In-service Training Research Articles

Socio-scientific reasoning of science, social studies and primary teachers

ABSTRACT Background Teachers should have a reasonable socio-scientific reasoning (SSR) level, both because they are intellectual members of society and because of their duty to teach reasoning skills to their students, who will become responsible citizens of the future, as indicated in the curriculum. Purpose The study aims to examine the SSR level of science, social studies and primary teachers and determine the effect of different variables on SSRquantitatively. Sample The participants were composed of 297 primary teachers, 80 scienceteachers and 53 social studies teachers (430 teachers in total) who worked in official institutions affiliated with the Ministry of National Education in Turkey. Design and method The descriptive survey model, a quantitative research method, was used to achieve the research goal. The research data were obtained via the Socio-Scientific Reasoning Scale (SSRS). Results and Conclusion Results show that the SSR of the science, social studies and primary teachers are at a medium level and there is no statistically significant difference between the teaching branches. In the sub-dimensions of SSR, the highest level of reasoning was obtained by all the teachers from three different branches for the sub-dimension of perspective. Science and primary teachers had the lowest level of reasoning for the sub-dimension of complexity; social studies teachers had the lowest level of reasoning for the sub-dimensionof inquiry. While education level does not affect SSR, SSR varies statistically significantly depending on the variables of branch, gender and professional experience. Suggestion Practices should be implemented to improve teachers’ SSR, which can be conducted through in-service training opportunities. In addition, our results can be used while determining the composition of the teachers who will participate in the training.

Radiation and Radiation Protection Awareness among Medical Imaging Program Students

With the technological developments in the field of health, the use of radiation in medicine is increasing day by day. The radiation awareness of healthcare personnel working in radiation is also very important in terms of both their own protection and the protection of patients from radiation. The aim of this study is to reveal the level of knowledge about radiation and radiation protection of students from Çanakkale Onsekiz Mart University Vocational School of Health Services, which provides Medical Imaging and Radiology education in Çanakkale province, who are doing practice/internship/skill training in diagnostic radiology units of hospitals and whether this awareness differs according to various individual and demographic characteristics. For this purpose, a questionnaire including both demographic characteristics and the scale was applied to 189 university students to obtain the data set. For the statement "I have knowledge about X-rays", 3.2% of the 1st grade students strongly disagreed, 8.4% were undecided, 69.5% agreed, 4.2% disagreed and 14.7% strongly agreed, while 1.1% of the 2nd grade students strongly disagreed, 2.1% were undecided, 75.5% agreed and 20.1% strongly agreed (p=0.04). In general, no difference was found between the 1st and 2nd grades when the level of knowledge about radiation and radiation protection was evaluated. In order to reinforce the topics related to radiation, it would be useful to repeat the topics frequently in the courses and to prepare current presentations by experts in the field and to present them as seminars within the scope of in-service training for both students and Radiology Technicians professionally.

An Evaluation of the Implementation of the Social Studies Curriculum in Ghana: A Case Study of the Asante Akim North District

The purpose of this study was to evaluate the Social Studies Curriculum for Senior High Schools in Ghana to determine whether the subject has attained its goal(s). The study took place in the Asante Akim North District. The population for study were all Social Studies teachers and students in the district. The multi-stage sampling technique was adopted for the study and the sample size was 120, made up of 100 students and 20 teachers. The concurrent mixed method approach was adopted. The main instruments used for collecting data were questionnaires, interviews (focus group and semi-structured interview) guide, observation and documentary analysis. Quantitative data were tabulated, organized, analysed and interpreted to draw sound conclusions and generalizations. The data were presented in the form of tables and percentages. Words were used to interpret the tables and percentages for easy understanding. The qualitative data responses were described and explained in the form of themes. Sometimes responses were quoted verbatim to authenticate claims made. The study revealed that most of the teachers who are the curriculum implementers have forgotten the subject's general objectives. Therefore, they teach the subject without any cognizance of the attainment of these objectives. Concerning the findings of the study, it is recommended that the district education directorate should organize periodic workshops, in-service training and seminars for teachers teaching the subject. This will help Social Studies teachers acquire the relevant knowledge and the pre-requisite skills needed to effectively implement the Social Studies curriculum in the Asante Akim North District.”

