Master Teacher Research Articles

Towards harmonisation of public health master education based on WHO-ASPHER Competency Framework for Public Health Workforce in the Euro-pean Region

The absence of harmonisation in public health curricula between Schools of Public Health is a possible root cause of the ability to effectively address future public health problems in the European Region. Increased cross-border mobility enables public health higher education institutions to become transnational actors in the direction of competency-based education. Four Public Health Master’s programmes were compared: Management of Public Health in Lithuanian University of Health Sciences (LUHS), Governance and Leadership in European Public Health in Maastricht University (UM), Public Health in National (Portuguese) School of Public Health (ENSP) and Public Health in The University of Sheffield (SH). The WHO-ASPHER Competency Framework was used to compare the four public health master programmes. Inconsistencies were found among these masters. Content and Context which includes core public health disciplines appears to be the most consistent element. Relations and Interactions focus appeared diminished in the four schools examined. Performance and Achievement varied within the evaluated curricula. (1) The WHO-ASPHER Competency Framework served as a reference to assess the core programme elements for the partial harmonisation of public health masters in relation to the competency, values covered and inter-professional orientation. Recommendations: Increase competency-based education Introduce leadership and communication skills in the public health curricula; Increase the network of Schools of Public Health in the European Region; Use a competency framework towards partial harmonisation of public health programmes.

Will Chinese students stop coming to the UK? A push–pull analysis among Chinese graduates from UK’s taught master’s programs 20 years apart

ABSTRACT China is a major source country of students in the UK’s taught Master’s programs. The reliance on China as a major source country has caused some concerns over its sustainability. Will the Chinese students continue to come? To answer this question, a push–pull factor analysis is conducted on the perceptions of Chinese students who graduated from the UK around the year 2000 and 2020. The goal is to explore the major pull factors for Chinese students’ mobility to the UK and whether there have been changes in the past 20 years. The findings of this pseudo longitudinal study suggest that, though most of the UK’s pull factors have stayed stable, the declining weight of the UK’s higher education reputation should be concerning. To sustain the UK’s attractiveness, the UK universities should slow the neoliberal expansion of international recruitment and strengthen the desirable Socratic approach to teaching and learning.

La brecha digital de género y enseñanza de los riesgos naturales en la formación del profesorado de Ciencias Sociales

The current hyper-technified context points to the need to have digital competences, which train the citizens of the 21st century. For this purpose, it becomes essential to train future teachers in methodologies that take into account the correct inclusion of information and communication technologies in their classrooms. In the area of social sciences, together with digital competences, there is a need for training in content related to natural hazards, which provides the population with resources and knowledge in the face of catastrophes of this type. The purpose of this work is to show the perception that teachers in training have in relation to their digital lite- racy and their knowledge to teach natural hazards with technology. An exploratory and descriptive methodology has been used based on a Likert scale questionnaire. The sample is made up of 224 Primary Education degree and Secondary Education master’s students from two Spanish universities. The results indicate that there is little use of ICT during the training stage of future teachers. Likewise, the data show a lack of knowledge of the application of GIS and GIT resources in school classrooms and the perception of little training in these tools to prepare specific tasks that address content related to natural hazards. On the contrary, there is a positive opinion about the importance of training in these resources for teaching territorial problems such as floods.

Research on the Training and Evaluation System of Sports Ability for Multi-professional Candidates with Master of Physical Education

Research on the Training and Evaluation System of Sports Ability for Multi-professional Candidates with Master of Physical Education

Research on the Joint Training Mode of Full time Master of Education

Research on the Joint Training Mode of Full time Master of Education

Open-Access Electronic-Resources and Extent of Accessibility by Postgraduate Students of Federal Universities in South-South, Nigeria

