Development Of Teaching Skills Research Articles

Peer observation to develop resident teaching.

Developing teaching skills is a fundamental part of physician postgraduate training. Although resident-as-teacher curricula are proliferating, there is no clear consensus on how best to train resident physicians as clinical teachers. Peer observation has been shown to be effective in other settings, including faculty development, and could be adopted for resident teaching skill development. The authors developed a 5-day resident-as-teacher training programme, founded on three principles: (i) focused seminars; (ii) authentic teaching experiences; and (iii) peer observation. To provide genuine teaching experiences, course participants taught regularly scheduled curricular sessions. Residents were partnered with a peer; each delivered two teaching sessions and provided two peer observations. Evaluations revealed the course had a 'major impact' on participants' teaching. Significant improvements were observed in self-reported comfort and confidence with teaching and in providing feedback. Peer observation was cited as the most effective component of the course. Nearly all residents were both comfortable receiving and providing peer-observed feedback. A majority of residents reported that they were more likely to seek feedback as a result of the course. The faculty member time required was limited to 1-2 hours per individual. Peer observation can be used effectively to engage residents and advance clinical teaching skills. Residents were generally comfortable giving and receiving feedback in peer-observer dyads. Employing peer observation also reduced the amount of faculty member time needed to deliver resident-as-teacher programming, thereby facilitating the scalability of the programme. Allowing participants to teach during regular conference time allowed for smooth integration into the pre-existing schedule for the training programme.

Las competencias y la evaluación. Hacia un modelo de evaluación auténtica de los aprendizajes

Esta reflexión surge de la experiencia de dos docentes de la Facultad de Educación e Idiomas y tiene como objetivo mejorar el desempeño docente, en especial la evaluación de los procesos de aprendizaje de los estudiantes. Nuestra premisa es que nos encontramos inmersos en un mundo complejo, a menudo llamado sociedad de la información y del conocimiento, que plantea el reto al profesional de transformar la información que recibe en conocimiento útil para su vida. Por tanto, analizamos la educación desde una perspectiva compleja y holística. Consideramos que a pesar de los retos y desafíos contextuales, el profesorado continúa realizando las mismas prácticas docentes y de evaluación. Insistimos en que los procesos de evaluación de los aprendizajes también deben evolucionar simultáneamente con los procesos de cambios sociales. El Modelo de Evaluación que proponemos pretende aportar al desarrollo de competencias docentes; además, es acorde a la realidad nicaragüense y concibe la evaluación educativa desde una perspectiva amplia.

Development of teaching skills in heritage education through 2.0 platforms and digital environments as a learning tool

El desarrollo de competencias docentes en educacion patrimonial ha de estar presente en los grados formativos de los futuros docentes. Este articulo presenta una investigacion estructurada en dos fases, realizada a 132 alumnos de 2o grado de educacion primaria: un estudio exploratorio sobre la presencia del patrimonio en las etapas educativas previas a la formacion universitaria, y un estudio comparativo pretest-postest que analiza la transformacion conceptual que se produce en la nocion de patrimonio antes y despues de trabajar la educacion patrimonial mediante el uso de plataformas 2.0 y entornos digitales. La revision teorica nos lleva a definir una propuesta pionera de competencias docentes en educacion patrimonial y los principales resultados del estudio indican que: (a) los alumnos poseen una nocion inicial reduccionista del patrimonio, (b) tras la implementacion educativa el concepto orbita hacia una definicion integral y humanista, y (c) las reconceptualizaciones integran valores, usos y aportaciones del patrimonio, ademas de mostrar compromiso y responsabilidad con el legado cultural.