The Influence of Demographics and Workforce Innovation Opportunity Act (WIOA) Employment and Training Services on Employment Outcomes for Teenagers Receiving Supplemental Security Income (SSI) and Their Parents

Transition age youth with disabilities and their families can access a variety of Workforce Innovation Opportunity Act (WIOA)-funded employment and training services. This study evaluated the impact of these services on youth and parent employment outcomes. These services were coordinated as part of the Wisconsin Promoting Readiness of Minors in SSI (PROMISE) federal demonstration grant. Youth with disabilities receiving Supplemental Security Income (SSI) benefits were randomly assigned to ‘usual’ services, including those available through school and vocational rehabilitation (VR) transition services, or ‘enhanced’ case management and transition services through the Wisconsin PROMISE demonstration. Parents who consented to participate could receive educational, employment, and financial self-sufficiency services and support through the Family Service Plan (FSP) connected to the youth’s PROMISE VR case. Youth and parents could also choose to receive WIOA Title I and Title III employment and training services, as well as Youth Apprenticeship, available through the Wisconsin Department of Workforce Development’s Division of Employment and Training (DET). A hierarchical logistic regression analysis demonstrated that VR services predicted higher youth employment rates and DET services predicted higher youth and parent employment rates. A linear regression analysis demonstrated that PROMISE services predicted higher youth wages and DET services predicted higher youth and parent employment wages. Findings suggest the coordination of employment-focused services across programs leads to increases in employment outcomes. Limitations and implications are discussed regarding the relationship between VR services, DET employment and training services, and employment outcomes.

Multicenter evaluation to determine the deficiencies of emergency nurses in forensic case management

IntroductionEmergency services are the first places where victims and/or perpetrators of different types of violence are brought for medical treatment. Emergency service nurses are the first health workers who first encounter with the forensic case, first communicate and are in an important position in the rapid and accurate continuation of the forensic process. In this study, it was aimed to determine the level of knowledge of emergency department nurses regarding the management of forensic cases. MethodsThe study was a cross-sectional, descriptive. Ninety-eight emergency nurses working in the emergency departments of three different public hospitals in the same province participated in the study. Study data were collected with the “Nurse Personal Information Form” and the “Knowledge Levels of Nurses related to the Approaches to Forensic Cases Questionnaire”. Results70.4 % of the nurses participating in the study were women, their mean age was (X ± SD = 27.36 ± 5.21). It is seen that 87.8 % of the nurses have a total working time in the emergency unit between 1 and 5 years and 11.2 % have received training on forensic nursing. “Total Knowledge Score” of undergraduate graduate nurses The mean score was higher and there was a significant difference between the groups (p > 0.05). The nurses who received in-service training and forensically evaluated all cases admitted to the emergency department had a higher mean score in the “Knowledge Score Regarding the Duties of Nurses Regarding Forensic Cases” mean was higher and there was a significant difference between the groups (p > 0.05). ConclusionWe recommend the use of institutional guides/protocols together with in-service training for emergency nurses to provide medically and legally correct forensic care and to have sufficient knowledge.

40 years of Interplast

Kirstie MacGill reflects on Interplast’s achievements over the last 40 years in assisting partner countries with volunteer surgical missions, as well as education and training for health care services.

The Student Satisfaction on Education Service Quality: Case Study at Hong Duc University

Education Service Quality is a vital issue of every university to provide training service that aligns with societal demands and strives for learner satisfaction. A great number of research is conducted on this topic to calculate the role and impact of Education Service Quality on student satisfaction. This study analyses Student Satisfaction with Education Service Quality, including lecturer, staff officer, educational program, educational activities, infrastructure, and support activities on student satisfaction. Data from 464 students in the fields of economics and engineering were collected for analysis. The research findings demonstrate that students are satisfied with 3 of 6 proposed factors, with the lecturer exerting the most, followed by educational programs and training activities. This study contributes novel insights to both theoretical understanding and practical application, thereby facilitating the continuous improvement of training management.