Access to scholarly literature oils the machine of academics knowledge flow. The barrier of hoarding and economic restriction of information resources has been greatly displaced by Open Access. This allows corpus of scholarly literature to be freely accessible, accelerated with the expansion of the availability of the Internet. Giving the availability Open Access, this study examines the accessibility of Open-Access electronic-resources by Postgraduate students of Federal Universities in South-South, Nigeria. The study adopted descriptive survey design. Purposive sampling was used to select four (4) universities from south south, Nigeria. The population for the study was 1401, consisting of all registered 330 Doctoral (PhD) and 1,071 Masters of Education (M.Ed) students of the faculty of education of the institutions. This study which is on accessibility of Open-Access e-resources by Postgraduate students of Federal Universities in South-South, Nigeria, had shown that postgraduate students access Open-Access e-resources for academic purposes. This paper emphasised postgraduate student’s access to Open Access e-resources and highlights the extent which was high, with no significant difference to both Med and PhD. This prompt the recommendations that adequate library ICT infrastructures be provided in the universities for postgraduate use as well as stable power supply to power the facilities.

Video lessons as mathematics supplementary learning materials for struggling students in online distance learning

Online distance learning as a new normal learning modality gives new hope for the students to continue learning through the provision of the internet and devices. However, many students struggled with mathematics lessons because of the limited synchronous interaction time. Practical action research was conducted to address the said problem on grade 10 students utilizing teacher-made video lessons via Google Classroom as mathematics supplementary learning materials for struggling students. Participants were 50 strugglers with low grades from the first and second grading periods selected purposively. Test materials, survey questionnaire, and interview guide were the instruments used in data collection validated by two head teachers and one master teacher in mathematics education and pilot tested on non-participants. The result shows that the students performed better in the post-test examination after consuming teacher-made video lessons. Students understood the mathematics lessons better, and the performance tasks became manageable. However, they suggested having longer video lessons with more illustrative examples and explanations using the local language. Also, they requested to upload the video lesson early so that they could do advanced study.

PENGUATAN KOMPETENSI CALON GURU TERHADAP MAHASISWA PPL DI SMPN 3 KASIHAN BANTUL YOGYAKARTA

This study aims to reveal how the PPL program is able to strengthen / strengthen the competence of prospective educators who have been competently mandated in the Teacher and Lecturer law such as; paedagogic competence, professional competence, social competence, and social competence. The types in this study are qualitative research, with a phenomenological approach, with techniques for collecting interview, observation and documentation data. As for data analysis, it uses interactive analysis. So that the results of this service research produce among others; first in the aspect of paedagogic competence; PPL students are able to understand curriculum terms, learning indicators, prepare lesson materials, master teacher knowledge and students are also able to master the knowledge they teach. Second, aspects of professional competence; PPL students have self-confidence, have consequences and preparation in the profession, and always evaluate themselves. Third, the aspect of social competence; PPL students have the ability to communicate, the ability to organize. Fourth, aspects of personality competence; PPL students are actually skilled in organizing the order of materials, skilled in preparing learning materials, skilled in formulating learning indicators, mastering teacher knowledge, and mastering the knowledge they teach

Improving Out-of-Field Preparation of High School Physics Teachers

It is well documented that a significant number of high school physics teachers around the country have little to no background in the discipline, which can result in reduced student learning in the classroom. The Mitchell Institute Physics Enhancement Program (MIPEP) was founded in 2012 to address this problem by targeting out-of-field high school physics teachers. MIPEP participants work with university faculty and master teachers over a two-week period during June each summer, focusing on both subject comprehension and pedagogy for implementation. Participant pre- and postprogram content knowledge and confidence were measured using an assessment compiled of questions from mechanics, electricity and magnetism, optics, and modern physics. We observed statistically significant improvement in both physics knowledge and confidence over the course of the program. A detailed analysis of the 2021 cohort showed that a majority of participants grew in knowledge and confidence for every topic covered. The data presented may encourage other institutions to implement similar programs.

Beyond the Workshop: Results From a Longitudinal, Interprofessional Teaching Certificate Program.

