No description available.

This study explored the attitudes of four professional groups toward selected adult behaviors in order to gain an insight into their definitions of abuse and neglect. A sample was drawn from the population of pediatricians, psychologists, teachers, and social workers employed in a large metropolitan area of North Central Texas. A total of 190 subjects participated. The instrument used to quantify the attitudes of the respondents was a five-point rating scale, the ABTC Rating Scale. The rating scale was composed of thirty-six adult behaviors selected from the "gray areas" of child abuse and neglect. Participants rated the thirty-six behavior items according to how harmful they perceived each behavior to be for a five-to-six year old child. It was concluded that of the variables tested, those that appear to have the most influence on the differences in responses are professional membership and sex. It is possible that the differences found are due as much to the sex of the respondent as to professional membership. Teachers and females may react more strongly to the behaviors almost universally.

Introdução: O estudo da atitude dos profissionais de saúde frente ao álcool, ao alcoolismo e ao alcoolista ainda é escasso na literatura brasileira, e, em relação às atitudes dos psicólogos e estudantes de psicologia, não estão disponíveis na literatura nacional estudos que tenham se ocupado desse fenômeno. Após os movimentos sanitaristas da reforma psiquiátrica no Brasil, no final da década de 1980, houve aumento significativo desses profissionais em vários serviços de saúde, inclusive naqueles destinados ao atendimento de pessoas com problemas relacionados ao álcool e ao alcoolismo. O que torna importante identificar questões relacionadas ao preparo e às atitudes dos futuros profissionais de psicologia frente ao álcool, ao alcoolismo e ao alcoolista. Objetivo: Verificar e analisar as atitudes dos estudantes de psicologia frente ao álcool, ao alcoolismo e ao alcoolista. Método: Estudo exploratório de abordagem psicométrica, realizado com uma amostra de 159 estudantes do último ano do curso de psicologia de três faculdades da cidade de São Paulo. Para coleta de dados utilizou-se a Escala de Atitudes Frente ao Álcool, ao Alcoolismo e ao Alcoolista (EAFAAA) e um questionário sociodemográfico. Para análise dos dados utilizaram-se testes da estatística descritiva (frequências simples, porcentagens e médias) e para verificar se existia diferenças de atitude entre os três grupos realizou-se uma análise de variância. Resultados: Observou-se que, de modo geral, os 159 estudantes apresentaram tendência de atitudes positivas frente ao álcool, ao alcoolismo e ao alcoolista. Os estudantes das três faculdades apresentaram atitudes positivas para os fatores 1 (o trabalhar e o se relacionar com o alcoolista) e 2 (as atitudes frente ao alcoolista). Houve diferença estatística significativa (p=0,005) para os fatores 3 (atitudes frente ao alcoolismo, etiologia) e 4 (as atitudes frente ao uso do álcool) e na escala total para a Faculdade A em relação às faculdades B e C. A verificação de confiabilidade da EAFAAA estimada pelo alfa de Cronbach indicou boa consistência interna (0,90). Conclusão: Os estudantes de psicologia apresentaram tendência a atitudes positivas, segundo os resultados da EAFAAAA. Os estudantes da faculdade que tiveram experiência ou contato com o alcoolista apresentaram atitudes mais positivas do que aqueles que só tiveram preparo em sala de aula. Assim a necessidade de rever a grade curricular e a inserção de estudantes de psicologia, desde a graduação, em serviços de atenção especializados ao usuário de álcool é de extrema relevância social. / Introduction: The study of the attitudes of health professionals towards alcohol, alcoholism and the alcoholic is still scarce in Brazilian literature, and the attitudes of psychologists and psychology students, are not available in the national studies that have been busy this phenomenon. After the movements sanitary psychiatric reform in Brazil in the late 1980s, a significant increase of these professionals in various health services, including those intended to care for people with alcohol problems and alcoholism. What makes it important to identify issues related to the preparation and attitudes of future professionals in psychology towards alcohol, alcoholism and alcoholics. Aim: To investigate and analyze the attitudes of psychology students towards alcohol, alcoholism and alcoholics. Method: An exploratory study of psychometric approach, conducted with a sample of 159 students of the final year psychology three colleges of the city of São Paulo. For data collection we used the Scale of Attitudes Towards Alcohol, Alcoholism and alcoholics (EAFAAA), and a demographic questionnaire. Data analysis tests were used descriptive statistics (simple frequencies, percentages and means) and to check whether attitudinal differences existed among the three groups performed an analysis of variance. Results: It was observed that, in general, the 159 students showed a trend of positive attitudes towards alcohol, alcoholism and alcoholics. Students from the three schools showed positive attitudes to factors 1 (the work and relate to the alcoholic) and 2 (attitudes towards alcoholic). There was a statistically significant difference (p = 0.005) for the three factors (attitudes toward alcoholism, etiology) and 4 (attitudes towards alcohol use) and full scale for the College in relation to colleges B and C. A reliability check of EAFAAA estimated by Cronbach\'s alpha indicated good internal consistency (0.90). Conclusion: The psychology students tended to have positive attitudes, according to the results of EAFAAAA. College students who have had experience or contact with alcoholics showed more positive attitudes than those who had only preparation in the classroom. Thus the need to revise the curriculum and the inclusion of psychology students, since graduating in specialized care services to the user of alcohol is of utmost social relevance

