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Os desafios da educação permanente: a experiência do curso de Medicina da Universidade Estadual de Londrina; The challenge of faculty development: the experience of the medical school at the State University of Londrina

FARIA, Maria José Sparça Salles de; NUNES, Elisabete de Fátima Polo de Almeida; ANASTASIOU, Lea; SAKAI, Marcia Hiromi; SILVA, Vera Lúcia Menezes da
Fonte: Associação Brasileira de Educação Médica Publicador: Associação Brasileira de Educação Médica
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
45.96%
Na prática docente, verifica-se que o corpo de professores detém um alto nível de conhecimento técnico-científico, que se contrapõe às deficiências em sua formação didático-pedagógica, o que leva a resistência às mudanças. Este artigo apresenta os desafios enfrentados no processo de implementação de um projeto de educação permanente dos professores que atuam no curso de Medicina da Universidade Estadual de Londrina, com vistas ao desenvolvimento de uma prática pedagógica que leve em conta a realidade humana em toda a sua complexidade e diversidade. Para isso,foi realizado um curso deformação básica para professores-tutores, desenvolvido em três etapas e que possibilitou aos participantes a vivência da ABP. Além disso, foi constituído um grupo de estudos para refletir sobre temas relacionados à prática pedagógica docente, com uma assessoria pedagógica. Este grupo foi denominado Grupo de Estudos Seqüenciais, e o resultado esperado é a formação de multiplicadores. A superação dos desafios do processo de profissionalização do docente médico requer que se avaliem constantemente todas as iniciativas implantadas, pois este processo de acompanhamento auxiliará um aperfeiçoamento contínuo.; Faculty staff of undergraduate medical school has usually a high level of techno-scientific knowledge but deficient didactic and pedagogical competences...

A staff development program for promoting change in Higher Education teaching and learning practices

Ramos, Fernando; Costa, Nilza; Tavares, José; Huet, Isabel
Fonte: IFIP Publicador: IFIP
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
66.05%
This paper presents and discusses a staff development program for faculty staff being carried at the University of Aveiro, aiming at providing academics with essential skills in areas such as teaching best practices, student-centered curriculum design, collaborative learning and the adoption of ICT/Internet technologies.

A staff development program for promoting change in Higher Education teaching and learning practices

Ramos, Fernando; Costa, Nilza; Tavares, José; Huet, Isabel
Fonte: Springer Publicador: Springer
Tipo: Parte de Livro
ENG
Relevância na Pesquisa
55.91%
This paper presents and discusses a faculty development program being carried out at the University of Aveiro, aiming at providing academics with essential skills in areas such as teaching best practices, student-centered curriculum design, collaborative learning and the adoption of ICT/Intemet technologies.

Improving staff competences to promote quality of eLearning in Higher Education

Ramos, Fernando; Costa, Nilza; Tavares, José; Huet, Isabel
Fonte: Universidade de Aveiro Publicador: Universidade de Aveiro
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
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Quality and innovation of Higher Education is clearly pointing to a better pedagogic knowledge of the faculty members aiming at the academic success of the students. This aim requires, from the institution and teachers, a much greater involvement than what has been the case, at least, in Portuguese universities [6]. The University of Aveiro, Portugal, is engaged in taking advantage of all the opportunities to improve the quality of more than 40 undergraduate and 130 postgraduate programs currently being offered, and to wide the catalogue of choices of students by the promotion of ICT/Internet based programs [2]. One of the main constraints to overcome is the change of mind required from faculty staff, most of which is not familiarized with the functionalities of ICT/Internet based technologies to deploy flexible and studentcentred learning settings. The University of Aveiro is taking advantage of a major change in the European Higher Education landscape, the wiling to create a common European Higher Education space (Bologna Declaration), to induce changes in course design and delivery through the integration of ICT/Internet support. Furthermore, this paper presents and discusses a staff development program for faculty staff aiming to provide academics with essential skills in areas such as teaching best practices...

