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Continuing training is a key component in teachers' professional development as it enables them to meet the educational needs of the knowledge society and contribute to a quality educational system. This research aims to identify the training needs and preferences of in-service teachers and their impressions of the continuing training they receive. To do so, a quantitative study with a descriptive and correlative ex-post facto design was used. A total of 801 non-university teachers from schools in the autonomous community of Andalusia participated in the research. The data were collected using a questionnaire with an ad hoc design, taking as reference the instrument developed by Sangrà et al. (2019). For the data analysis, an exploratory factor analysis was performed giving 9 dimensions. The correlations between them were calculated and the non-parametric Mann-Whitney test was used to compare differences in means by gender. The results show that teachers are motivated for teacher training as they see that it is linked to improvements in their professional practice and in student results, and that they prefer formal training activities. The content they prefer relates to school development, entrepreneurial skills and their transfer, innovative teaching methodologies, didactic updating, and ICT. Some gender differences in training preferences were found, although the total score is similar for men and women, with women wanting more training in four of the dimensions and being more motivated to participate in such training. In conclusion, there is a need to consider new training strategies such as lesson study, where teachers are the protagonists of their ongoing training. [ABSTRACT FROM AUTHOR]

This article provides an overview of pedagogical training for university teachers in Algerian universities. It discusses the current state of training, the requirements for successful training, and reviews previous studies on the topic. The article emphasizes the positive impact of pedagogical training on teaching effectiveness and introduces key concepts such as pedagogy, training, and pedagogical accompaniment. It also highlights the pedagogical support program for newly-hired university professors in Algeria, which aims to enhance their knowledge, skills, and attitudes. The article emphasizes the importance of pedagogical training for university professors in Algerian higher education institutions and the need for continuous development in this area. It explores various teaching methods and their effectiveness, presents studies on the impact of training on job performance, and discusses the positive effects of a pedagogical accompaniment program on teaching effectiveness. The article concludes by calling for further attention and development of pedagogical training programs for university professors in Algeria. [Extracted from the article]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Inclusive educational spaces are necessary for post-secondary Black students to thrive. However, faculty and staff often, unintentionally, create non-inclusive educational spaces while exhibiting and perpetuating behaviors relative to race/racism and microaggressions driven by racial implicit bias. Via this mixed-methods study, researchers examined the effects that a set of training modules about race/racism, implicit bias, and microaggressions had on the attitudes of participating university faculty and staff, as well as their intentions toward creating inclusive educational spaces. More specifically, university faculty and staff members completed an online training during which they were provided information in separate modules about systemic and color-blind racism, implicit bias, microaggressions, and two components of inclusive educational spaces, culturally sustaining pedagogical and race-conscious educational practices. Researchers found participants' attitudes, post-training, significantly and positively shifted relative to race/racism, implicit bias, and microaggressions. In addition, faculty and staff identified specific practices they intended to incorporate to facilitate more inclusive educational spaces for Black students. Researchers also drew implications from findings for other higher education settings. [ABSTRACT FROM AUTHOR]

In a peer-review of teaching (PRT) program, we aimed to i) use pre and post-observation questionnaires to enhance self-reflection, and ii) perform a nominal group technique (NGT) to agree on improvements. The questionnaires showed that PRT helped discovering new weaknesses but not new strengths, and that preconceived negative feelings vanished during the teaching observation. The NGT highlighted that ensuring the pairs of teachers belong to different knowledge areas and offering information to future participants may improve the PRT program and increase faculty participation. In conclusion, questionnaires along the PRT program promoted self-reflection and important improvements were made by the NGT. [ABSTRACT FROM AUTHOR]

The article "30 YEARS OF COMIE: Celebration and Challenges" from the Mexican Journal of Educational Research highlights the importance of understanding the school institution and its teaching from the sociology of education. It is mentioned that the school not only complies with norms and reproduces a prevailing culture, but it can also generate cultural resistances and raise awareness about inequalities. In addition, the evolution of student movements in Mexico is addressed, which now focus on the visibility and eradication of gender violence. The impact of the COVID-19 pandemic on higher education is also highlighted, leading to school dropout and student depression. The article presents three studies related to education, as well as book reviews and a dossier commemorating the 30 years of the Mexican Council of Educational Research. [Extracted from the article]