The aim of this study is to highlight civics teachers’ professional attitudes to grade related work in Samhällskunskap A (Civics), a compulsory course at upper secondary school. The methods employed are qualitative interviews and a compilation of tasks forming the basis of assessment in the current course. To gain a greater understanding of teachers’ grading difficulties, grading related dilemmas and strategies to deal with them have been identified. These are divided into three groups; dilemmas connected to the steering documents, dilemmas involving teachers’ own convictions, and dilemmas related to the school subject in question. Both dilemmas and strategies are mainly generic and the overall purpose expressed in the strategies is to help manage a demanding job situation. The professional attitudes reflect three areas of teacher work. The first is PCK aspects of assessment where teachers emphasize fact deepening tasks (faktafördjupare), news discussions and written tests (nyhetsdiskutant), a varied basis of assessment (samhällsguide), or pupils’ involvement through PBL and seminars (katalysator). Concerning the exercise of grading authority, teachers act as informal observers of pupils in the classroom, bureaucrats who clearly inform pupils of the grading criteria, professionals who are dependent on the cooperation with colleagues, and individualists who work alone. The development of democratic competence displays the teacher as a moderator who focuses on having pupils problemising and questioning social issues, as a co-operator who regards pupils as customers, or as a deliberator who emphasizes a permitting and open climate for discussions.

Introdução: O estudo da atitude dos profissionais de saúde frente ao álcool, ao alcoolismo e ao alcoolista ainda é escasso na literatura brasileira, e, em relação às atitudes dos psicólogos e estudantes de psicologia, não estão disponíveis na literatura nacional estudos que tenham se ocupado desse fenômeno. Após os movimentos sanitaristas da reforma psiquiátrica no Brasil, no final da década de 1980, houve aumento significativo desses profissionais em vários serviços de saúde, inclusive naqueles destinados ao atendimento de pessoas com problemas relacionados ao álcool e ao alcoolismo. O que torna importante identificar questões relacionadas ao preparo e às atitudes dos futuros profissionais de psicologia frente ao álcool, ao alcoolismo e ao alcoolista. Objetivo: Verificar e analisar as atitudes dos estudantes de psicologia frente ao álcool, ao alcoolismo e ao alcoolista. Método: Estudo exploratório de abordagem psicométrica, realizado com uma amostra de 159 estudantes do último ano do curso de psicologia de três faculdades da cidade de São Paulo. Para coleta de dados utilizou-se a Escala de Atitudes Frente ao Álcool, ao Alcoolismo e ao Alcoolista (EAFAAA) e um questionário sociodemográfico. Para análise dos dados utilizaram-se testes da estatística descritiva (frequências simples, porcentagens e médias) e para verificar se existia diferenças de atitude entre os três grupos realizou-se uma análise de variância. Resultados: Observou-se que, de modo geral, os 159 estudantes apresentaram tendência de atitudes positivas frente ao álcool, ao alcoolismo e ao alcoolista. Os estudantes das três faculdades apresentaram atitudes positivas para os fatores 1 (o trabalhar e o se relacionar com o alcoolista) e 2 (as atitudes frente ao alcoolista). Houve diferença estatística significativa (p=0,005) para os fatores 3 (atitudes frente ao alcoolismo, etiologia) e 4 (as atitudes frente ao uso do álcool) e na escala total para a Faculdade A em relação às faculdades B e C. A verificação de confiabilidade da EAFAAA estimada pelo alfa de Cronbach indicou boa consistência interna (0,90). Conclusão: Os estudantes de psicologia apresentaram tendência a atitudes positivas, segundo os resultados da EAFAAAA. Os estudantes da faculdade que tiveram experiência ou contato com o alcoolista apresentaram atitudes mais positivas do que aqueles que só tiveram preparo em sala de aula. Assim a necessidade de rever a grade curricular e a inserção de estudantes de psicologia, desde a graduação, em serviços de atenção especializados ao usuário de álcool é de extrema relevância social. / Introduction: The study of the attitudes of health professionals towards alcohol, alcoholism and the alcoholic is still scarce in Brazilian literature, and the attitudes of psychologists and psychology students, are not available in the national studies that have been busy this phenomenon. After the movements sanitary psychiatric reform in Brazil in the late 1980s, a significant increase of these professionals in various health services, including those intended to care for people with alcohol problems and alcoholism. What makes it important to identify issues related to the preparation and attitudes of future professionals in psychology towards alcohol, alcoholism and alcoholics. Aim: To investigate and analyze the attitudes of psychology students towards alcohol, alcoholism and alcoholics. Method: An exploratory study of psychometric approach, conducted with a sample of 159 students of the final year psychology three colleges of the city of São Paulo. For data collection we used the Scale of Attitudes Towards Alcohol, Alcoholism and alcoholics (EAFAAA), and a demographic questionnaire. Data analysis tests were used descriptive statistics (simple frequencies, percentages and means) and to check whether attitudinal differences existed among the three groups performed an analysis of variance. Results: It was observed that, in general, the 159 students showed a trend of positive attitudes towards alcohol, alcoholism and alcoholics. Students from the three schools showed positive attitudes to factors 1 (the work and relate to the alcoholic) and 2 (attitudes towards alcoholic). There was a statistically significant difference (p = 0.005) for the three factors (attitudes toward alcoholism, etiology) and 4 (attitudes towards alcohol use) and full scale for the College in relation to colleges B and C. A reliability check of EAFAAA estimated by Cronbach\'s alpha indicated good internal consistency (0.90). Conclusion: The psychology students tended to have positive attitudes, according to the results of EAFAAAA. College students who have had experience or contact with alcoholics showed more positive attitudes than those who had only preparation in the classroom. Thus the need to revise the curriculum and the inclusion of psychology students, since graduating in specialized care services to the user of alcohol is of utmost social relevance