While most hospital-based, healthcare professionals are expected to teach and supervise, few receive training in education. We designed, implemented, and evaluated an interprofessional, hospital-based teaching certificate program based on experiential learning and reflective practice for healthcare professionals with little or no formal training in education. Participants attended educational seminars; incorporated new concepts, skills, and behaviors in their teaching; and submitted written reflections. Participants also met with an education coach, received feedback from a trained observer, and observed a "master teacher." We used descriptive statistics to analyze a survey distributed to the 2017-2019 cohort. We also analyzed written reflections to determine whether participants described a new teaching skill, concept, or behavior, and how they applied these to their teaching. Survey completion rate was 15/20 (75%). Participants described feeling connected to an educator community, establishing educational alliances with senior educators, and learning teaching strategies from other certificate members outside their own profession. Participants indicated they are more likely to pursue educational innovation, leadership, and scholarship. In the reflections, 88% described incorporating a new concept in their teaching. Participants in an interprofessional teaching certificate program engaged in a curriculum of professional development in education. Graduates of the program reported knowledge gain, behavior change, and establishment of educational alliances and a community of practice.

Professor John S. Lowe: A Master Teacher Who Never Doubted the Confidence of His Convictions Even When He Was Wrong!

Professor John S. Lowe: A Master Teacher Who Never Doubted the Confidence of His Convictions Even When He Was Wrong!

Effects of Credentials, Competence, Career Levels and Professionalism on the Satisfaction among Nurses in Psychiatric Hospital, Surakarta Central Java, Indonesia

Background: Job satisfaction among nurses may be influenced by competency, education, income level, or the work environment, such as the type of facility, management, professional or career deve-lopment, and access to resources. The purpose of this study was to analyze the effect of credentials, competence, career levels, and professionalism on the satisfaction among nurses in mental hospital. Subjects and Method: This was an analytic observational study with a cross sectional design. The study was conducted in Surakarta, Central Java, from September to October 2022. A sample of 215 nurses from 22 Surakarta Mental Hospital was selected for this study. The dependent variable was satisfaction of nurses. The independent variables were credential, competence, career levels, and profesionalism. The data were collected by questionnaire and analyzed by a multivariate linear regression. Results: Education master or doctor (b= 0.05; 95% CI= 0.03 to 0.15; p= 0.02), income (b= 1.47; 95% CI= 0.10 to 0.78; p= 0.04), competence (b= 1.20; 95% CI= 0.07 to 0.32; p= 0.002), career levels (b= 1.08; 95% CI= 0.05 to 0.35; p= 0.007), professionalism (b= 0.22; 95% CI= 0.06 to 0.10; p= 0.005) increased satisfaction and it was statistically significant. Credentials (b= 1.11; 95% CI= 0.006 to 0.67; p= 0.08), increased satisfaction, but it was statistically non-significant. Conclusion: Job satisfaction among nurses increases with high career levels, good competence, good professionalism, good credential, education ≥Diploma III, and high income. Keywords: career levels, competence, credential, job satisfaction, professionalism, nurse. Correspondence:Suminanto. Masters Program of Management, Universitas Islam Batik Surakarta, Indonesia. Jl. Agus Salim 10, Sondakan, Laweyan, Surakarta, Central Java 57147. Email: mr.nannto@gmail.com. Mobile: +62 812-2606-925. Journal of Health Policy and Management (2023), 08(01): 23-29 https://doi.org/10.26911/thejhpm.2023.08.01.03

Learning as a life proposal: Reflection from teaching in health sciences

The following reflection is the result of a microanalysis exercise in education carried out during the Masters in Higher Education Teaching of the Universidad El Bosque, which arose from the analytical and descriptive elaboration of categories, properties, and dimensions from the following questions: what is learning? What should a professor of medicine do for the student to learn in the clinical practice site?