Development of Practical Teaching Skills

Development of Practical Teaching Skills

Development of pedagogical skills of masters of educational and pedagogical sciences

Development of pedagogical skills of masters of educational and pedagogical sciences

Formación y evaluación de docentes técnicos en Chile. Persistentes inequidades para la Educación Media Técnico Profesional

In the Chilean education system, the development of teaching skills for the effective implementation of the Technical and Vocational Secondary Education curriculum is a critical aspect. This paper examines different laws and regulations, including the Teacher Professional Development System, depending on the requirements, needs and particularities of technical teachers. The analysis is carried out base on the conception of equity as fair respect for differences, in four dimensions: requirements for teaching, initial teacher education, continuous teacher training, and professional evaluation and recognition. We identify various inequities that make technical teachers are in a disadvantage for progressing in their teaching career that associate different career stages to professional development prospects and wages. Keywords: Teachers. Technical and vocational secondary education. Equity.

Efekti delovanja kontekstualnih činilaca na kvalitet matematičkih postignuća učenika

Teaching is a complex process, which, in addition to an exceptional knowledge of the teaching process by the teacher, requires and implies a number of correlative relationships and factors that affect student achievement. The subject of this paper is the analysis of a broader network of potential contextual factors of action on student achievement in mathematics. Accordingly, the aim of the paper is focus on insight of resources of the educational system and the particular circumstances that influence the quality of achievement of students in mathematics. Three sections are considered by theoretical analysis: the impact of mathematics teachers 'professional education on the quality of student achievement, teachers and teaching strategies as a basis for building mathematical anxiety or student resilience, and the role of the school context and analysis of students' specific difficulties in mathematics. Vocational teacher education is one of the initial segments of developing quality in a teacher's vocation, while later professional development is an opportunity to influence not only teacher competences but also the outcomes of student learning. There is a tendency that the education of mathematics teachers and the education of teachers, also future teachers of mathematics, does not give sufficient support to all competencies required for practical work. Significant focuses are on construction and knowledge, while there is less focus on developing teaching competencies. For these reasons, a number of recommendations emerge to include the development of teaching skills in the initial education and training of mathematics teachers, with the aim of improving mathematics in practice and improving student outcomes. Teachers and teaching strategies are the factors that underpin mathematical resilience or anxiety in students, and thus represent variables with a direct impact on mathematics achievement. Mathematical failure can have a strong negative effect on the later life and work of individuals, while the teacher can influence the onset of mathematical anxiety, or through good programs and thoughtful activities can build mathematical resilience and enhance students' achievement in mathematics. The school context and the specific difficulties of the students in mathematics are part of the factors on which the success of the students in this subject depends, because an effectively organized school system causes the development of the maximum potential of students. The paper confirms the opinions of numerous authors that it is necessary to identify and correct specific difficulties in the school environment. Qualitative analyzes partially open the implications for school practice, which indicate the existence of students who are more difficult to master mathematics, but also the fact that the extra work of teachers with them significantly influences the elimination of existing difficulties. By considering the aforementioned aspects of classroom practice and their impact on students' achievement in mathematics, further research was opened that would more specifically address the contexts and modes of mathematics instruction, with particular attention to the existence of students with specific difficulties in mathematics and the key role of teachers in their recognition.

Emperor Nicholas I Orenburg Women’s Institute in the Second Half of the 19th—Early 20th Century

Reformation of female education in Russia in the mid‑19th century led, among other things, to further evolution of closed class-specific women’s institutes of the boarding school type that provided secondary, religious, and secular education of girls. Historical documents and archival sources are used in this article to describe the organization and content of learning in Emperor Nicholas I Orenburg Women’s Institute, the largest institution of secondary female education in the vast Orenburg Governorate at the end of the 19th century. Institute education had a considerable social value for girls from civil and military middle-class families in the cities and remote suburbs of Orenburg Governorate in that it allowed them not only to acquire general knowledge but also to develop teaching skills that they could use to make a living. Evidence is provided that, given the local settings, Emperor Nicholas I Orenburg Women’s Institute matched most of the criteria of the institute education model typical of pre-revolutionary Russia, which transformed in response to society’s demands concerning female education. Discontinuous interest, insufficient elaboration of the problem, and historical oblivion of valuable local history materials dictated the need to crane out a body of archival sources and reconstruct the process of creating a unique educational phenomenon, which Emperor Nicholas I Orenburg Women’s Institute came to be.

