In-service Education Research Articles

Assessment of Knowledge about Palliative Care among Registered Nursing Professionals: A Prospective Cross-Sectional Study in a Tertiary Care Hospital in Central India

Objective: This study aimed to assess the palliative care knowledge among the registered nurses working in tertiary care hospital in Madhya Pradesh. Methods and materials: A prospective cross-sectional study was conducted on 160 registered nurses working in different departments in tertiary care hospital in Madhya Pradesh, who were selected through a purposive sampling technique. The data was collected through an online questionnaire for the socio-demographic variables and validated a self-report questionnaire to measure the knowledge of health care professionals in palliative care and the data was analysed by IBM-SPSSv26. Results: A total of 160 participants enrolled in the study. Basic knowledge care was quite high among the samples (83.75%). Item 1,2 of pain in palliative care was quite high (83.43%) and item 3,4,5 has (22%) only, overall management of pain knowledge was (47%) which is on the lower side. The use of Morphine was 31.04%, Dyspnoea Management it was 38.33%, and in the communication of prognosis, it was 81.56%. Resuscitation knowledge was 46.85%, Psycho spiritual was 24.06% and Bereavement care was 69%. Conclusion: One of the biggest challenges in providing excellent palliative care is that nurses don’t know enough about it. Therefore, improving the quality of palliative care services provided to patients could be accomplished by increasing their knowledge through in-service education and retraining on the job.

Effect of Valsalva Maneuver on Pain Perception During Blood Sample Collection Among Patients

Background: Blood sample collection is the most frequent intrusive practise that hurts patients in hospital settings. A non-pharmacological and economical way to lessen pain during blood sample collection is the Valsalva Maneuver. Objectives; The aim of this study was to evaluate the effect of Valsalva Maneuver during blood sample collection. Methods: A quasi-experimental design (post-test only control group design). Self-structured questionnaire on Socio demographic information, clinical parameter and Wong baker face pain scale was used to observe the pain score of participants. The research population includes all the adult patients between the ages of 18 and 50 admitted in IPD. The sample size for the study comprises of 500 Participants who met the inclusion criteria. Purposive sampling technique was used to identify adult patients between the ages of 18 and 50 who were having blood sample collection admitted in IPD in IMS & SUM hospital, Bhubaneswar, Odisha. Results: The results revealed that there is significant reduction in pain during blood sample collection in experimental group with (p=0.000). No association was found between level pain and socio-demographic and clinical parameters. Discussion: The Valsalva manoeuvre is a non-invasive, non-pharmacological, and efficient way to lessen pain related to drawing blood samples. During the collection of blood samples, nurses should demonstrate the Valsalva manoeuvre to patients. In-service education programmes for nurses and students should be included by hospital administration in order to promote the non-pharmacological technique of pain alleviation during blood sample collection.

Effect of Foot Reflexology on Clinical Outcomes of Neonates with Hyperbilirubinemia

Background and objectives: Neonatal hyperbilirubinemia is the most common reason for admission to Neonatal Intensive Care Unit (NICU) that can progress to critical levels. So, foot reflexology is one of the most widely used treatments and it is effective not only in the treatment of illnesses but also in maintaining health. Objectives: This study aimed to determine the effect of foot reflexology on the clinical outcomes of neonates with hyperbilirubinemia.Methods: A quasi-experimental research design was utilized in this study. The study subjects were 60 neonates with hyperbilirubinemia, recruited from NICU in Assiut University Children's Hospital. They were selected randomly and divided into two groups: the study group received foot reflexology interventions and the control group received routine care. Two tools were used to collect the necessary data, which included a personal structure questionnaire and neonataloutcomes assessment sheet.Results: On the fifth day, the mean of total serum bilirubin over the study group was 7.89±1.12 mg/dl, and over the control group was 10.55±0.55 mg/dl. According to the mean of the duration of phototherapy and hospital stay, the study group was 3.86±0.86- 6.80±0.88 respectively, but over the control group was 5.33±0.75- 10.40±1.22 respectively.Conclusions: A statistically significant positive correlation between applying foot reflexology interventions and improving clinical outcomes of neonates with hyperbilirubinemia. We recommended that in-service training and education programs for neonatal nurses should be conducted on a regular basis to teach them non-pharmacological strategies such as foot reflexology techniques.

