training

  • A study on ict training among faculty members of spanish faculties of education

    Author: Miriam Agreda Montoro
    Author: Francisco Javier Hinojo-Lucena
    Author: Francisco Raso Sánchez
    Year of publication: 2015
    Source: Show
    Pages: 27-39
    DOI Address: https://doi.org/10.15804/tner.2015.42.4.02
    PDF: tner/201504/tner20150402.pdf

    Acquisition of digital skills by faculty members is a significantly important step when it comes to integrating ICT in teaching. In light of that, this study aims to describe and analyse faculty members’ training in ICT in all faculties of education within Spanish public universities. The paper hereby presented describes results from 1,145 professors, obtained by an ad hoc online questionnaire. Both data and results have been obtained from one of the instrument dimensions: received teaching training and professors’ perception of their own training. This instrument consists of 25 items. Results show the need for more profound training regarding the optimisation of ICT didactic and pedagogic potential in class, as well as an integrated approach to pedagogy, digital literacy and knowledge.

  • Efficiency of Integration of Knowledge, Forms and Methods of Education of Students in Vocational-Technical School

    Author: Iryna Kozlovska
    Institution: National University “Lviv Polytechnic”
    Author: Iryna Savka
    Institution: Ivan Franko National University of Lviv
    Author: Oleh Stechkevych
    Institution: National University “LvivPolytechnic”
    Year of publication: 2021
    Source: Show
    Pages: 160-172
    DOI Address: https://doi.org/10.15804/tner.21.64.2.13
    PDF: tner/202102/tner6413.pdf

    The article demonstrates the expediency of integrating of knowledge of the structure and properties of substance and building materials. It is shown that this approach avoids duplication of related material, overcomes inconsistency in the interpretation of concepts, the use of quantities and units of their measurements. Didactic requirements for the implementation of the ideas of integrated learning of related material are substantiated, the integrated content of knowledge of the substance and materials is worked out, different forms and methods of knowledge integration are tested depending on the nature of the integrated material. Special feedback from teachers of special technology and masters of industrial training is received. The training offered by our programs also receives a positive assessment of the students due to the decrease in the workload, the reduction of homework with the same educational significance, the availability of special concepts, the emergence of interest in the study of physics. The experiment reveals that integrated lessons, lectures, laboratory and tests, as well as integrated questions, tasks with integrated content, concretization and supplementation of physical knowledge with general and special ones, use of complex tasks, etc. are found to be effective forms of knowledge integration. Generalization of the results of the experimental work shows the benefits of learning oriented programs that involve the integration of students’ knowledge about the structure and properties of substance and building materials. It is important not to overburden any educational process with excessive integration, but to focus on its optimal use: in fact, the laws of educational integrology are aimed at it.

  • Graduate Employability Among Low Academic Achievers

    Author: Norhayati Mohd Alwi
    Institution: International Islamic University Malaysia
    Author: Khadijah Mohd Isa
    Institution: International Islamic University Malaysia
    Author: Nor Hafizah Zainal Abidin
    Institution: International Islamic University Malaysia
    Author: Salwa Hana Yussof
    Institution: International Islamic University Malaysia
    Author: Intan Suryani Abu Bakar
    Institution: International Islamic University Malaysia
    Year of publication: 2020
    Source: Show
    Pages: 46-56
    DOI Address: https://doi.org/10.15804/tner.20.62.4.04
    PDF: tner/202004/tner6204.pdf

    This study aims to provide insights on how and why a specialised training programme could help graduates with low performance to compete fairly in the job market. This study used an action research design, where a total of 12 graduates with low academic achievement were trained under a specialised training programme consisting of two phases within the period of ten months. Despite having low academic achievements in terms of Cumulative Grade Point Average (CGPA), the employability opportunities of those graduates were high as they were equipped with the highly sought after GST knowledge and certification and various important softskills such as time management, communication, analytical skills and leadership. This study demonstrated that engaging graduates in a specially designed program that aimed to enhance their technical knowledge and softskills coupled with some work experience is indeed a value added strategy to enhance graduates employability. This is particularly applicable to those who are low achievers as it provides them with some kind of competitive advantages. The findings suggest that despite having low CGPA, their employability opportunities, particularly in the accounting and commercial industries, were relatively high. This study provides some guidance to policymakers and educators on how universities and industries may collaborate to mitigate unemployment issues among the accounting graduates.

  • Professional Ethics Training in Higher Education

    Author: María José Latorre Medina
    Institution: University of Granada
    Author: Francisco Javier Blanco Encomienda
    Institution: University of Granada
    Year of publication: 2014
    Source: Show
    Pages: 17-28
    DOI Address: https://doi.org/10.15804/tner.14.38.4.01
    PDF: tner/201404/tner3801.pdf

    Recent years have witnessed particular awareness of, and societal demand for, professional ethics. Increasing emphasis is being placed on the importance of including ethical considerations in university education, and on the decisive role played by universities in achieving rounded professional development. The ethical aspects of professional practice are seen to be essential for producing competent, effective professionals. The presented research addresses this issue in the context of aspiring professionals currently undergoing training, and aims to determine their attitudes and perceptions in response to certain key ethical issues. To this end, a mixed research methodology (first qualitative, and subsequently quantitative) was employed. The results reveal important pedagogical issues to be taken into account when designing professional training programmes, in line with the current trajectory of university didactics.

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