Staff development planning in an academic health sciences library*

Hartman, Linda M.; Abromitis, Rebecca A.; Kuller, Alice B.; Epstein, Barbara A.
Fonte: Medical Library Association Publicador: Medical Library Association
Tipo: Artigo de Revista Científica
Publicado em /04/2005 EN
Relevância na Pesquisa
46.05%
Objective: A staff development committee (SDC) was convened to implement staff development opportunities for an academic health sciences library system comprised of three separate facilities. The charge for the SDC was to: (1) develop programs to enhance workplace skills and personal growth, (2) communicate the availability of existing programs at the university and medical center, and (3) encourage the staff to participate in these opportunities.

Essentials of Staff Development and Why You Should Care

Gesme, Dean H.; Towle, Elaine L.; Wiseman, Marian
Fonte: American Society of Clinical Oncology Publicador: American Society of Clinical Oncology
Tipo: Artigo de Revista Científica
Publicado em /03/2010 EN
Relevância na Pesquisa
45.96%
Physicians may reason that their energy, education, and training should be focused on patient care and research, whereas staff education should be the responsibility of practice managers. But physicians have an important role in staff development.

Teacher Development and Management : Overview of Policy Briefs

Allemano, Eric; Baumgart, Neil; Chapman, David; Craig, Helen; Kraft, Richard; Rawlinson, Ralph; Thornton, Hilary
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
46%
This is an overview of policy briefs on continuous professional development of teachers, from the ealiest years onward.Studies focussed on the early years are: Effective Teachers and Performance Standards, which looks at how formal qualifications of teachers, and other information frequently recorded on a database of teachers, seldom predict effectiveness in raising student achievement. Accreditation of teacher education institutions and programs; Teacher Certification; Teacher Educators and Initial Teacher Education Programs; Teacher Recruitment and Deployment (paper forthcoming). Papers focussed on the years after the initial training are: Induction Programs for Newly Trained Teachers; Continuous Professional Development (CPD); Teacher Support Networks; Teacher Motivation: Incentives and Working Conditions; Teacher Supervision and Monitoring (paper forthcoming); Teacher Collaboration (paper forthcoming); Professional Development Frameworks (paper forthcoming); Role of Unions/Professional Associations to Support Teachers (paper forthcoming). Additonal topics are: HIV and AIDS and Teachers...

Academic integrity: An awareness and development issue for students and staff

McGowan, U.
Fonte: Centre for Educational Development and Interactive Resources, University of Wollongong Publicador: Centre for Educational Development and Interactive Resources, University of Wollongong
Tipo: Artigo de Revista Científica
Publicado em //2005 EN
Relevância na Pesquisa
45.91%
© JUTLP 2005

Factors impacting on the adoption and use of web-supported teaching by academic staff

Shannon, S.; Doube, L.
Fonte: ASCILITE; Adelaide, Australia Publicador: ASCILITE; Adelaide, Australia
Tipo: Conference paper
Publicado em //2003 EN
Relevância na Pesquisa
45.99%
In 2002-03 the University of Adelaide funded a study into factors impacting on the adoption and use of web-supported teaching in this research intensive University. The University was committed to continuing face-to-face teaching, aided by websupported teaching. The study included the beliefs and values about web-supported teaching and learning among three groups of University of Adelaide teaching staff: • those who had never used web-supported teaching • those who had adopted the University centrally supported Learning Management System (MyUni) • those who had adopted other web-based learning systems or platforms The reflections of these groups on what would be required to develop their use of MyUni and, for users of other systems, to migrate their courses to MyUni, were encompassed. For those who had used web-supported teaching their observations in relation to the impact of web-supported teaching on their students and on their own teaching were canvassed. Interviews and a survey were conducted. The findings were that more staff valued computers in higher education than were using them, and more staff valued web-based learning in higher education than were adopting it. The principal reasons given were time and workload and staff conceptions of University teaching.; http://www.ascilite.org.au/conferences/adelaide03/program/conf_prog_index.htm