Delete the PDF and Start Again? Exploring the Potential for Innovative Dissemination Methods of Music Education Scholarship

Research from Sheehy (2016) found that in-service educators are increasingly disengaging from the scholarly field. This paper highlights and critiques paradigmatic approaches used to disseminate scholarly research in music education which ostensibly lead to teacher disengagement, including the use of academic language, issues of accessibility, and the “printable” formats of scholarly texts. It utilizes Reynolds’ (2009) discussion of factors which led to the development of the musical genre “post-punk” as a framework to critique, compare, and discuss how discourses of social media may inform the development of innovative scholarly research dissemination methods. In doing so a new “genre” of scholarly publication which is informed by normative academic practices and those associated with social media is both proposed and exemplified. It is argued that these proposed innovative dissemination methods have the potential to reengage in-service educators within the scholarly field; and foster academic publications which are considered more engaging, accessible, and relevant.

Inclusive education strategies for the EFL teaching context

This article addresses the impact of inclusive education strategies in the EFL context at public institutions located in Bogota, Colombia. The paper reports an action-research study on inclusive education by contrasting inservice teaching practices while adjusting the curriculum regarding disabilities. Data gathering was conducted through documental inquiry, preservice teachers’ narratives, and a survey. Initial findings review how preservice teachers enhance their teaching patterns by modeling academic content to specific diverse encounters. In sum, exposing future language teachers to the challenge of curriculum adjustment concerning disabilities may elicit a good domain of classroom management, the shaping of instruction, and blossoming creativity in the act of teaching.

Understanding Midwestern US Teacher Socialization during the COVID-19 Pandemic

The COVID-19 pandemic has had both short- and long-term impacts on the institution of schooling, as well as on teachers and students who experienced it. While much has been learned about the impact of the pandemic, including in physical education, less is known about how physical education teachers navigated the sociopolitical realities of their work as they were socialized through the pandemic. Adopting occupational socialization theory, the purpose of this study was to examine the experiences of Midwestern US physical educators during the COVID-19 pandemic and the lasting implications for their careers. Participants were 30 in-service physical education teachers (20 female and 10 male) from one state in the US Midwest who each participated in a semi-structured interview. Semi-structured interviews were audio-recorded and analyzed using a multiphase collaborative qualitative analysis method grounded in analytic induction and deduction and focused on thematic development. Data analysis resulted in four themes: (a) changing instructional modalities was challenging but prompted creativity and growth; (b) resources were scarce, and marginalization was intensified through the pandemic; (c) recognizing and responding to changes in teacher and student health; and (d) stressors associated with COVID-19 may influence teachers’ career trajectories. This study not only adds to the literature related to COVID-19 but also is important for understanding how the schools’ culture changes through times of crisis. It is likely that other local, regional, national, or international events will cause disruptions in teachers’ work and the nature of student learning in the future.

A Meta-Synthesis Study: An Investigation of Studies on EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competencies in Turkey

Technological advances have brought profound transformations into the education system. This transformation has also made it essential to use technological tools for educational aims in the 21st century. The goal of this study is to analyze a collection of studies on prospective and in-service EFL educators’ technological pedagogical content knowledge (TPACK) competencies in Turkey regarding the purpose, method, participants, data collection tools, and findings of certain studies. The study includes meta-synthesis research to present the research tendencies on TPACK competencies of pre-service and in-service EFL teachers in Turkey. In the research, a total of 22 studies were included 11 articles and 11 theses which were published between the years 2017-2022. In light of the obtained results, it can be concluded that the research trend of the remarkable number of reviewed studies is related to the determination or measuring of TPACK perceptions and to examining the effect of demographic traits such as gender, age, and educational background on EFL teachers’ TPACK levels. In the last part of the research, practical implications and suggestions for further research were offered in detail.