Technology of generalization of subjects of research activity of masters of pedagogical education

Technology of generalization of subjects of research activity of masters of pedagogical education

Component-structural analysis of monitoring the quality of education of future masters of dentistry in the university learning environment

Component-structural analysis of monitoring the quality of education of future masters of dentistry in the university learning environment

MaCuDE IS Task Force Phase II Report: Views of Industry Leaders on Big Data Analytics and AI

This paper represents the Phase II report of the Management Curriculum for the Digital Era (MaCuDE) disciplinary task force on information systems (IS). Aligned with the current work of the AIS (Association for Information Systems) and ACM (Association for Computing Machinery), we focus on the current and future industry driven educational needs and requirements posed by big data analytics (BDA), artificial intelligence (AI), machine learning (ML), and related innovations. In this report, we probe and report on the views of industry leaders regarding BDA/AI education needs. We conducted 18 rich semi-structured interviews with a representative sample of industry leaders situated around key changes and issues related to workforce demands in digital transformation and associated educational needs. We performed a grounded theory based analysis of key themes in reported education needs. We note the shifting meaning of AI and BDA phenomena and identify three main organizational level needs for the digital era - capability improvement and transformation, decision-making strategies and tactics, and changes in operations or products - and connect them to three individual professional competencies necessary to deliver them: fundamental environmental competencies, data information and content, and system design competencies. Based on the analysis we outline several novel competency-based IS curriculum recommendations for the master's and undergraduate level IS education.

The construction of curriculum learning pattern of master of education: theoretical foundation and practical framework

The implementation and operation of the “Curriculum for Education” is an important medium and carrier for nurturing the in-depth learning literacy of postgraduates, especially the implementation and operation of the principle courses provide an important platform and guarantee for cultivating the principle thinking of M.Ed. Combined with the analysis of research data, this paper finds that (1) the learning pattern of M.Ed. courses has the characteristics and practical characteristics of openness, initiative and self-adaptability. (2) The practical framework for constructing the learning pattern of the M.Ed. programme consists of two modules that lay out progressive learning tasks that point to “academic competence in the curriculum” and “practical competence in teaching”. (3) Guiding M.Ed. students to participate in course evaluation and promoting the formation of M.Ed. learning experiences are the core mechanisms of M.Ed. course learning patterns in practice.

Research on the Construction of Master Teacher Studios under the Background of Industry-Education Integration

Research on the Construction of Master Teacher Studios under the Background of Industry-Education Integration

INSTITUTED- MECHANISM ON THE SELECTION AND PROMOTION OF TEACHERS TO ADMINISTRATIVE POSITIONS IN PUBLIC SCHOOLS

This study entitled “Instituted Mechanism on Selection and Promotion of Teachers to Administrative Positions in Public Schools” employed qualitative research using descriptive phenomenological approach. It focused on how the Personnel Selection Board manage the selection and promotion of personnel cognizant of merit and fitness during the School Year 2020- 2021. Promotion means advancement of an employee from one position to another with an increase in duties and responsibilities as authorized by law, and usually accompanied by an increase in salary. And selecting the wrong person in a particular position can have disastrous effects on an organization's productivity, morale, time, and budget. A gap of leaders will arise in the following years, making it necessary to know and use the right strategies for promoting and selecting the appropriate people who can successfully lead a school or an organization. Therefore, promoting and selecting the right leaders is a fundamental challenge for all organizations worldwide. The informants who were selected to provide the on mastery and preparedness on the judicial in promotion and selection in the Division of City Schools of Navotas are the teachers who have had experience in the promotion process. Shared the implementation on selection and promotion process guidelines. Mostly the school heads, master teacher department heads and the personnel school board in division of Navotas who encountered on how they were promoted. Promoting the wrong person might affect the whole organization’s productivity. For the Department of Education interested applicants are chosen based on the criteria stipulated in Department Order Number 66 series 2017.

Love and the Required Operations Course: A Profile of a Master Teacher

Love and the Required Operations Course: A Profile of a Master Teacher