The Constraints in the Implementation of Inclusive Education in Public Primary Schools in Njombe Town Council, Tanzania

This study explored the constraints in the implementation of inclusive education in public primary schools in Njombe Town Council, Tanzania. The methodology of the study was qualitative. It employed multiple case study design. The study engaged a total sample of 19 respondents namely; special need education officers, heads of schools and subject teachers who were selected through purposive and snowball sampling. Data collection methods were semi-structured interviews, focus group discussion, non-participant observation and documentary review. Data were subjected to content analysis. The findings of the study revealed that teachers in public school’s face constraints in implementing inclusive education namely inadequate of teaching and learning materials, unfriendly environment to pupils with disability, small budget allocation, inadequate classrooms, less motivation to teachers, absence of in-service training, and curriculum in use is not in favor to pupils with disability. Hence, the constraints in the implementation of inclusive education are an impediment towards achieving the World Education Agenda for all by 2030. The study recommended that; the government should find out suitable ways on how to solve the aforementioned constraints for smooth running of the inclusive schools so as to maintain the teachers’ positivity in the implementation of inclusive education.

An exploration of primary school teachers' perspectives on children's rights.

This study endeavors to scrutinize the perspectives of primary school teachers regarding children's rights. Employing qualitative research methods, particularly a case study approach, the research delves into the insights of 14 teachers working in a primary school within the Turkish Cypriot region during the 2022-2023 academic year. Data collection was facilitated through the utilization of a semi-structured interview form, and subsequent analysis was conducted via content analysis. The findings underscore a discernible lack of adequate knowledge among teachers pertaining to children's rights, particularly in the context of violations occurring on social media platforms. In response, recommendations are posited, advocating for the implementation of in-service training programs to enhance teachers' awareness, the integration of children's rights throughout all stages of primary education, collaborative efforts between the Turkish Education Institution and the Information Technologies Communication Authority to raise awareness among families and educators, and the inclusion of a dedicated course on children's rights in the curriculum of the Turkish Cypriot Region Teacher Academy and university faculties of education.

Public Speaking Training In An English Community Pilot Program In Metro City, Lampung

Everyone who is capable and able to communicate, however, is not necessarily skilled at speaking in public. This limitation occasionally leads to communication misunderstandings. The IAIN Metro Community Service Team studied the English Training and Gathering (Estage) Language Education Institute, which implements the English system in a Metro City - Lampung area as a forum for improving the speaking skills and quality of members from elementary to advanced classes, supported by gathering activities that encourage students to dare to speak in public. The service training activities were given to helpg students at the English Village Estage understanding the elements and processes of public speaking. Participant skills in public speaking, such as the ability to think on the go, develop vocals to have a microphonic voice, and get used to speaking without primarily relying on text, some participants were found need ongoing preparation and adaptation to public speaking. The main ways of becoming prepared for public speaking were to help the participants develop courage and self-confidence, as well as to increase their knowledge and comprehension by continually practicing. Keywords: english; estage; community service; public speaking

Analysis of Factors Influencing Employee Performance at the Regional Civil Service Education and Training Agency of Pohuwato Regency

This research aims to analyze the factors influencing employee performance at the Regional Education and Training Personnel Agency of Pohuwato Regency. The sample targeted for the study consists of 33 individuals, all of whom participated as respondents using multiple linear regression. Based on the analysis, it was found that the decision-making mechanism variable has a positive but non-significant effect on employee performance, the management professionalism variable has a positive and significant effect on employee performance, the supervision and control mechanism variable has a positive and significant effect on employee performance, and the decision-making mechanism, management professionalism, and supervision and control mechanisms collectively have an effect on the performance of the Regional Education and Training Personnel Agency of Pohuwato Regency employees.

