from 15 different institutions were selected for the first cohort of entrants and other applications were postponed to subsequent years. Evaluation of results and impact When the planning of the seven modules had been completed, a number of regional, national and international experts in medical education validated the diploma curriculum. The Medical Sector of the Supreme Council of Universities has endorsed the diploma course and recognised its certificate as representative of the only formal course in medical education in Egypt that is taught through distance learning. The 5-year goal of the programme is to train 5% of HPE faculty across the country. The diploma curriculum is designed to ensure that the alumni of this programme will educate other educators in their institutions and make a real impact on HPE in Egypt.

Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start

Research Findings: An observational study of 60 Head Start teachers and 341 children (177 boys, 164 girls) enrolled in their classrooms found teachers' book-reading practices to predict growth in children's receptive vocabulary. Multilevel growth analyses indicated that children in classrooms where teachers used more book-focused utterances made greater gains in receptive vocabulary (PPVT-III) across the preschool year, particularly when children entered Head Start with lower receptive vocabulary skills. Practice or Policy: The study identified teachers' book-reading practices as an indirect pathway between teachers' education and children's language growth across preschool. Teachers with more years of formal education and professional training in early childhood used more book-focused utterances. Teachers' education was not directly related to growth in children's receptive vocabulary across preschool.

Smoking Cessation Counseling Practices of Texas Pharmacists

A cross-sectional study was conducted to determine pharmacists' awareness and education about smoking cessation and their communication with patients about smoking cessation. A survey was mailed to East Texas pharmacists practicing in the areas of hospital or clinical, retail or community, managed care, consultant, or academic pharmacy. Outcome measurements included: measures of the awareness of the 5 A's and 5 R's of smoking cessation, training received in smoking cessation, and communication practices regarding smoking cessation. There were 320 respondents. Approximately 10% of the respondents indicated they had received tobacco cessation counseling education during their formal educational training, 36% during continuing education programs, and 9% during both formal training and continuing education. About 44% reported they had received no tobacco cessation counseling training. Among pharmacists surveyed, 5% responded that they usually or always ask their patients if they smoke cigarettes, pipe, or cigars, 43% reported they sometimes or half of the time ask, and 45% said they never ask. There is a clear relationship between pharmacists awareness and education of smoking cessation techniques and their communication with patients about them. Pharmacy education leaders must continue their movement to include public health in the pharmacy curricula to produce pharmacists who are prepared to better serve the community.

A Discussion of Non Formal Education Training Programs for Roma Women in Greek Thrace: Proposals for a Better Planning

A Discussion of Non Formal Education Training Programs for Roma Women in Greek Thrace: Proposals for a Better Planning

The Role of Formal Education, Technical and Management Training on Information Systems (IS) Managers' Managerial Effectiveness as Perceived by Their Subordinates

This study examined the relationship between Information Systems (IS) managers' formal education, level of technical and managerial training and their managerial effectiveness as perceived by their subordinates. The study finds that there is a strong positive relationship between the amount of technical training IS managers have received and their managerial effectiveness as perceived by their subordinates. There is also a significant relationship between IS managers' level of managerial training and their subordinates' perception of their managerial effectiveness. The managers' level of formal education was not found to have a significant relationship to the subordinates' perceived level of (their) managerial effectiveness. Finally, a regression model has been proposed to measure Information System managers'managerial effectiveness.

Specialist registrars’ views on their teaching role

This study looks at whether UK specialist registrars (SpRs) are involved in teaching and meeting their educational obligations. A questionnaire was distributed to all 133 paediatric SpRs in the region....

Human capital formation and foreign direct

This article synthesises a selected literature on human capital formation and foreign direct investment (FDI) in developing countries. The aim is to take a bird’s eye view of the complex linkages between the activities of multinational enterprises (MNEs) and policies of host developing countries. In doing so, general trends, best practices and policy experiences are extracted to evaluate the current state of knowledge. The literature indicates that a high level of human capital is no doubt one of the key ingredients for attracting FDI, as well as for host countries to gain maximum benefits from their activities. Most developing countries, however, underinvest in human capital, and the investment that is actually taking place is unevenly distributed across countries and regions that have adopted different human resource development (HRD) policies. To improve human capital formation and thus to attract more FDI would therefore require a more coherent approach that takes host country constraints such as limited budgetary resources into account. One such approach is to provide strong incentives for MNEs and Investment Promotion Agencies (IPAs) to participate in formal education and vocational training even for workers employed by domestic firms. This allows HRD to be flexible and demanddriven. Another policy option is to facilitate human resource development (HRD) for small and medium-sized domestic enterprises which usually do not invest sufficiently in training of employees although these enterprises stand to gain most from education and training. In addition, FDI promotion policies can target high value-added MNEs that are more likely to bring new skills and knowledge to the economy that can be tapped by domestic enterprises. Lastly, it is important that key components of HRD policies, i.e. formal schooling and vocational education and training policies (post-formal schooling), are well coordinated so as to equip students with knowledge and skills that will later be complementary to training opportunities provided in the labour market.