The pedagogical accompaniment process is considered one of the most important tasks entrusted to the university professor, as it represents a form of academic guidance for the university student in his formative journey, as it aims to contain it from multiple aspects such as the academic, psychological, scientific and social aspects..., in order to achieve the quality of higher education and produce a graduate with efficiency. In view of the importance of this process, we find the Algerian university seeking after this in every way, as it considered that the way to reduce the difficulties facing the process of pedagogical accompaniment to the student is to train the university professor so that he acquires the necessary skills that make him a good pedagogical accompaniment. From this point of view, this research aimed at clarifying the contribution of training for the university professor in improving his performance as a pedagogical companion for the student, by referring to the process of pedagogical accompaniment, then addressing the training process for the professor in the field of pedagogical accompaniment, and finally clarifying the impact of training in improving the performance of the professor as a pedagogical companion, for the student. [ABSTRACT FROM AUTHOR]

The paper describes the international research conducted in collaboration between the University of Padova, University of North Texas, and Windesheim University of Applied Sciences. The study explores how higher education faculty involved in professionalizing courses for the educational area perceive the pandemic-induced transition to digitalized education (DE), after one year of experience with it. This paper introduces the second phase of a research study that began as early as spring 2020, with an online survey distributed worldwide. It seeks to investigate possible changes after one year of digitalized education related to (1) perceptions of institutional support and professional training offered; (2) potential and challenges of DE; and (3) professional intentions for future uses of DE. Details on the instrument's reliability and structure will also be provided. We are exploring how the DE is changing teachers' routines and whether these changes are paving the way for collaborative, reflective, and student-centred approaches that could have long-term consequences. This is to help focus future training pathways to better support teachers in teaching effectively and efficiently for learning, both in times of crisis and in times of normalcy. [ABSTRACT FROM AUTHOR]

This study addresses three issues linked to teaching practices in higher education and the implementation of teaching-learning methods in a changing context: (1) the profile of teachers using virtual platforms and blended learning (according to professional category, gender, teaching experience, and branch of knowledge), (2) the use of blended learning (according to the type of studies, number of students, and activities), and (3) the relationship between teachers' instruction and the use of blended learning. A quantitative, descriptive-correlational design and a sample of 982 teachers at 35 Spanish public universities have revealed that the profile of the teaching staff using blended learning corresponds to those in the field of social sciences and law, with a stable professional category, who report using virtual means in support of face-to-face teaching. The results confirm the need for teacher training and the design of institutional plans for monitoring and subsequent support. [ABSTRACT FROM AUTHOR]

In South Africa, English is used as a language of learning and teaching for most students from Grade 4 onwards. National policies have requirements for all teachers regarding language proficiency in English, and they also require all teachers from Grades R (pre-school) to 6 to be English language teachers. Because most teachers are not English home language speakers, it is necessary to build academic language proficiency across school subjects along the lines of multilingual content and language integrated learning (MCLIL). National policy documents show little awareness of this and constrain teacher education for multilingual contexts. [ABSTRACT FROM AUTHOR]

The use of corporate management practices in higher education has led to spread of result-oriented practices to improve research productivity, including publication rewards and requirements. In this paper we stress the importance of input and process based approaches by examining the mediating role of research self-efficacy on the relationship between training & development practices and research productivity, and the moderating role of knowledge sharing climate. This empirical work provides a more complete understanding of how training & development practices may build research self-efficacy which in turn promotes faculty members' research productivity. Finally, we contribute to the emerging literature on the moderating effects of knowledge sharing climate. [ABSTRACT FROM AUTHOR]

Training and development are a basic base upon which the effectiveness of the organization rests, and through them, the accumulated experience and knowledge in the workplace is organized and directed towards comprehensive organizational performance. In the field of the university educational process, training and development results in the faculty accumulated knowledge and experience, which in turn improves the level of overall organizational performance at the university level. The structure of the research and its procedures hypothesis that (there is a statistically significant effect (for training and development) on the performance level of faculty at Almaaqal university, and for the purposes of collecting field data, an arbitrator and laboratory questionnaire was used, the study reached an important conclusion that (the positive effect of training and development on the level of performance of faculty at Almaaqal university). [ABSTRACT FROM AUTHOR]