Evaluation of an in-service training program on "Armenian claims" according to Eisner's educational expertise/criticism model

Teachers’ participation in activities that will positively affect their professional development is of critical importance in terms of educational processes and the improvement of teacher quality. In-service education programs have important roles in increasing both the efficiency of educational processes and teacher quality. This study aims to evaluate the topic of “Armenian claims” included in the Information Seminar In-Service Education Program for Department head teachers of History and Social Studies Teachers organized by the Turkish Ministry of National Education, Board of Education and Discipline on November 11-13, 2022. The population of the study consisted of 81 history and 81 social studies department head teachers from the 81 provinces of Türkiye for a total of 162 department head teachers. The sample of the study consisted of 52 history and social studies department head teachers selected with the criterion sampling method. Eisner’s educational expertise and criticism model was used in the analysis and the study was designed as qualitative research. A semi-structured interview form about Armenian claims was administered to selected history and social sciences department head teachers after they participated in the in-service education program. The data obtained were subjected to content analysis using the MAXQDA 2022 package program and were then evaluated thematically. After the in-service education program, the history and social studies department head teachers stated that their level of knowledge about the Armenian claims increased, they had learned new and surprising information, and they would make changes to their lectures. The participants expressed positive opinions about the efficiency of the in-service program. In-service education activities provide history and social studies teachers with opportunities to further their professional development. This research shows the positive changes in both knowledge levels and course teaching on Armenian claims among the participants after an in-service education program.

Mental Health Literacy Training for Teachers Yields Positive Results

Rates of social, emotional, and behavioral difficulties are rising and significantly impact K-12 students’ learning. Unfortunately, many teachers report being underprepared to identify, refer, or manage these symptoms. This study utilized a graduate course to address the mental health literacy needs of in-service teachers. Significant improvements in mental health literacy were achieved at course completion. Several participants also reported examples of how they demonstrated mental health literacy in their subsequent educational practices. These findings support the impact of in-service teacher education that focuses on mental health literacy.

TPACK in In-service Secondary Education Teachers: A Systematic Review of the Literature

The TPACK model is an essential framework for appropriately integrating technology in the classroom. The present study aimed to categorize and establish the main research findings around TPACK between 2017 and 2022, specifically in practicing teachers at the secondary education level. A systematic literature review guided by the PRISMA statement was conducted. The search for papers was carried out in the Scopus, Web of Science, Sage Journal, and SciELO databases in September 2022. 37 articles were selected for review. The review of the studies made it possible to establish that the papers were mainly grouped into two categories: the first related to teachers' perception of TPACK, which includes research with self-perception questionnaires, case studies and relationships of self-perception with other variables such as barriers to technology integration in the classroom, pedagogical beliefs, and online education; and the second to developing training courses based on TPACK, complemented with self-perception questionnaires in the form of pretest-posts, classroom observations, and interviews. The results of the first category are dissimilar since TPACK levels differ from one study to another in variables such as gender and teaching experience. From the second, it is established that teacher professional development courses favor improving technological integration in the classroom.

Eliciting Pre-Service EFL Teachers’ Views on Coursebooks Through Metaphorical Language

Unearthing pre-service teachers’ attitudes towards coursebooks might well have important implications both for pre- and in-service teacher education since of all the wide range of materials used in English language teaching (ELT), coursebooks are still the most widely used materials in school settings. In this regard, this study aims to surface pre-service English as a Foreign Language (EFL) teachers’ beliefs on coursebooks through metaphorical language. Data gathered from 129 Turkish pre-service teachers of English are presented and discussed in the present study. Qualitative content analysis was employed in this study to analyze the metaphors provided by the pre-service EFL teachers. The participants produced 70 different metaphors for coursebooks and data analysis revealed seven conceptual categories: Guidance, Resource, Support, Access to New Opportunities, Worthlessness, Restrictions and Boredom. The participants produced mostly positive metaphors for coursebooks and saw coursebooks as a support and guide for language education.

Axiomatizing the Education System: Analysis, Taxonomy or Professional Development?

The author starts by attempting to Axiomatize the Education System and by clearly outlining what is meant by Axioms and the Axiomatic Method. Essentially. he takes an Axiomatic Approach to defining Axiomatization. He then describes how a facilitated workshop was used to agree the key features of the education system: – a list of short statements (say 100) about education; – cognate groups (say 10) that are used to sort the statements; and – longer statements that describe those groups. The longer statements are initially given the status First Order Axioms, while short statements are given the status of Second Order Axioms. The First Order Axioms were then grouped into: – Fundamental Axioms; – Structural Axioms; and – Functional Axioms. The main body of the paper then clearly articulates: – those First Order Axioms: Pupils; Education; The State; Subsidiarity; The School; Leadership and Management; The Curriculum; Teachers and Teaching; Assessment and Accreditation and Monitoring and Evaluation; along with – the accompanying Second Order Axioms that were generated when the author participated in their own facilitated workshop. The author also provides the diagrammatic overview of the education system that resulted from the facilitated workshop. He concludes that although the approach can be useful, it has its limitations: a number of the key requirements of Axiomatic Systems cannot be met. The education system is so complex that the Axiomatic System derived from an Axiomatic Approach cannot be Consistent and Independent; nor can all the statements be shown to follow logically from statements that are, in turn, the logical result of other statements. The author finally concludes that, although the approach is useful, the terms Axiomatic System and First and Second Order Axioms should be replaced by Taxonomy and First and Second Order Statements. However, he does suggest that developing a Taxonomy of Educational Objectives could be very useful for: – providing an agreed high-level description of the education system; and – in-service education and staff development purposes.