Dual Training System Integration for Caregiver School in Cebu City

This research assessed the integration of the Technical Education Skills Development Authority (TESDA) Dual Training System of the identified Caregiver Schools in Cebu City, Philippines. This is anchored on Christian Wolff’s theory that the mind has mental powers or faculties such as memory, reason, judgment, attention, will and observation; these functions have separate entity that can be improved through exercise or use. The respondent groups of this research were clustered into three (3) as to trainers, clinical instructors and trainees from three (3) caregiver schools and two (2) affiliated hospitals. It utilized the descriptive method with the TESDA adopted survey questionnaire as the instrument. The statistical treatments used were simple percentage, weighted mean and T-test. The findings revealed that the educational qualification and achievements of the trainers and clinical instructors met the prescribed competencies required by TESDA. Hence the Dual Training System (DTS) competency-based curriculum was Fully Delivered with an average weighted mean of 2.41 to the trainee respondent groups. The level of the DTS competency-based curriculum implementation as to basic, common and core competencies had a weighted mean of 2.91 described as Fully Implemented. There is a significant relationship between the trainees’ in-bound rating of a weighted mean grade of 88 and DTS performance rating with a weighted mean grade of 90. There is no significant difference as to the perceptions on the extent of DTS competency-based curriculum implementation among the respondent groups. Thus, it is concluded that the integration of the Dual Training System Competency-Based Curriculum improved the trainees’ performance. Thus, the Training Manual which is the output of this research is highly recommended.

A DESIGN TEACHER IN THE CONTEXT OF PEDAGOGICAL REFLECTION

The paper deals with one of the areas in the development of pedagogical skills of art teachers and the role of reflexive pedagogy in shaping creative personality in the system of training of future designers. One of the critical issues in design education is to bridge the gap between the information provided and its practical demand. During their years of study, students acquire too much and too little knowledge at the same time. Much knowledge refers to its volume, whereas little knowledge implies their adequacy to particular circumstances under which they have to work. Reflexive pedagogy can help to solve this issue. The paper considers the most common definitions of the term “reflection”. It indicates that pedagogical reflection of a design teacher is a system of linguistic and thinking processes, ensuring the realization of goals of future designers’ professional training and education in the system of artistic and pedagogical interaction. It demonstrates that cultural reflection is aimed at rethinking cultural acts and one’s cultural experience. It justifies the obtained results to reveal fundamentally essential conditions for developing professional reflection. It proves that many psycho-pedagogical studies cover the issue of professional reflection of art teachers, and there is no concept of its development for future designers. Therefore, it is essential to find out how to develop reflexion of students and university teachers. The paper concludes that one’s ability to generate new and non-standard ideas should be considered as one of the conditions for developing creative thinking of university teachers, boosting their self-confidence and promoting individual independence of vision.

The Structure of Pedagogical Skills in the Context of Introverted Characteristics of the Specialist

Physical education is of paramount importance and one of the main links in the prevention of the diseases of the third millennium during the heyday of a post-industrial society, increasing volumes of information and decreased physical activity as a result of developming infrastructure, transport links and service networks. On the other hand, all of the above factors, and especially the informational ones, put new demands on physical education teachers, who can no longer be a mere transmitter of knowledge, must meet the today’s requirements and be knowledgeable in many fields related to pedagogy (computer science, psychology, sociology, ecology). Noawadays, an important issue of Ukrainian higher education institutions is the search for optimal ways to establish a system of values, professionally significant qualities of teachers who are proactive, independent, mobil and ready for constant professional development and self-improvement. Therefore, an inherent feature of a teacher’s professionalism is his or her pedagogical skills. The development of pedagogical skills becomes rather essential for training future physical education teachers, who are creative, open-minded and can interest pupil and motivate them towards learning. Pedagogical skills of future physical education teachers imply the ability to organize physical training based on the principles of humanism, dialogue and cooperation. Indeed, pedagogical skills of these specialists integrate socio-cultural, intellectual, moral potential of pupils and teachers. Modern scholars about the heightened requirements for physical education teachers, as well as the expansion of their professional activitie. In turn, it prioritizes thir professional efficiency, “The very practice of physical culture, sport, tourism, recreation and rehabilitation puts the requirements for graduates from physical education institutions. The role of culture, intellect, professionalism and erudition of specialists is increasing, given the competition between many small enterprises, associations, clubs and state institutions in the struggle for social and state order (O. Ihnatiev). The researcher believes that professional skills are the main criteria for overcoming these obstacles and requirements.