Technical Feasibility of a Hydrail Tram–Train in NA: Okanagan Valley Electric Regional Passenger Rail (OVER PR)

Booming population and tourism have increased congestion, collisions, climate-harming emissions, and transport inequities in The Okanagan Valley, Canada. Surveys suggest that over 30% of residents would shift from cars back to public transit and intercity tram–trains if regional service and connections were improved. Intercity streetcars (aka light-rail tram–trains) have not run in Canada since their replacement in the 1950′s by the national highway system. UBC researchers analyzed a tram–train service fashioned after the current Karlsruhe model but powered by zero-emission hydrogen fuel cell/battery hybrid rail power (hydrail) technology, along a 342 km route between Osoyoos, B.C. at the US Border and Kamloops, B.C., the Canadian VIA rail hub. Hydrail trains have operated successfully since 2018 in Germany and were demonstrated in Quebec, Canada in 2023. However, hydrail combined with tram–train technology has never been tried in Canada. Single-train simulations (STSs) confirmed its technical feasibility, showing a roughly 8 h roundtrip travel time, at an average train velocity of 86 km/h. Each hydrail tram–train consumed 2400 kWh of energy, translating to 144 kg of hydrogen fuel per roundtrip. In total, five tons of H2/day would be consumed over 16 h daily by the 16-tram–train-vehicle fleet. The results provide valuable insights into technical aspects and energy requirements, serving as a foundation for future studies and decision-making processes in developing zero-emission passenger tram–train services not just for Okanagan Valley communities but all of Canada and NA.

Occupational Therapists’ Experiences in Providing Training to Caregivers of Hospitalized Older Adults: A Way Forward for Occupational Therapy Practice

Aims This study explores the experiences of occupational therapists in training caregivers of hospitalized older adults, with the aim of identifying strategies to enhance this practice. Methods Six occupational therapists participated. Results Two major themes were generated: (1) challenges in providing training to caregivers and (2) ways to improve caregiver training services. Seven sub-themes were also identified. The findings highlighted several challenges regarding the provision of training to caregivers that need to be taken into consideration by occupational therapists, as well as valuable suggestions regarding the need for effective guidelines, appropriate content, and the utilization of technology to support occupational therapists in the provision of quality caregiver training services Conclusions Integrating healthcare professionals’ experiences is vital for improving services, recognizing the need for ­caregiver-centric approaches, emphasizing communication improvement within healthcare teams, and advocating for deeper insights into older adults’ needs, while highlighting the importance of technology integration in caregiver training.

Learning about Literacy: Speech-Language Pathologists' Pre-Service and In-Service Training Experiences in the United States.

To better understand speech-language pathologists' (SLPs') pre-service and in-service training experiences in literacy and the relationship between their literacy training experiences and current practice, self-efficacy, and beliefs regarding their roles in literacy assessment and treatment, a web-based survey of SLPs was conducted (n = 444). Responses revealed that 60% of respondents completed at least one literacy course in their graduate programs: 55% took courses that embedded content in literacy assessment or treatment, and 23% took courses dedicated to literacy. These results varied based on the decade of graduation. Although 73.5% of respondents felt that their graduate programs trained them well or very well to assess and treat spoken language, only 8.5% felt the same about literacy. Most respondents (80%) reported completing in-service literacy training, and 89% reported wanting more literacy training. Completion of in-service training was positively, significantly related to respondents' current literacy-related clinical practice, self-efficacy, and beliefs regarding their roles; however, pre-service literacy training was not significantly related to any of these. Though in-service training appears to play a role in helping SLPs deliver literacy services, more emphasis on increasing the quantity and quality of pre-service and in-service training in the assessment and treatment of literacy is needed.

Written Language Practice, Self-Efficacy, and Beliefs: A Survey of Speech-Language Pathologists Working With School-Aged Clients.

This study examined the clinical practice, self-efficacy, and beliefs about assessing and treating written language among speech-language pathologists (SLPs) working with school-aged clients (aged 5-21 years) in school and nonschool settings in the United States. A survey was completed by a nationwide sample of 344 SLPs working with school-aged clients in the United States. Statistical analyses were conducted to determine differences between (a) SLPs' self-efficacy in assessing and treating spoken versus written language and (b) school-based and non-school-based SLPs' clinical practice, self-efficacy, and beliefs about their roles with written language. All respondents reported significantly lower rates of self-efficacy in assessing and treating written language compared to spoken language, and their self-efficacy had a significant, positive relationship with the amount of clinical time devoted to written language. School-based SLPs devoted a significantly lower percentage of clinical time to written language, had significantly lower self-efficacy in addressing written language, and had lower rates of agreement on statements about their roles and responsibilities with written language compared to non-school-based SLPs. These differences were not found with spoken language. The most prevalent written language needs on respondents' workloads were reported as written expression (69.3%) and reading comprehension (66%). School-based and non-school-based SLPs report different levels of clinical time devoted to written language, self-efficacy in addressing written language, and beliefs about their roles in addressing written language. There is a need to investigate the reasons for these differences and the potential impact of preservice and in-service training in ameliorating them. https://doi.org/10.23641/asha.25511047.