Searching for Enabling and Constraining Arrangements for Better Teaching Practices: EFL Teachers’ Narratives

Teachers’ teaching practices shape and are shaped by the arrangements in their site of practice. Such arrangements, consisting of the (cultural-discursive) “sayings”, (material-economic) “doings”, and (social-political) “relatings” of the actors involved in and the environment of the practice site, can be defined as “Practice Architectures” (Kemmis, 2019). The practice site that this study focuses on is the teaching practicum activity within a three-month in-service teacher professional education program held jointly by the Indonesian Government and a Higher Education Institution (HEI) (Program Profesi Guru Dalam Jabatan/PPG). Using the framework of Practice Architectures, the study aims to identify the arrangements that occurred and/or were provided by the program in enabling or constraining the program’s standard teaching practicum practices. Through thematic analyses of the teachers’ narratives of their teaching practicum experiences, the results show that these arrangements shaped teachers’ practices in teaching practicum, particularly in the design of the PPG program and the requirements of the assessments. The findings call for the government and HEIs to these arrangements in designing teacher professional development programs, such as the PPG program, to improve future teaching practicum experiences in the program that enable standardised and better teaching practices.

A Study of the Use of Multimedia in AI Industry in Terms of its Impact on In-Service Education and Work Attitude as Well as Work Performance

To meet the increasing demand for talent with the expansion of domestic artificial intelligence industries in foreign markets, many artificial intelligence industries are training high quality employees. In this respect, the present study aims to investigate the effectiveness of using multimedia in the artificial intelligence industry in-service education programs. The participants of the study were composed of artificial intelligence industry supervisors and employees in China. The study focused on a sample comprised of AI industry supervisors and employees in China. Data were collected over a period spanning from the 1st of January 2022 to the 1st of June 2022. A total of 500 questionnaires were distributed, and 423 valid copies were retrieved, yielding a retrieval rate of 85%. According to the results of the study, it can be stated that artificial intelligence industries can benefit the research results through in-service education and learning and development. Moreover, the results of the current study can help promote work performance of employees to produce the necessary soft power that determines success in the future, and to improve business dilemma and enhance competitiveness of artificial intelligence industries. The results of the study revealed that the use of multimedia in artificial intelligence industry increase the self-confidence of employees, they feel respected, noticed, and supported by superiors, and have a good and pleasant interactive relationship with colleagues. As a result, their work attitudes are positively influenced.

Supporting TBLT through teacher education

Abstract Task-based language teaching (TBLT) is becoming increasingly accepted in a range of contexts across the globe as a viable learner-centred alternative to more traditional teacher-fronted approaches. In theory, TBLT has a lot to commend it. However, since its inception TBLT has moved and developed in a variety of directions and has been subject to a host of interpretations and orientations. In several cases, teachers hold onto teacher-fronted practices that clash with the philosophy and rationale of TBLT. These are complicating factors that can make TBLT implementation in classrooms problematic. This critical position paper considers teacher education as a mediating and supporting variable in the successful design and implementation of TBLT and tasks in classrooms. It begins with a summary of the benefits and limitations of TBLT. It goes on to present an overview of some of the challenges that have emerged from accounts of different contexts where attempts have been made to enact TBLT ideas, including the role of teacher education and a comparison of a pre-service and in-service teacher education initiative in one specific context. The paper concludes with proposing ten guiding principles for effective TBLT-oriented teacher education.