Higher School Instructors’ Pedagogical Skills Improvement as a Basis of Educational Strategy for Development of Students’ Professional Training

The article substantiates the expediency of acquaintance of higher school’s teachers with the essence, rules and regularities of pedagogical skills improvement. The necessity of developing a strategy for improving pedagogical skills of the instructors of non-pedagogical institutions of higher education (IHE) are emphasized, as evidenced by the coverage of this problem in many scientific researches of philosophical, psychological, pedagogical directions. It is generalized that the development of pedagogical skills involves understanding by instructors the essence and productive effectiveness of own pedagogical activity regardless of the disciplines’ content they teach. Pedagogical skills provide the disclosure of teacher’s creativity, understanding the meaning of developing professionalism, which is required from modern instructor of IHE according to the level of solving new tasks of education. In the article, the theoretical basics of the research are connected in four groups. The first group includes the fundamental works of scholars, who opened the essence of the basic principles of the philosophy of education. The second group – works, which reflect ontology and phenomenology of pedagogical skills as higher expression of the freedom of being a teacher in professional activity, as the highest level of quality of instructor’s work. The third group consists of the scientific works, where the structure of pedagogical skills as the top of teacher’s creative activity, in which the harmony, perfection and beauty are realized, is revealed. The fourth group includes scientific-methodical materials, the main purpose of which is directing of instructors on the formation and development of different aspects of pedagogical skills as the criterion of teacher’s professionalism. A particular attention is paid to the disclosure of methods for improving pedagogical skills of instructors of non-pedagogical IHE that is considered as an advanced training of scientific and pedagogical staff. Considering this, special courses were organized in I. Horbachevsky Ternopil State Medical University in 2018 in order to perfect instructors’ pedagogical skills. Classes were conducted in the form of lectures and study trainings in order to expand pedagogical knowledge and ideas about the essence of pedagogical skills and possibilities of educational technologies use in the professional training of future specialists in medicine. Instructors acquainted themselves with the extra active regime of information exchange, peculiarities of the organization interactive cooperation, were aware of the feasibility of interactive technologies use in IHE, tested in practice methods of doing exercises “Press Method”, “Six Thinking Hats” – the method of parallel thinking by E. de Bono. As a result of the final questionnaire, it was found that most instructors seek to increase their own level of pedagogical skills in different directions.

21st Century Skills and Goals of Education

The 21st century is characterised by rapid technological advancement, an explosion of knowledge and information, competition, innovation and evolution. These developments are undoubtedly influencing education. The students learning needs are very different today from what they were at the turn of the century. The old model of content delivery is no longer relevant in the world of instant access. We are living through an educational evolution and the pace of change is staggering. Education should make big changes by using modern technologies and personalising technologies to engage students in diverse and creative ways. The demands of the 21st Century require education to redefine the experience of students and teachers. Education needs to make an instructional shift to ensure our students succeed as innovators of the future. A paradigm shift from teachers covering the syllabus to students uncovering and discovering it themselves has called for the development of 21st century skills in education. This paper explores 21st century skills and the methods that allow students to enhance these skills. This paper highlights the goals of education in the context of the 21st century. Policymakers in education must seriously consider incorporating the 21st century skills without losing sight of the purpose of education that is to open up the mind of the students and to prepare them to face the world.