Predicting the future use of web-teaching tools by academic staff

Shannon, S.; Doube, L.
Fonte: ASCILITE; Adelaide, Australia Publicador: ASCILITE; Adelaide, Australia
Tipo: Conference paper
Publicado em //2003 EN
Relevância na Pesquisa
45.93%
156 academic staff members with teaching responsibilities responded to a 2003 anonymous staff survey requesting information about their future intentions with regard to using web-teaching tools at the University of Adelaide, and the impact of various factors on their decision-making. A discussion of the implications of the findings and how such issues might be dealt with are covered in this paper.; http://www.ascilite.org.au/conferences/adelaide03/program/conf_prog_index.htm; Susan J. Shannon and Loene Doube; Copyright © 2003 Susan Shannon and Loene Doube

“Intervisitas”: an in house staff development activity based on classroom peer observation of teaching staff

Sánchez Moral, Ana María; Lesmes Celorrio, Marta
Fonte: Universidad Europea de Madrid Publicador: Universidad Europea de Madrid
Tipo: Conferência ou Objeto de Conferência
SPA
Relevância na Pesquisa
46.09%
The activity “Intervisitas”, has been developed during two academic years, 2010-2012, within the Biomedical Sciences Department of the European University of Madrid, which objective is to coordinate and support staff in their teaching practice and professional growth. In spite of being offered many and valuable opportunities of staff development within higher education institutions, these usually do not include structured activities of peer observation as a tool for teaching improvement. In an effort to provide an opportunity for professors with different levels of teaching experience, content expertise and teaching methodologies interest to exchange best practices and participate in a shared reflection process, this voluntary activity is organized within the department. Some of the reported participants results include the value of being able to obtain constructive feedback from a knowledgeable peer in a safe context and being able to focus on other aspects of their practice apart from the acquisition and transferring of theoretical knowledge. We propose to continue our in-house department efforts to provide staff development opportunities which focus on reflective practice of each individual as a means to grow. Next academic year we will be starting “The Professor´s Portfolio”...

Barriers to adoption of blended learning and online feedback and assessment by sessional staff

Shannon, S.; Francis, R.; Torpey, G.
Fonte: ANZAScA; CD Publicador: ANZAScA; CD
Tipo: Conference paper
Publicado em //2012 EN
Relevância na Pesquisa
46.01%
The use of blended learning techniques is beneficial for design and engineering (architectural) students. In the case studies reviewed, a range of feedback and assessment was provided through blended learning, although none was provided solely utilising online elements. In considering the barriers to a more widespread adoption of digital or online feedback in the blended learning studio setting, speculation arose that one of the major limitations may be the reliance upon sessional staff for teaching, including marking and giving feedback. To determine the barriers (if any) to the adoption of blended learning assessment and online feedback by sessional staff we interviewed twenty-two sessional staff members from two adjacent Universities' Architecture and Engineering Schools about their engagement with blended learning and providing online feedback. Sessional staff's conceptions of their role in academia, and their beliefs about learning and teaching determined their practices in the studio and online. They were resource deficient, and unwilling to invest upfront in courses only taught once. Their constant juggling of commitments favoured the paid over the unpaid. We concluded that for universities to promote an effective e-learning strategy a re-conception of the teaching enterprise - from tool-led to staff development-led - is required.; Susan J. Shannon...

The Colleague Development Program: A multidisciplinary program of peer observation partnerships