Purpose: Following the current rise of Antisemitism globally and in Germany, this paper examines the current situation regarding Antisemitism in teacher education. The paper aims to make a contribution for the demand of an implementation of education critical of Antisemitism in teacher education. Approach: Combining experience from university teacher training and the field of extracurricular political education we appoint perspectives for a sustainable implementation of education critical of Antisemitism in teacher training via best practice examples. We evaluate the potentials of field trips, international study groups and networks between university and agents located in civil society. Findings: The revised curricula for Social Sciences in the state of North-Rhine-Westphalia (and formerly Berlin) name current Antisemitism for the first time, indicating an urgent need for professionalization in Social Science teacher education where the facets of Antisemitism only play a minor role. Hence, expertise and existing resource must be stabilized, a structural implementation and funding is needed in order to target the challenging topic of Antisemitism. Research limitations/implications: This paper functions as a preliminary research in order to examine the given shape of Social Science teacher education and Antisemitism in Germany. A comprehensive, structured analyses of all teacher training facilities as well as extracurricular agents working in the field of education critical of Antisemitism could be useful in order to pool expertise. Nonetheless this paper encourages local collaborations between university and civil society actors. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The role of libraries is changing to focus more on users rather than the collection of information. Community building and connecting people with shared interests represents a social role for libraries in the information age. Their role adds a new dimension to the traditional domains for libraries. Developing and implementing an integrated medical curriculum became the primary focus of basic sciences faculty at a new medical school. Scholarly teaching and connecting teaching with educational research presented a great challenge for the faculty. In response to the learning, teaching, and developmental needs of faculty members, a librarian established a faculty learning community as an approach to supporting faculty development and growth as teaching scholars and scholars of educational research. The article provides a case to illustrate how a librarian spanned boundaries and took up the responsibilities of establishing a faculty learning community and developing a year-long program in light of different developmental needs of faculty members at the new medical school. It also describes the process of developing the faculty learning community program, its components, and the many roles that the librarian took in implementing the program. [ABSTRACT FROM AUTHOR]

Smartphones (SMPs) play a vital role in the lives of young people and in the university classroom. There are few studies of the use of SMPs by university students, and the existing knowledge is inconsistent and lacking consensus. This article shows the validity of a theoretical model of the use of SMPs in higher education, in the context of the theory of uses and gratifications, and the knowledge gained from previous studies on the use of SMPs by adolescents. The results suggest the existence of a specific educational function for the use of SMPs in university classrooms. Despite the emergent nature of this function, the educational use of SMPs in higher education presents potential consolidation as a source of gratification and satisfaction of educational needs. Their inclusion in the everyday activity of university classrooms will require considerable effort to adapt the educational system, and the training of students and teaching staff must be improved in order to reduce possible interference in learning the communicative and expressive play functions of SMPs. [ABSTRACT FROM AUTHOR]

This research begins with the question: What is the notion of teaching competencies and under what experiences or sources are these competencies being built? The objective seeks to understand the concept of teaching competencies from the perceptions and meanings given by the teaching staff in their professional performance. The research is located within the interpretive paradigm. We work with a phenomenological theoretical perspective, from a hermeneutic methodological approach. Information is collected through in-depth interviews, focus groups, and participant observation. One of the results of the information collected leads us to understand the meaning that teachers give to teaching skills is related to the ability to transmit information, which is framed in a positivist paradigm. Given this, it is clear that the roles assigned to both teachers and students are not in accordance with current requirements. [ABSTRACT FROM AUTHOR]

Teaching is one of the primary roles of counselor educators; and, therefore, it is crucial to have psychometrically sound assessments to evaluate teaching competencies. This study focused on the development of the Teaching Competencies Scale (TCS). We conducted an exploratory factor analysis with 288 individuals and identified four factors with 48 items. Common model fit indices showed good fit for the four-factor model. The factors that emerged were: Factor 1: Instruction and Evaluation with 18 items; Factor 2: Knowledge, Ethics and Preparation with 15 items; Factor 3: Dispositions with nine items; and Factor 4: Behaviors and Technology Use with six items. Professionals can use the TCS for training, evaluation, and research. [ABSTRACT FROM AUTHOR]

