oalib
Search Results: 1 - 10 of 100 matches for " "
All listed articles are free for downloading (OA Articles)
Page 1 /100
Display every page Item
Evaluation in the Teaching Practicum of the English Program at the Universidad de la Amazonía
Rodríguez Ferreira,Claudia;
Profile Issues in Teachers` Professional Development , 2009,
Abstract: the following article summarizes the research study which sought to examine the process of evaluation in the teaching practicum of the undergraduate program in english language teaching at universidad de la amazonía , in florencia, caquetá , colombia . the purpose of this project was to establish which evaluation paradigm promotes the professional development of the student teacher whilst inside the actual conditions of her/his work. the research process was based on participant, non- participant observations and interviews with a group of 17 student teachers and their counsellor. the results showed some features of the critical paradigm of evaluation that contributed to the professional development of the subjects involved in the practicum (student teachers and counsellor). it was also found that it is very important to encourage the formation of critical and progressive professionals .
Evaluation in the Teaching Practicum of the English Program at the Universidad de la Amazonía  [cached]
Rodríguez Ferreira Claudia
Profile Issues in Teachers` Professional Development , 2009,
Abstract: The following article summarizes the research study which sought to examine the process of evaluation in the teaching practicum of the undergraduate program in English language teaching at Universidad de la Amazonía, in Florencia, Caquetá, Colombia. The purpose of this project was to establish which evaluation paradigm promotes the professional development of the student teacher whilst inside the actual conditions of her/his work. The research process was based on participant, non- participant observations and interviews with a group of 17 student teachers and their counsellor. The results showed some features of the critical paradigm of evaluation that contributed to the professional development of the subjects involved in the practicum (student teachers and counsellor). It was also found that it is very important to encourage the formation of critical and progressive professionals. Key words: Critical evaluation, professional teacher development, teaching practicum, action research El siguiente artículo resume la investigación que buscó examinar el proceso de evaluación en las prácticas de formación profesional docente en el programa de Licenciatura en Inglés de la Universidad de la Amazonía, en Florencia (Caquetá - Colombia). El propósito de este proyecto fue establecer qué paradigma de evaluación promueve el desarrollo profesional del maestro en formación en medio de las condiciones en las cuales desarrolla su labor. El proceso de investigación se basó en las observaciones participantes y no participantes, y en una entrevista a profundidad con un grupo de 17 maestros en formación y su consejero. Los resultados mostraron algunas características del paradigma crítico de evaluación que contribuyeron al desarrollo profesional de los sujetos involucrados en la práctica (maestros en formación y consejero). También se encontró que es muy importante promover la formación de profesionales críticos y progresivos. Palabras clave: Evaluación crítica, desarrollo profesional docente, prácticas de formación docente, investigación acción
An Evaluation of the Teaching Practice Curriculum in Light of the Standards-Based Evaluation Model  [PDF]
Etem Ye?ilyurt,?etin Semerci
International Online Journal of Educational Sciences , 2013,
Abstract: This study was conducted to identify standards related to the objectives, content, learning-teaching process, evaluation, practice teacher and university practice teacher dimensions of the teaching practice curriculum and their actualization level in light of the standards-based evaluation model. The study follows the singular descriptive model and its population comprises practicing teacher candidates and university practice teachers from education faculties located in the Eastern and Southeastern Turkish provinces of Elaz , Erzincan, Erzurum, Diyarbak r, Malatya and A r , and practice teachers working at Directorates of National Education in these provinces. The “simple random sampling method” was used in the study and 1,392 of the 2,075 individuals in the population were included in the sample. A 95-item scale was designed by the researchers to be used as the data collection tool. After completing the several stages of the scale development process, a pilot study was conducted on 312 candidate teachers using the draft scale consisting of 134 draft standards. The pilot study showed that the reliability coefficients of the study were Cronbach Alpha=.979, Bartlett= 59501.482 (p=0.000 and df= 17955) and Kaiser-Meyer-Olkin (KMO)=.850 and the load factor values of the scale was over .45. In addition, the test retest, parallel test and split half test reliability analyses of the scale were also made. The data were analyzed by using frequency and percentage, arithmetic mean, and standard deviation techniques. As a result of the study, a total of 95 standards were identified, 16 of which were in the objectives dimension, 15 in the content dimension, 14 in the learning-teaching process dimension, 14 in the evaluation dimension, 18 in the practice dimension, and 18 in the practice teacher dimension. It was also found that the standards in the objectives, content, evaluation and university practice teacher dimensions were actualized “Partially”, while those in the learning-teaching process and practice teacher dimensions were actualized “Fairly”. 2013 IOJES. All rights reserved
Evaluation in the Teaching Practicum of the English Program at the Universidad de la Amazonía La evaluación en la práctica docente del Programa de Licenciatura en Inglés de la Universidad de la Amazonía  [cached]
Claudia Rodríguez Ferreira
Profile Issues in Teachers` Professional Development , 2009,
Abstract: The following article summarizes the research study which sought to examine the process of evaluation in the teaching practicum of the undergraduate program in English language teaching at Universidad de la Amazonía , in Florencia, Caquetá , Colombia . The purpose of this project was to establish which evaluation paradigm promotes the professional development of the student teacher whilst inside the actual conditions of her/his work. The research process was based on participant, non- participant observations and interviews with a group of 17 student teachers and their counsellor. The results showed some features of the critical paradigm of evaluation that contributed to the professional development of the subjects involved in the practicum (student teachers and counsellor). It was also found that it is very important to encourage the formation of critical and progressive professionals . El siguiente artículo resume la investigación que buscó examinar el proceso de evaluación en las prácticas de formación profesional docente en el programa de Licenciatura en Inglés de la Universidad de la Amazonía , en Florencia (Caquetá - Colombia). El propósito de este proyecto fue establecer qué paradigma de evaluación promueve el desarrollo profesional del maestro en formación en medio de las condiciones en las cuales desarrolla su labor. El proceso de investigación se basó en las observaciones participantes y no participantes, y en una entrevista a profundidad con un grupo de 17 maestros en formación y su consejero. Los resultados mostraron algunas características del paradigma crítico de evaluación que contribuyeron al desarrollo profesional de los sujetos involucrados en la práctica (maestros en formación y consejero). También se encontró que es muy importante promover la formación de profesionales críticos y progresivos .