Teachers’ and principals’ views on interdisciplinary teaching and learning in the humanities

ABSTRACT Scholarship on interdisciplinary teaching and learning, especially in the humanities, is scarce, and it rarely takes teachers’ and principals’ views into account. To address these gaps, we present findings from interviews conducted with teachers and principals who were engaged in developing and enacting interdisciplinary curricula in the humanities. These respondents described interdisciplinarity as an innovation that can affect discourse within the classroom, teacher professional identity, and school management. Their views transcended the theoretical distinctions between cognitive, sociocultural, and critical learning theories that typically feature in educational research on interdisciplinary teaching and learning in the humanities. Understanding the gaps between the current state of the academic literature on interdisciplinary teaching and learning and teachers’ and principals’ views on this issue can inform pre-service and in-service teacher training initiatives.

Disparities in Mentorship and Implications for US Surgical Resident Education and Wellness.

Many surgeons cite mentorship as a critical component of training. However, little evidence exists regarding factors associated with mentorship and the influence of mentorship on trainee education or wellness. To evaluate factors associated with surgical trainees' perceptions of meaningful mentorship, assess associations of mentorship with resident education and wellness, and evaluate programmatic variation in mentorship. A voluntary, anonymous survey was administered to clinically active residents in all accredited US general surgery residency programs following the 2019 American Board of Surgery In-Service Training Examination. Data were analyzed from July 2019 to July 2022. Residents were asked, "Do you have a mentor who genuinely cares about you and your career?" Resident characteristics associated with report of meaningful mentorship were evaluated with multivariable logistic regression. Associations of mentorship with education (clinical and operative autonomy) and wellness (career satisfaction, burnout, thoughts of attrition, suicidality) were examined using cluster-adjusted multivariable logistic regression controlling for resident and program factors. Residents' race and ethnicity were self-identified using US census categories (American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or Other Pacific Islander, and White), which were combined and dichotomized as non-Hispanic White vs non-White or Hispanic. A total of 6956 residents from 301 programs completed the survey (85.6% response rate); 6373 responded to all relevant questions (2572 [40.3%] female; 2539 [39.8%] non-White or Hispanic). Of these, 4256 (66.8%) reported meaningful mentorship. Non-White or Hispanic residents were less likely than non-Hispanic White residents to report meaningful mentorship (odds ratio [OR], 0.81, 95% CI, 0.71-0.91). Senior residents (postgraduate year 4/5) were more likely to report meaningful mentorship than interns (OR, 3.06; 95% CI, 2.59-3.62). Residents with meaningful mentorship were more likely to endorse operative autonomy (OR, 3.87; 95% CI, 3.35-4.46) and less likely to report burnout (OR, 0.52; 95% CI, 0.46-0.58), thoughts of attrition (OR, 0.42; 95% CI, 0.36-0.50), and suicidality (OR, 0.47; 95% CI, 0.37-0.60) compared with residents without meaningful mentorship. One-third of trainees reported lack of meaningful mentorship, particularly non-White or Hispanic trainees. Although education and wellness are multifactorial issues, mentorship was associated with improvement; thus, efforts to facilitate mentorship are needed, especially for minoritized residents.