Using data from a business school in a large research-intensive university in Australia, this study analyzes proposed teaching and learning changes with a focus on 'closing the loop.' Aspects of teaching and learning submitted by academic staff following assurance of learning (i.e. curriculum improvements) were analyzed using content analysis, spanning 382 program learning outcomes, 25 different degree programs, 117 subjects and 5828 pieces of individual student assessment (2009–2017). Analysis revealed six learning outcome themes, with 'use, application and evaluation of relevant theories, methods concepts, ideas or models' as most prominent. Suggested actions on each of the themes relate to various curricula changes, particularly (1) the move from teaching students 'what to think' to 'how to think,' (2) from developing fundamental to complex skills, and (3) providing more opportunities for feedback. Broader implications for teaching practice are discussed. [ABSTRACT FROM AUTHOR]

College of Education faculty and staff at an HBCU developed an educational justice based reading club for freshmen teacher preparation students in an effort to provide authentic and important retention and reading experiences. The project sought to increase student retention through the building of this community and passion for educational justice, as well as reading skills. This article details the development, research-base, recruitment, and implementation of the reading club, as well as student feedback attained at the end of the semester. Students reported a number of benefits of their participation in the club as well as positive perceptions of the experience. Additionally, although the number of participants was small, all participants did return to the institution the following year. [ABSTRACT FROM AUTHOR]

This paper deals with the question: are Educational Sciences (ES) useful in teacher education (TE)? The question draws its legitimacy from two facts. The first is of a historical nature: in Greece, ES found their institutional expression with the establishment of the University Departments of Pedagogy (UDP), whereby ES were integrated into initial TE. The second concerns the actual questioning of the value of ES in initial TE by students. The text attempts furthermore to investigate if the gap between theory and practice could be filled in the case of ES in the context of TE. To achieve this, we present an experimentation conducted in the European Educational Policy course of a UDP in the academic year 2019-2020. The experimentation seems to have been well received by the students, indicating that it is not impossible to fill this gap. [ABSTRACT FROM AUTHOR]

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we present results of an inquiry based teaching implementation carried out on a teacher training course in the University. The framework of the Anthropological Theory of Didactics (ATD) is adopted, and a co-disciplinary Study and Research Path (SRP) whose generative question requires studying physics and mathematics together is carried out by N=25 training teachers of Mathematics at University. Some conclusions concerning the conditions, restrictions and relevance of introducing the RSC in teachers training courses at the university are performed. [ABSTRACT FROM AUTHOR]

This article reports on one university's experiment in resurrecting and reanimating the composition lecture, a one-hundred-plus student section dubbed "MonsterComp," including the process, outcomes, and lessons learned. Although this restructuring of the first-year composition course was partially motivated by administrative pressures, the main motivation behind this experiment was to enhance teacher training and support while still retaining the workshop environment and low student-to-instructor ratio of traditional composition sections. The course involves multiple stakeholders, including the WPA and graduate student program coordinators, graduate student instructors, and course-based coaches from our university's writing center. Assessment of student work, observations of the course, and surveys administered to stakeholders indicate that the course was successful in terms of teacher training and preserving student learning outcomes. [ABSTRACT FROM AUTHOR]

Although the high costs of implementing personnel development programs in enterprises and increasingly in universities as well are commonly accepted, the scientifically-grounded evaluation of a program's effectiveness is often neglected. The aim of this paper was to evaluate a personnel development program for academics at a German university (N=1426). We investigated the program's effectiveness on Kirkpatrick's four levels. We examined short- and long-term effects with a repeated measurements design. In sum, 123 training programs were clustered into 26 primary studies. We conducted t-tests and aggregated the effect sizes (d) using meta-analytical techniques. We found a high short-term effect and a moderate to high long-term effect for the learning level, and a small to moderate long-term effect for the behavior level. Participants' organizational commitment did not increase. Our results have appealing practical implications for university HR managers, trainers, and evaluators. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study sought to determine whether training significantly influence the job performance of university teachers. The researcher utilized descriptive survey design and collected primary data from lecturers of five universities in Ghana. Findings indicate significant positive relationship between training and job performance. Furthermore, training was found to be predictors of the teachers' task and organisational citizenship performance. This study recommends that management of universities should provide healthy environment for learning and growing for teachers and offer more opportunities for training of teachers who exhibit high proclivity for organisational citizenship behaviour. [ABSTRACT FROM AUTHOR]