The effectiveness of a proposed training program based on active learning to develop teaching skills of Shari'a Sciences’ teachers and their attitudes towards it at the kingdom of Saudi Arabia: فاعلية برنامج تدريبي مقترح قائم على التعلّم النشط في تنمية المهارات التدريسية لدى معلمي العلوم الشرعية واتجاهاتهم نحوه في المملكة العربية السعودية

Research Goal: To measure the effectiveness of the use of a proposed training program based on active learning to develop teaching skills of Shari'a Sciences’ teachers and their attitudes towards it at the kingdom of Saudi Arabia. The Research depended on the descriptive approach during building the program that based on active learning strategies, as assign experimental method when applying the program to identify its effectiveness in developing teaching of Shari'a Sciences’ teachers for the secondary school in the city of Medina and their attitudes toward it in teaching. Research instruments: The Card Note of teaching skills consisted of (45) sub-skill divided into three main areas which are (planning, implementation and evaluation). The measure of the attitude towards active learning in teaching included (26) phrases, therefore, the program is based on active learning in developing the teaching skills. After the researcher has checked the sincerity of research instruments, he began to be apply it to a stratified random sample, which consisted of (34) teachers of Shari'a Sciences’ teachers for the secondary school. The research contain a number of appropriate statistical methods, which are arithmetic averages, standard deviations, (T) test for the associated groups, the coefficient of Peerson, ETA square, the equation of the Blak, the coefficient of alpha Cronbach and the equation of Cooper. After conducting statistical analyzes, the research found the existence of Statistical differences among the average performance of the research sample in the Card Note of teaching skills in (planning, implementation and evaluation) Separated and combined in the light of active learning before and after the proposed training program for the benefit of the telemetric. In the light of the findings, the research recommended: Taking advantage of the current research program in training Shari'a Sciences’ teachers in different stages of education, especially Secondary School Teachers, because of its positive impact on the development of their teaching skills, and benefit from the list of teaching skills of the current research when assessing teachers' performance during service. ، ، ،

A longitudinal faculty development program: supporting a culture of teaching

BackgroundRecent trends in faculty development demonstrate a shift from short term to long-term programs; formal to informal learning in the workplace; individual to group settings; and from individual support to institutional support. The purpose of this study was to develop and evaluate a one-year Clinical Teaching Fellowship (CTF) program designed to equip early career medical practitioners and basic scientists with necessary skills to facilitate Team-based learning (TBL).MethodsThe CTF program provided formal training, a choice of informal professional development activities, and practical co-teaching opportunities in TBL. Of the 40 registrants, 31 (78%) completed the program. Data were collected via questionnaire and focus group. Data were analysed using descriptive statistics and framework analysis.ResultsParticipants considered the CTF program as relevant to their needs and useful to their career. Learning was enriched through the combination of training, practical teaching experience alongside senior clinical teachers, the multi-disciplinary context of training and co-teaching in TBLs; and the sense of community. Competing clinical responsibilities made it difficult to attend training and TBL teaching.ConclusionsThe CTF program provided a longitudinal faculty development framework promoting preparation, practice and development of teaching skills. Securing institutional support to invest in the growth and development of early career teachers is essential to sustained innovation and excellence in teaching.

Flipping an Agricultural Teaching Methods Course at a Non-Land Grant University

The purpose of this study was to analyze undergraduate students’ perceptions of experiencing a flipped classroom in a teaching methods course at a Non-Land Grant Public Institution. The flipped classroom moves lectures and online videos outside of the classroom and uses class time for learning activities that promote problem-solving and discussion. Basic qualitative methods were used to provide flexibility, rich description, and the emergence of common patterns and themes. Participants reported the online lectures were beneficial and provided order and structure to the learning process. Personal responsibility emerged as a subtheme with mixed responses. Some participants felt it was the responsibility of the students to watch the videos and make sure they understood, while others felt it was too much responsibility on the students. All participants acknowledged that online lectures were a valuable tool for delivering content knowledge. All participants reported the online lectures, combined with the learning activities during class meetings, deepened their knowledge of teaching and learning application and skill development. Overall, participants felt the flipped classroom approach was a confidence booster due to the use of class time to practice their teaching skills. Participants recognized the flipped classroom as an effective teaching approach.