The study is concerned with the process of socialisation of teachers in the teaching profession. Drawing on socialisation theory the study sees the process of secondary socialisation in teacher preparation as building skills and enabling personal development. It was predicted that in the transition from the training institution to the first years of teaching, the degree of job satisfaction and commitment to teaching would be related to the degree of conflict experienced and that job satisfaction and commitment would be less for beginning teachers compared with that anticipated by trainees. Conflict was seen as appropriately measured by the difference between personal professional attitudes and occupational values one the one hand and the professional attitudes and occupational values perceived to be held by senior teachers on the other. Seventy-three final year trainee teachers at the Canberra College of Advanced Education and 47 beginning teachers in their first two years of teaching in Canberra primary and secondary schools, were selected as the sample. Previously validated instruments were used in a questionnaire. The findings clearly showed the existence of conflict between personal professional attitudes and occupational values and the perceived professional attitudes and occupational values of senior teachers. The difference in conflict between trainees and beginning teachers was small and tended to decrease. However, there was a marked increase in variance of conflict scores for women conpared to men. For women also, conflict was highly related to job satisfaction. Thc findings suggested that men tend to be more homogeneous in their adaptation to teaching and are more inclined to be satisfied and committed despite holding professional attitudes and occupational values which conflict with those of senior teachers. The study discusses some of the imlications of the findings for the training institution and the importance, particularly for women teachers, of coping with conflict in the teaching situation.

No description available.

Student performance in Mathematics and Science education is a source of concern for education authorities in South Africa. This was supported by the latest TIMSS results which were released in December 2004. As in the previous studies, TIMSS and TIMSS-R, South African learners were again outperformed by the learners of all other participating countries (Reddy, 2004). To ensure learner achievement in mathematics and science, we need committed, qualified and experienced teachers in these subjects. In this study a holistic professional development (HPD) model was constructed, tested and evaluated using practicing Grade 10 - 12 teachers. The model developed teachers' content knowledge, teaching approaches and professional attitudes simultaneously. After analysis of the model we found that improving teachers' content knowledge builds their confidence in teaching their subject. This in turn motivates teachers to perform better in their jobs: they come to class better prepared, eager to do a job they know they are good at, no more coming late, no more plodding through uninspiring one-way lessons. They are turned into better professionals with a positive work ethic. Their improved classroom practices lead to higher enrolments of science learners and improved learner achievement, the crown of successful science teaching. The HPD model was developed in three phases. In the first phase baseline information was obtained to determine problems that exist with the teachers' content knowledge, teaching approaches and professional attitudes. After data analysis it was found that all three of these dimensions needed development. In the second phase the initial development of the HPD model took place. An intervention programme was structured and the effect of the programme on the teachers' content knowledge, teaching approaches and professional attitudes were analysed. Successful elements of the initial model were extracted and developed further, in addition new elements were added. In the third phase the HPD model was developed further. Analysis of the data showed the following effect on the teachers: they were extricated from a vicious cycle where poor content knowledge leads to lack of confidence which caused unwillingness to spend time on task (poor professional attitudes, ineffective teaching approaches). Instead they became part of a virtuous circle where improved content knowledge leads to increased confidence, enjoyment and a willingness to spend more time on task (better professional attitudes and effective teaching approaches). The HPD model was evaluated using international benchmarks, such as the Standards for Professional Development of the National Research Council of New York, USA. Recommendations and possibilities for future research are discussed. / Mathematical Sciences / D.Phil.(Mathematics, Science and Technology Education - Physics Education)