With the continuous develop of informatization, the traditional teacher training management mode can no longer satisfy the demand for information management. This calls for a new teacher training system that enhances the skills and competence of teachers and ensures the smooth implementation of teacher training. Facing the training demand of college teachers, this paper designs a college teacher training system based on client-server (CS) structure, which offers an online, remote and standard training mode. The system design covers three parts, overall design, detailed design and database design. The CS structure was adopted to adapt to the changes in the demand for system performance and in the training businesses. In the system, the database exchange module can perform database operations, and the interface module supports the creating, editing, and deleting functions in the training information interface. Finally, the effectiveness of the proposed system was tested and the results showed that the proposed system achieved the expected results. The research findings lay technical and theoretical basis for the construction of college teacher training systems. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate Foreign Language (FL) learners’ ability in writing an essay by using an environmental topic in terms of how they write the introduction, the body of the piece, and conclusion through content analysis design. Twenty-nine students, who took an academic writing class in the academic year 2019-2020 in a private College of Teachers Training and Education (STKIP PGRI) in Pasuruan, Indonesia, become the sample of the study. The result shows that to write the introductory paragraph, the majority of the students (69%) uses general way to open the essay, while the rest prefers questions (24%) and anecdote (7%). The result also shows that almost all the students can state their thesis statement (97%). The body of the essay is organized by using a cause-effect relationship (17%), reasoning (38%), problem-solution (10%), and the combination of those (35%). Moreover, almost all the paragraphs in the body of the essay have their topic sentences (90%). In terms of the concluding section, all students can provide proper conclusions for their essays by using recommendation or advice (48%), summary (48%), and hope (4%). In sum, using an environmental topic can help the students to write better because the issue is close and personal. Furthermore, the issue triggers students’ self-awareness to protect their environment. [ABSTRACT FROM AUTHOR]

This paper explores how dramaturgical metaphors can be translated through images of charismatic leadership to a teaching situation. Viewing the teaching context as a dramaturgical service encounter, we examine the student-follower's reception and potential enactment of charismatic images in the pivotal relationship between lecturer and student. Our findings yield the key insight that, while dramaturgical aspects like scripting, framing and staging are valuable in explaining the essential phases of the action of lecturing in Higher Education, they should, optimally, be supported by what we call 'embedded trust' in order for the charismatic relationship between lecturer and student to be productive. A secondary implication of our paper is that lecturers can manage their charismatic image in order to help students become more independent evaluators of the teaching experience. The paper concludes by considering methodological, as well as theoretical, directions for future research. [ABSTRACT FROM AUTHOR]

Universities face the challenge of how to teach students more complex thinking and problem-solving skills than were widely needed in the past, and how to teach these to a much larger and more diverse student body. Research advances in learning and teaching over the past few decades provide a way to meet these challenges. These advances have established expertise in university teaching: a set of skills and knowledge that consistently achieve better learning outcomes than the traditional and still predominant teaching methods practiced by most faculty. Widespread recognition and adoption of these expert practices will profoundly change the nature of university teaching and have a large beneficial impact on higher education. [ABSTRACT FROM AUTHOR]

This paper is based on a qualitative, longitudinal study of in-service teacher trainee cohorts in two UK institutions of Higher Education preparing to teach Law, Construction, Nursing, Hairdressing, Police and Fire service training in the Post-Compulsory Education and Training (PCET) sector. The programme is entitled Professional Teaching and Training so the aim was to explore whether it fully meets their professional requirements in generic teaching skills and, in particular, subject-specific skills. The research suggests that the participants require more subject related pedagogy within generic teacher education. By exploring the challenges of how to bridge this gap and promote more meaningful and professionally focused teacher education, there can be a more robust understanding and conceptualisation of the relationship between subject knowledge and generic pedagogy. It is proposed that a thorough understanding of the interdependent relationship of content knowledge (CK) and pedagogical content knowledge (PCK) can enable an innovative reconceptualisation of teacher education driven by subjektdidaktik and linked to possibilities for implementation in newly developed programmes. [ABSTRACT FROM AUTHOR]