Tasting Teaching Flavors: A Group of Student-Teachers′ Experiences in their Practicum
Casta?eda,Liliana Prada; Zuleta Garzón,Xatlí;
Profile Issues in Teachers` Professional Development , 2005,
Abstract: student-teachers expect their experience in the practicum to show them what teaching truly involves. most of them are willing to put into practice all the theories and concepts they have learned and to find out if these actually work. this article reports on a study conducted on the experiences of four primary school student-teachers. the study led to the identification of their difficulties, to looking at how they felt about those difficulties, and to how they dealt with them. instruments for data collection were the journals and group conferences used by the practice counselor and a semi-structured interview. the study revealed that a constant reflective practice allows practitioners to deal with all the different situations they have to face, and more so, to go beyond them.
Evaluating Teacher-Candidates’ Teaching in the Extended Practicum  [cached]
G. Ralph,Brian W. Noonan
Brock Education : a Journal of Educational Research and Practice , 2004,
Abstract: This study reports the aggregate results of the evaluations of the teaching performance of 17 cohorts of teacher-candidates (n = 374), who completed their extended practicum during their pre-service teacher-education program at one Western Canadian university. Over a 15-year period, one of the researchers served as the College Supervisor for these cohorts in their respective four-month internship in schools in a variety of locations throughout the province. The teacher-candidates’ final evaluations on nine categories of teaching performance revealed varying levels of strength among the skill areas. Implications of the findings are drawn: (a) for the undergraduate program administrators, faculty members, and practicum-program personnel at the university connected to this study, and (b) for other teacher-education institutions interested in making use of this information to help inform their deliberations in assessing/improving their own pre-service and practicum initiatives.
Prescribing practice and evaluation of appropriateness of enteral nutrition in a university teaching hospital
Zhu XP, Zhu LL, Zhou Q
Therapeutics and Clinical Risk Management , 2013, DOI: http://dx.doi.org/10.2147/TCRM.S41022
Abstract: escribing practice and evaluation of appropriateness of enteral nutrition in a university teaching hospital Short Report (592) Total Article Views Authors: Zhu XP, Zhu LL, Zhou Q Published Date February 2013 Volume 2013:9 Pages 37 - 43 DOI: http://dx.doi.org/10.2147/TCRM.S41022 Received: 02 December 2012 Accepted: 08 January 2013 Published: 07 February 2013 Xiu-Ping Zhu,1 Ling-Ling Zhu,2 Quan Zhou1 1Department of Pharmacy, 2Cadre Department, Division of Nursing, The Second Affiliated Hospital, School of Medicine, Zhejiang University, Hangzhou, Zhejiang Province, People’s Republic of China Background: A retrospective utilization study was performed to evaluate utilization patterns for enteral nutrition in a university teaching hospital. Methods: Enteral nutrition was divided into three types according to the nitrogen source, ie, total protein type [Nutrison Fibre , Fresubin Energy Fibre , Fresubin , Supportan (a special immunonutrition for cancer patients or patients with increased demands for omega-3 fatty acids), Fresubin Diabetes (a diabetes-specific formula), Ensure ]; short peptide type (Peptison ); and amino acid type (Vivonex ). A pharmacoeconomic analysis was done based on defined daily dose methodology. Results: Among hospitalized patients taking enteral nutrition, 34.8% received enteral nutrition alone, 30% concomitantly received parenteral nutrition, and 35.2% received enteral nutrition after parenteral nutrition. Combined use of the different formulas was observed in almost all hospitalized patients receiving enteral nutrition. In total, 61.5% of patients received triple therapy with Nutrison Fibre, Fresubin Diabetes, and Supportan. Number of defined daily doses (total dose consumed/defined daily dose, also called DDDs) of formulas in descending order were as follows: Nutrison Fibre, Fresubin Energy Fibre, Fresubin Diabetes > Supportan > Peptison, Ensure > Vivonex, Fresubin. The ratio of the cumulative DDDs for the three types of enteral nutrition was 35:2.8:1 (total protein type to short peptide type to amino acid type). Off-label use of Fresubin Diabetes was also observed, with most of this formula being prescribed for patients with stress hyperglycemia. Only 2.1% of cancer patients received Supportan. There were 35 cases of near misses in dispensing look-alike or sound-alike enteral nutrition formulas, and one adverse drug reaction in an elderly malnourished patient who did not receive vitamin K1-enriched enteral nutrition during treatment with cefoperazone. After 4 months of the trial intervention, off-label use of Fresubin Diabetes was no longer endorsed by the Drug and Therapeutics Committee for nondiabetic patients, and the proportion of this formula prescribed for patients with stress hyperglycemia decreased by 20%, with a 10-fold increase in the amount of Supportan prescribed for cancer patients. Near misses in dispensing look-alike or sound-alike enteral nutrition were successfully abolished, and no severe coagulation disor