Practitioner Inquiry for Turbulent Times: Learning to Take an Inquiry Stance Toward Teaching Difficult Topics Through a Teacher Inquiry Community

Amid turbulent times and politically polarized communities, many teachers require support if they are to teach or engage with difficult topics in their curricula or professional practices, yet few teachers actually receive any formalized support for addressing such topics. This article responds by describing the work of an inquiry community of inservice educators that was designed to assist teachers in learning to address difficult topics by integrating practitioner inquiry and student inquiry with asset-based and trauma-informed lenses. The article outlines the community’s conceptual foundations then describes how a team of university-based teacher educators facilitated the community’s work. A participating teacher’s reflection illustrates how the support of the community transformed her teaching of one potentially difficult topic—the American Civil War—as she shifted her pedagogy from being a provider of knowledge to facilitating students’ inquiries. The article highlights implications for future scholarship about professional learning, student inquiry, and teacher retention.

Impact of essential newborn care education on knowledge and practice of new-born care among nurses in rural primary health centres in Ebonyi state of Nigeria

Background: This study was designed to determine the level of knowledge and the extent of practice of the components of essential new-born care (ENC), and the effects of a training programme on the knowledge and practice of ENC among nurses in rural primary health cares (PHCs) in Ebonyi state Nigeria. Methods: This study was a one group pre-test and post-test intervention design. The components of ENC considered were: New-born initiation of breastfeeding, thermoregulation, new-born cord care, newborn eye care, initiation of breathing and administration of vitamin K. A neonatal care knowledge and practice assessment (NCKPA) questionnaire tested for validity and reliability, with a Spearman’s correlation coefficient of 0.81, was used for data collection among the (48) available nurses (All female). Results: There was significant improvement in the level of knowledge and extent of practice of the components of ENC following the training programme. Despite the improvement, there were gaps in knowledge and practice of the components of ENC amongst the nurses in rural PHCs and affected were the level of knowledge of eye care 20 (41.6%) pre-intervention, and least knowledge of cord care 35 (72.9%) and eye care 45 (93.8%)-post-intervention. Conclusions: Increase in knowledge corresponded with increase in good practice of ENC. The concern with knowledge transfer and translation of knowledge into practice could be achieved by pre-service and in-service education, update courses and workshops, and this will empower the nurses, getting them familiar with current trends and practices for improved child survival rate.

필리핀 교원양성대학의 세계시민교육 사례 연구

This study analyzes the case of global citizenship education (GCED) in teacher education colleges in the Philippines and draws out its features to find implications for GCED in teacher education colleges. To this end, Philippine Normal University (PNU), a leading participant in GCED in the Philippines, was selected and analyzed in terms of the program’s purpose and background, curriculum and research, and management system. Analysis shows that the PNU has been actively engaged in GCED based on its historical background in women and human rights studies. The PNU's GCED program mainly adopted the concept of GCED presented by UNESCO while emphasizing the behavioral dimension. This case demonstrates that the areas of GCED to which teacher education colleges can contribute are diverse, encompassing pre-service and in-service teacher education and research. Teacher education colleges can play a leading role in expanding GCED in a country through their active engagement in the agenda demonstrated by institutional leadership and collaboration with international organizations.

Teaching English in the Colombian Rural: Normalistas Superiores Challenges and Experiences

This qualitative study focuses on the challenges and experiences faced by normalistas in-service educators who teach English as a Foreign Language (EFL) in rural contexts in Colombia without the training to do so. Data were analyzed using grounded theory, through instruments such as interviews, real-life episodes, and a focus group. The participants were two normalistas educators who have taught English in rural areas for years, and the study was conducted in remote rural communities in Colombia with limited resources and connectivity. The results evidenced the teaching English practices outlook in rural communities, the adaption to an experimental learning and teaching method as part of the normalistas’ limitations in terms of English knowledge and instruments to teach the foreign language and, finally, the impact on rural learners as a result of normalistas’ performances in English classes.

Children of Drama: An Arts-Based Educational Action Research Project Applied to a Group of In-Service Educators

Children of Drama is an arts-based educational action research project with five drama pedagogy actions, launched in 2019 at the University of Gävle, Sweden. It aimed to explore drama pedagogy’s personal and professional impacts on a group of in-service educators using Winnicott’s potential space theory. The results revealed that participants enriched their teaching method toolbox with drama pedagogical techniques and theories, fostering self-exploration and motivation to use drama in the classroom. Notably, the qualities of the drama pedagogical instructor and environment enhanced safety, inspiration, and engagement. This study contributes to research in drama pedagogy and educators’ arts-based professional development.