O'Keefe, M.; Le Couteur, A.; Miller, J.; McGowan, U.
Fonte: Carfax Publishing Publicador: Carfax Publishing
Tipo: Artigo de Revista Científica
Publicado em //2009 EN
Relevância na Pesquisa
45.96%
Background: As an introduction to peer observation of teaching, a multi-disciplinary program of peer observation partnerships was implemented across Faculty of Health Sciences. The ‘Colleague Development Program’ focussed on formative feedback and on promoting collegiality within and across traditional discipline boundaries. Aims: To describe the development, implementation, and evaluation of the Colleague Development Program. Methods: Participants asked a trusted colleague to observe their teaching. Feedback on good practice and suggestions for improvement were sought. Colleague observations were guided by specific learning objectives articulated by participants. Following the teaching observation/s, the colleague observer and the participant discussed the extent to which the participant’s learning objectives had been achieved. A written summary of mutually agreed outcomes was prepared. Program evaluation included anonymous participant questionnaire and focus group discussions. Results: Forty-two staff enrolled in the program with 23 completing all elements and participating in the evaluation. Participants reported increased confidence in teaching, confirmation of good practice, exposure to new ideas, and a greater sense of institutional support and collegiality. Conclusions: Situating peer evaluation within a collegial partnership overcame participants’ concerns about being the subject of ‘evaluation’ and ‘criticism’ by emphasising existing collegiality and trust amongst peers.; Maree O’Keefe...

Valuing and using web supported teaching: A staff development role in closing the gaps

Shannon, S.; Doube, L.
Fonte: A S C I L I T E Publicador: A S C I L I T E
Tipo: Artigo de Revista Científica
Publicado em //2004 EN
Relevância na Pesquisa
46.09%
This paper describes findings from a 2002-03 research project which sought to establish what the barriers were to the adoption or extended use of the centrally supported online learning management and content creation system by academic staff at the University of Adelaide. The research was conducted using semi-structured interviews and a survey administered to all teaching staff at the University. The survey canvassed respondents' use of and the value they placed on web supported teaching (particularly the centrally supported learning management system MyUni) and barriers to its adoption and further use. Respondents reported a higher valuing of and future intention to use than their current use of the Internet to support teaching. Factors that constrained their adoption or expanded use of web supported teaching included time and workload pressures, concerns about knowledge and skills, conceptions of teaching and the value of web supported learning for improving student outcomes, and the perceived stability and integration of the University infrastructure and learning management system. Respondents' views of priorities in addressing these concerns related to improved support from the University for web supported teaching, including staff development and training...

Training for Social Development Staff at the World Bank, Volume 1. Main Report

Gross, Daniel R.; LeDuc, Matthew
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Economic & Sector Work :: Knowledge Economy Study; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
46.06%
The social development family is facing a major challenge given the significant increase in lending made by the Bank in the last five years. Lending overall has more than doubled between FY05 and FY09; investment lending has increased by 82 percent and infrastructure lending by 125 percent. In this report, International Evaluation Group (IEG) suggests that the World Bank's safeguard policies are 'unbalanced' and narrowly conceived even in comparison to other Multilateral Development Banks (MDBs). The report challenges the Bank to consolidate and update its social policies. The purpose of this paper is to present a concept note on core training and accreditation program on social sustainability and social safeguards to Bank staff, including a comprehensive proposal of the training and program, main objectives, content and scope of the course (social sustainability, social analysis social assessment, demand for good governance, youth, gender, 'fragility, conflict, crime and violence', social impacts of climate change...

Entrepreneurship education for european students: a way to exchange students and teaching staff

Pires, José Adriano; Fernandes, Paula O.
Fonte: IADIS-International Association for Development of the Information Society Publicador: IADIS-International Association for Development of the Information Society
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
46.05%
Participation in Erasmus Programme in the framework of the Lifelong Learning Programme will improve the excellence of education in Institutions of Higher Education by providing the possibility of bilateral student and teaching staff exchange with leading European academic institutions. In additional, another important aspect of Erasmus is the possibility of organizing Intensive Programmes (IP) where students and teachers from different academic European Institutions will study specific topics in a compact way - short time. Is common knowledge that the experience of studying abroad enriches students' lives in the academic and professional fields. Teaching Staff exchanges have similar beneficial effects. In order to improve the quality and to increase the volume of student and teaching staff mobility in Europe, to develop the quality and to increase the volume of multilateral cooperation between higher education institutions in Europe was born this Intensive Programme entitled Entrepreneurship Education for European Students, already approved by the Portugal National Agency for the Management of the Lifelong Learning Programme and will be operational next academic year. So, this paper describes the Entrepreneurship Education for European Students Intensive Programme as playing an important role in the lives of participants and in the development of Higher Education in Europe.