This article aims to set out our discussions, reflections and research at Málaga University (Spain) in relation to Lesson Study (LS), as a cooperative action research process. The paper aims to summarise the main findings of ten years of research, addressing the concepts and dilemmas found both in forming teachers' practical thinking and in the complex processes of reconstruction through LS. The results of our research provide evidence that it is a useful way to deal with the reconstruction of teachers' practical knowledge in teacher training. Teachers' practical knowledge should be more broadly seen as an active combination of theoretical knowledge, procedural knowledge and skills, attitudes, emotions, believes, and values: i.e. teachers' practical thinking. Most of these personal and professional resources are unconscious, or rather sub-conscious. Changes in teachers' practical thinking require more practical experience and reflexion: a dialectical process based around two key components: theorisation of practice and experimentation of reconstructed theory. The results of our research show that these dialectical process could be developed with LS as a particular way of developing AR, adding a complex, systematic, flexible and cooperative way of dealing with specific and contextual curricular innovation projects. We therefore conclude that LS could be a very useful path to follow in reconstructing teachers' practical thinking from within, strengthening the professional teaching community. [ABSTRACT FROM AUTHOR]

Copyright of Pensares em Revista is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Sensation seeking is a personality trait characterized by the need for novelty, adventure, and a general willingness to take risks. Young adults are more likely to seek sensations in high-risk situ - ations, such as shared substance use among friends, risky sexual behavior, or sports. We know even less about any link between behaviors that are not necessarily risky (e.g., hobby sporting, occasional drinking, etc.) and gender characteristics. This paper explored the role of different dimensions of sensation seeking in female college students' health behavior, including smoking, drinking, and active sporting. The sample consisted of female teachers training college students from Debrecen, Hungary (N = 171; mean age = 20.6, S.D. = 2.6 years). Binary logistic regression ana - lyses revealed that the total score on the sensation seeking scale (BSSS-8) was related to all types of health behavior. Disinhibition (D) contributed to smoking and drinking, while other dimensions were also related to smoking. In addition, in active sporting Experience Seeking (ES) played a role. Focus on different dimensions of sensation seeking can be applied in health education programs, particularly for students (teacher training) whose health behavior may serve as an exemplar for children. As multiple analyses suggest, sport motivation can be elevated through satisfying the female students' experience seeking, while skills training in disinhibition may help to reduce their substance use. [ABSTRACT FROM AUTHOR]

The focus of many Ph.D. programs in research-intense universities across disciplines is to prepare its graduate students to enter the professoriate with the skills needed to be successful in meeting institutional research expectations. Although most tenure-track positions include teaching responsibilities, few programs prepare faculty for teaching at the post-secondary level. As faculty at a research-intensive university, we developed a pilot course focused on preparing future faculty to develop the knowledge, confidence, and understanding of usefulness of constructs related to teaching in university classrooms. Overall, all ten participants found the course useful and provided feedback that will inform future iterations of the course. Misalignment of course expectations are discussed as are constructs perceived as most helpful to their future teaching. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The professional development (PD) programmes initiated by the Algerian ministry of higher education for newly recruited teachers: "ICT and Pedagogical Practices" and "Pedagogical Accompaniment" cannot prepare the novice teachers for all the challenges they may face along their career. Accordingly, teachers need to look out for additional training opportunities. One of these opportunities is found in Massive Open Online Courses (MOOCs). Nevertheless, research on applying MOOCs for continuous professional development (CPD) with regard to Algeria is overlooked. Hence, this study aims at filling in this gap by exploring Algerian university teachers' familiarity, disposition, and experiences of using MOOCs for CPD. To reach this end, an online questionnaire is administered and a semi-structured interview is conducted with university teachers. The results of the study evinced that: 1) Teachers have low familiarity and weak interaction with MOOCs in general and, 2) teachers acknowledge the importance of CPD and are aware that the initial training and the teaching experience are not sufficient to maintain career advancement. Yet, 3) they do not have the disposition to engage in a CPD, 4) teachers consider this study as an eye opener on MOOCs and show a positive attitude for leveraging MOOCs for their CPD in the future. In the light of these findings, urgent plans to implement and value the culture of informal CPD are recommended, in addition to creating centres at the level of the universities devoted exclusively to CPD and related research. Most importantly, MOOCs that address the Algerian teachers' CPD needs should be developed. [ABSTRACT FROM AUTHOR]

Se presenta una introducción en la que el autor comenta sobre los artículos en este número, incluyendo uno sobre la formación de profesores universitarios, uno sobre la evaluación de los estudiantes de literatura y uno sobre el acceso y uso social de internet para jóvenes.