Teachers’ Competence and Learners’ Academic Performance

Teachers are the nation's development catalysts. They enable the country to generate and nurture learners who could propel it forward and lead to development. This paper aimed to determine the level of teachers’ gained information on Philippine Professional Standards for Teachers (PPST) and its relation to their learners’ academic performance. The independent variable is on teachers’ gained information on PPST Domains through In-Service Training in terms of Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Curriculum and Planning, Assessment and Reporting, Community Linkages and Professional Engagement, and Personal Growth and Professional Development while the dependent variable is the learners’ academic performance. This study was conducted at West City Central School in the Division of Cagayan de Oro City. The researcher used the convenience sampling technique and a descriptive-correlational with content analysis research design and employed an adopted questionnaire given to teachers (n=161) while data analysis of learners’ (n=701) academic performance was gathered. The collected data were analyzed and interpreted using descriptive and inferential statistical tools such as frequency and percentage, mean and standard deviation, and Pearson product moment correlation coefficient. Results revealed that the level of teachers’ gained information on PPST domains was at Very High Level of Information while the learners’ academic Performance was at Very Satisfactory Level. Moreover, Teachers’ gained information on PPST domain was significantly correlated with the learners’ academic performance. Thus, it is recommended that schools may provide more trainings and information drive on the PPST Domain Community Linkages and Professional Engagement as it will provide ideas, guidance and assistance for teachers so that they can fully perform well in all of the PPST domains and improve learners’ academic performance.

Understanding the Link Between INSET Attendance and Teaching Efficiency of High School Teachers

Recognizing the importance of in-service education and training (INSET) for teacher development, this study investigated its effectiveness in enhancing teaching efficiency among high school teachers at Southern Baptist College. Employing a convergent mixed-methods design with twenty-three participants, the study revealed that high school teachers generally perceive in-service education and training (INSET) positively and value its effectiveness in enhancing teaching skills and practices, but there is no significant relationship between the frequency of attending INSET programs and teaching efficiency. The study identified five essential guidelines that include conducting targeted needs assessments, practical application, individualized professional development plans, ongoing mentoring, and data-informed evaluation systems. The result revealed that the programs of in-service education and training attended by high school teachers were the pedagogy workshops, subject-specific training, technology integration, assessment and evaluation and professional development designed to enhance teacher’s teaching skills, subject knowledge, and classroom management techniques. Majority of the respondents attended the programs conducted by Southern Baptist College, Inc. The themes such as personal and professional growth, improved teaching effectiveness, enhanced mental abilities, positive workplace changes, transformative challenges, and emphasize collaborative approaches were drawn to address challenges and maximize benefits of ongoing professional development initiatives. Moreover, the effectiveness of in-service education and training (INSET) attended by high school teachers is perceived positively. The high school teachers in majority got Very Satisfactory in their teaching effectiveness. However, there is a weak positive correlation between the effectiveness of attending in-service training (INSET) and teaching efficiency of high school teachers. Thus, null hypothesis was not rejected.

“You have to be a bit of a rogue teacher” – A qualitative study of sex educators in Metro Vancouver

Comprehensive sex education (CSE) is evidence-based, addresses a wide variety of topics, and is inclusive of sexual and gender minority (SGM) experiences. However, teachers are often not trained to deliver CSE and are uncomfortable teaching it. This can lead to the omission of important topics and leave youth dissatisfied with their sex education. Thus, more research is needed to understand educator needs/approaches when delivering sex education and how educators incorporate SGM-affirming content. We conducted fifteen interviews with sex educators in Metro Vancouver, British Columbia (BC), Canada, in autumn 2021, to understand current approaches to and gaps in the provision of CSE. We used an interpretive descriptive methodology. Personal and structural factors constrain the delivery of CSE in BC. Personal factors include motivation, teacher comfort/knowledge, personal trauma, and fear of pushback. Structural factors include inequitable access to parent advisory council funding, Learning Standards design, and the peripheral nature of sex education. Participant recommendations for the future of sex education include increased mandatory pre-service and in-service training, the implementation of “sex education mentors” in each district, an online hub of resources, and government funding for community-based educators. We recommend (1) that government funding be allocated for at least one trained sex educator in every school district who can coach and mentor teachers; (2) the creation and promotion of an online information hub which includes lesson plans, videos, and resources for teachers; (3) and that teachers’ colleges create mandatory courses on teaching CSE.