Library staff development course.

Eaton, E K
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /07/1981 EN
Relevância na Pesquisa
46.05%
The Moody Medical Library at the University of Texas Medical Branch plans, presents, and evaluates regularly a staff development program for its employees, including librarians and clerical and technical staff. The program's purpose is to provide continuing education for the library staff while concurrently: (1) providing information concerning specific library services and programs; (2) illustrating the interrelationship of the departments and divisions within the library; (3) developing a sense of teamwork and loyalty; and (4) developing job pride. Staff member volunteers teach the various courses. An integral part of the program is an evaluation of the efficacy of its various components using a form developed specifically for this purpose. Participants give the majority of courses an effectiveness rating of 90% or above.

Survey of New Castle County Library Staff

Cooksy, Leslie J.; Ruddy, Kyrianna
Fonte: Delaware Education Research & Development Center Publicador: Delaware Education Research & Development Center
Tipo: Relatório
EN_US
Relevância na Pesquisa
46.09%
This report presents the results of a survey of library staff conducted by the University of Delaware Education Research and Development Center for the New Castle County (NCC) Division of Community Services. The purpose of the survey was to help Division administrators prepare for the annual Library Staff Day scheduled for September 17, 2009 by providing information on staff reaction to policies and changes made in the past year, staff input on future priorities, and staff recommendations for improving library services and libraries as a place to work.; New Castle County

Training and development of the nursing staff: a model of spread sheet cost; Entrenamiento y actualización del personal de enfermería: un modelo de planilla de costos; Treinamento e desenvolvimento de pessoal de enfermagem: um modelo de planilha de custos

Jerico, Marli de Carvalho; Castilho, Valéria
Fonte: Universidade de São Paulo. Escola de Enfermagem Publicador: Universidade de São Paulo. Escola de Enfermagem
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 01/09/2004 POR
Relevância na Pesquisa
46%
This paper presents a model of spread sheet cost for training and development programs to the nursing staff in a hospital organization. Significant items of the total cost have been considered in relation to its elaboration and proper functioning. This model is divided into four parts: Item1 - data related to the training programs; Item 2 - direct costs of these programs; Item 3 - indirect costs (Continuum Educational Center structure), and Item 4 - cost amount. The use of spread sheet cost may provide knowledge and management for the nurses and nurse managers. However, the related costs should be reviewed according to each service.; Este artículo expone un modelo de planilla de composición de costos para programas de entrenamiento y actualización en una organización hospitalaria. Para su elaboración se consideraron los elementos relevantes en la composición del costo total de los programas de entrenamiento. La planilla propuesta está dividida en cuatro partes: Item 1 - dados relativos a los programas de entrenamiento; Item 2 - costos directos de esos programas; Item 3 - costos indirectos (estructura del CEC) y Item 4 - costos totales. La utilización de planillas de costos contribuye al conocimiento e gerenciamiento de los mismos por parte de los enfermeros...

A framework for staff development in the School for Allied Health Professions, University of the Free State

van Vuuren,S; Nel,MM; van Heerden,SM; Joubert,G
Fonte: South African Journal of Occupational Therapy Publicador: South African Journal of Occupational Therapy
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/08/2009 EN
Relevância na Pesquisa
66.23%
This article reports on the development of a staff development framework for the School for Allied Health Professions (SAHP) at the University of the Free State. The aim of compiling such a framework was to create a structure to serve as a master plan for staff development planning. A comprehensive literature study was done to identify the factors that influence staff development at Higher Education Institutions. A questionnaire was used to capture staff perceptions of skill development. Indicators from the literature as well as data from the completed questionnaires determined which components were included in the framework. The framework consists of three phases namely, planning, operational and evaluation phases. Each phase showed the complex interaction of factors that should be taken into account. The framework can serve as basis for the development of own modules for staff development within the different departments in the SAHP as well as other departments within Allied Health Professions in South Africa.