Tasting Teaching Flavors: A Group of Student-Teachers’ Experiences in their Practicum
Zuleta Garzón Xatlí,Prada Casta?eda Liliana
Profile Issues in Teachers` Professional Development , 2005,
Abstract: Student-teachers expect their experience in the practicum to show them what teaching truly involves. Most of them are willing to put into practice all the theories and concepts they have learned and to find out if these actually work. This article reports on a study conducted on the experiences of four primary school student-teachers. The study led to the identification of their difficulties, to looking at how they felt about those difficulties, and to how they dealt with them. Instruments for data collection were the journals and group conferences used by the practice counselor and a semi-structured interview. The study revealed that a constant reflective practice allows practitioners to deal with all the different situations they have to face, and more so, to go beyond them. Key words: Teacher preparation, teaching practice, student-teachers, difficulties Los estudiantes-maestros esperan que la práctica docente les muestre lo que es realmente la ense anza. La mayoría de ellos están deseosos de poner en práctica todas las teorías y conceptos aprendidos y averiguar si verdaderamente funcionan. Este artículo da cuenta de un estudio en el que se describe la experiencia de cuatro estudiantes-practicantes. El objetivo principal del estudio fue identificar las dificultades que enfrentan, examinar qué actitudes tuvieron frente a esas dificultades y cómo las superaron. Los instrumentos utilizados para la recolección de datos incluyeron diarios, charlas en grupo e individuales realizadas por el director de práctica y una entrevista semi-estructurada. El estudio reveló que una constante reflexión permite que los practicantes superen las dificultades y vayan más allá de las mismas. Palabras claves: Formación de maestros, práctica docente, estudiantes-practicantes, dificultades
TEACHING NON-INDIGENOUS SPEAKERS OF ISIXHOSA: A CRITICAL EVALUATION OF OWN PRACTICE  [cached]
Phumla Kese
Per Linguam : A Journal of Language Learning , 2012, DOI: 10.5785/28-1-122
Abstract: In this article, the author reports on a mid-year critical evaluation of her teaching practice at a multilingual university with students who are non-indigenous speakers of isiXhosa. Data is gleaned from participatory observations, critical-incident journal entries, students’ assessments, views of an outside observer, and student feedback. The conclusion is drawn that to achieve communicative competence in the Xhosa language, the following are vital towards meeting the challenges of students’ anxieties about the course: increasing student motivation, confronting the differences between students’ home languages and isiXhosa, using tutors who are proficient in the students’ mother tongue, as well as encouraging creativity together by keeping a balance between oral and written tasks.
EVALUATION OF THE DISTANCE EDUCATION PRE-SERVICE TEACHERS' OPINIONS ABOUT TEACHING PRACTICE COURSE (CASE OF IZMIR CITY)  [PDF]
Meral GUVEN,Dilruba KURUM,Mustafa SAGLAM
The Turkish Online Journal of Distance Education , 2012,
Abstract: The aim of this study was to determine the distance education pre-service teachers’ opinions about the teaching practice course. The study was conducted with descriptive method. For data collection, analysis and interpretation, qualitative research method was used. Out of the students enrolled at Open Education Faculty, Department of Pre-school Education and Department of English Language Teaching, 27 students were volunteer to participate to the study. As a result of the study; it was found that some of the distance education pre-service teachers felt ready and enthusiastic about the teaching practice course albeit others did not feel ready enough. In addition, the pre-service teachers mostly mentioned about their expectations for self-development and self-evaluation. The pre-service teachers considered that this course provided them the opportunities to know the students and learning environments, also to prepare the plans effectively, to learn about teaching-learning processes, to manage class and time, to benefit from coordinator teachers and to evaluate themselves. However, they also complained about lack of information about plans and teaching practice files, difficulties in class-management, problems in efficient time-management, indifference of the coordinator teachers, inadequate equipment at application schools; lack of supervision and limited opportunity to have experience. Thus, they suggested that the coordinator teachers should be trained considering these problems also the application should be selected after physical check; besides the pre-service teachers should be supervised and provided accurate samples about plan and field preparation, thus frequent contact meetings should be arranged.
Page 1 /100
Display every page Item


Home
Copyright © 2008-2017 Open Access Library. All rights reserved.