Digital Economy: Investing in Digital Learning Technologies

The current economic terms and conditions stimulate investments in digital transformations. Digital technologies act as drivers, including for education and vocational training. The companies that invest in information technologies for education and HR training realize that investments in HR and the development of skills in education and vocational training are recognized as key factors of the economic growth. This article aims at analyzing the peculiarities of investing in digital learning technologies in the context of the digital economy. In the article the relevance of investing in HR has been substantiated, and the foreign experience of stimulating investments in digital learning technologies has been analyzed. Based on the expert survey, the possibilities of HR digital training have been analyzed, and the peculiarities of various forms of digital training have been defined.

Socio-economical Costs and Benefits of E-Governance in India through CSCs

The key influence of E-Governance is to improve government procedures, linking people and building peripheral contacts by e-services. But because of some ins and outs citizens are not cognizant about such facilities and services or fail to receive such services up to its extent. Therefore, these services are suffering from meagre enactment. It is discussed in the past studies that the ICT play vital and significant role in societal development. ROI cannot be the focused and foremost objective when e-government projects are envisaged. These are frequently determined for attaining and preparing effectiveness in delivery of services. To raise usefulness, The Indian Government conveyed the idea of Common Service Centres (CSCs). CSCs are the common point for offering the necessary public useful services like social development schemes, banking & finance, health, education skill development and agriculture to citizens in rural and remote areas of the country. The key objective of present study is to evaluate the role of Government, Semi-Government, CSCs and other various agencies in promoting E-Governance facilities with high societal benefits in India.

The Effectiveness of a Training Program in the light of School Accreditation Standards for Developing the Teaching Skills of Art Education Female- teachers

The study aimed to determine the effectiveness of the training program in developing planning skill among Art Education teachers, determine the effectiveness of the training program in developing the implementation skill among Art Education teachers, determine the effectiveness of the training program in developing the assessment skill among Art Education teachers, and determine the effectiveness of the training program in developing the teaching skills among Art Education teachers. The problem of the study was identified the in the following main question: What is the effectiveness of the training program in light of the school accreditation standards in the development of teaching skills of Art Education teachers? And to answer the question, four hypotheses were formulated for the study. The hypotheses were tested by using the quasi-experimental approach to study the impact of the independent variable (training program in light of the school accreditation standards) against the dependent variable (Art Education teaching skills of Al-Baha Province teachers). The tools of the study were summative assessment and the training program, and after collecting the data processed by the arithmetic means (averages) and standard deviations, test (t), square (ETA), Black equation for rate uncovering, the sample of the study was randomly selected from the Art Education teachers in Al-Baha Province, consisted of (30) teachers (25%) of the total school community (120) teachers. The findings of this study showed statistically significant differences at the level of planning skill among Art Education teachers, for post-test, it showed statistically significant differences at the level of the implementation skill among Art Education teachers, for post-test, it showed statistically significant differences at the level of assessment skill among Art Education teachers, for post-test, it showed statistically significant differences in the overall grades for all teaching skills among Art Education teachers, parameters for post -test. In the light of the findings, the researcher recommended many recommendations: working on developing the teachers skills in the Ministry of Education in accordance with accurate professional standards that ensure improvement of teaching processes, dissemination of work culture according to the school accreditation standards for all school staff and employees to keep up with the developments and updates, take advantage of the current study tools in a way that is useful in improving the performance of Art Education male and female teachers.

Teaching communication skills: Using Gagne's model as an illustration.

Communication skills is an essential competence for physicians. Good communication skills correlate with higher patient satisfaction and overall patient outcome. Therefore, such training should start as early as in the undergraduate curriculum with experiential methods and more advanced skills to be integrated at different levels. Design of the training program should prepare for the transfer of communication skills into the clinical setting. Supervision from clinician educators could enhance the transfer of communication skills. Faculty development programs could help clinician educators to develop teaching skills needed in teaching communication. Continuous feedback from teachers and reflective practice of the learners are essential for effective learning of communication skills. The design of the teaching should be based on theory such as adult learning theory or experiential learning. Gagne's model provides a template for the systemic design of instructional events, and this article will illustrate an example of teaching communication skills based on the model.