As one of institutions which are considered having a great role in shaping and producing qualified human resources, University of Bengkulu has shown its efforts in improving the quality of its education process. One of them is to continuously conduct a training for lecturers namely Active Learning in Higher Education (ALIHE). Its purpose is to improve the quality of the lecturers in teaching using Active Learning approach. However, the students, who are the main subject in the education, are never introduced or even trained directly how to learn actively and independently for the sake of their own learning. Meanwhile, in order to be qualified graduates, they need to start becoming active learners, the ones who are able to actively and independently search for knowledge. This research was conducted with the objective of developing a Model of Active Learning Training for Freshmen University Students. This training program is expected to provide students with the practical knowledge of how to be active students. This paper highlights the importance of active learning for students, and it discusses each part of the Active Learning training model which has been developed. It closes the discussion by concluding on how this training will contribute to the education world. [ABSTRACT FROM AUTHOR]

The following article focusses on a cooperation between the first and the second stage of teacher education using the example of the so-called 'Teaching in Tandems'. As an element of the teacher education reform in Lower Saxony, 'Teaching in Tandem' was introduced along with a semester-long internship with the aim of interlocking different institutions involved in teacher education more closely, also in regard to their stakeholders. Here students are taught and mentored cooperatively by a tandem of (ideally) both a subject didactics expert and a lecturer from a teacher training college (Studienseminar). The article presents first insights into a research project concerned with reconstructing the cooperative practice between representatives of the first and second stages of teacher education. An analysis of 'Tandem Discussions' by the means of the documentary method delivers the basis for the report which focusses primarily on the handling of the theory practice relationship. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reports findings of an AMA survey on the impending imbalance of the supply and demand for new marketing doctorates as college teachers. [ABSTRACT FROM AUTHOR]

The paradigm shift ensuing from cloud computing diffusion has moved organizations from traditional datacentre hosting to the cloud. Many university staff and students in western developed countries have leveraged cloud computing to enhance and improve teaching, research and collaboration without need for on-campus presence. Universities in developing countries tend to lack basic ICT infrastructures; hence cloud computing, which offers a more cost-effective and flexible solution to data storage and transfer, might be examined in order to understand how their staff can benefit from cloud computing. This study investigates the perception of university staff in a developing country context on adoption of cloud computing as a tool to enhance access to ICT resources for their educational needs. Using the diffusion of innovation theory and other contextual variables relevant to the study location, this study analysed data from 251 respondents from 11 universities in Uganda using structural equation modelling. Results provided strong support for impact of socio-cultural factors and results demonstrability on staff intention to adopt cloud computing for teaching, research and collaboration. The results also indicated a statistical difference between male and female staff in their perception towards cloud computing adoption. Recommendations for further research and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Measuring training outcomes is important given the resources universities invest in staff learning management system (LMS) training. In this paper we show how the effect of LMS training on LMS usage can be evaluated using Rasch analysis of teachers' LMS usage activity logs by making comparisons between teachers who have attended training and those who have not. Our analysis showed that teachers who attended LMS training workshops had higher LMS activity level compared with the untrained teachers. In particular, trained teachers tended to make relatively more use of ‘grade centre’ and of ‘assessment tool’ but relatively less use of ‘content’ in their teaching compared with teachers who did not attend training. The results support Rasch analysis as a useful approach for evaluating the effect of training across a large number of courses and extend understanding from findings from self-report studies of training effectiveness. They also provide insights that inform training practice and highlight its importance for development of online teaching. Implications for professional development of online teaching and the evaluation are discussed. [ABSTRACT FROM AUTHOR]

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