教師的專業發展是提昇教師品質的關鍵,它包含職前的師資教育以及在職的教師進修。在臺灣,為了倡導英文教師的終身學習,在職英語教學碩士專班在民國八十八年成立。 本研究旨在探討在職英語教學碩士班對高中英文老師的影響。研究方法包含問卷,訪談及教室觀察。問卷調查部分,所使用的問卷是研究者根據文獻及三所在職英語教學碩士專班課程內容所編製的,目的在於瞭解進修教師對於在職英語教學碩士專班對他們的專業態度,專業知能及教室實務影響的自我認知。問卷調查採全國普查,有九十八所學校回函,有效問卷為一百零九份。教室觀察的部分則對兩組教師的教學進行觀察、錄影、分析及比較。這兩組教師來自同一所高中,第一組的兩位教師有在職英語教學碩士班進修的經驗,另一組的兩位教師則無。 本研究的重要發現為： 1. 在專業態度方面,在職英語教學碩士班增強了進修教師嚐試新教學法的動機, 　提高了他們的專業自信及教學熱忱,並增強了他們參與進修活動的動機。 2. 在專業知能方面,進修教師在本身的讀寫能力及語法、構詞及言談分析等語言 　知識獲益最多。 3. 在教室實務方面,專業知能的充實非常有助於進修教師應用新的教學技巧於字 　彙、語法、閱讀和寫作的教學，並有助於他們採用更多樣的教學資源及材料。 4. 運用進修所得知識於教學中讓具有在職英語教學碩士班進修經驗的教師在教 學上和不具此經驗的教師有所不同。 此研究結果對進修在職英語教學碩士班與改進英文教學方式之間的關係具有豐富啟示,是值得投注更多關注與研究的領域。 關鍵字: 在職進修　　研究所　　高中英文老師　　專業態度　　專業知能 　　　　教室實務 / Teachers’ professional development is the key to teacher quality. It encompasses pre-service teacher education and in-service teacher training. In Taiwan, in an effort to promote English teachers’ continual learning, in-service English teaching graduate programs were started in 1999 in place of what was called "Forty-Credit Program". This study aims to investigate the influence of the in-service English teaching graduate programs on senior high school English teachers. Three methods, questionnaire survey, interview, and classroom observation, were used. In the part of questionnaire survey, a questionnaire was designed to elicit participants’ self-perceptions of the influence the in-service English teaching graduate programs have on their professional attitudes, professional knowledge and classroom practice. Then, a general survey was conducted island-wide. Ninety-eight schools responded with 109 valid questionnaires. Follow-up phone interviews were conducted with seven willing respondents to further explore how they apply their new knowledge to their teaching. Regarding the classroom observation, two groups of English teachers from the same school participated in this part of study. In the first group were two teachers with the in-service English teaching graduate program experience while in the second group were two teachers without the experience. The teaching of one lesson conducted by the four teachers were observed, video-taped, analyzed, and compared. Face-to-face interviews were conducted with each teacher after the observational data were collected. The purpose of the interview was to know the reasons why they adopted current ways of teaching. This study has the following important findings. Firstly, in terms of professional attitudes, the in-service programs affect participants most in their motivation to try out new teaching methods, professional confidence, enthusiasm for English teaching and motivation to partake in in-service training activities. Secondly, in the aspect of knowledge about the English language, participants benefit from the programs the most in their own reading and writing ability as well as in knowledge of syntax, morphology, and discourse analysis. Thirdly, with regard to classroom practice, the enrichment of professional knowledge helps a lot in participants' application of new techniques to their instruction of vocabulary, grammatical structure, reading and writing. It also contributes to participants’ use of varieties of learning resources and materials. Lastly, the application of the new knowledge leads to the differences between teachers who have the in-service English teaching graduate program experience and those who do not. These findings have rich implications for the relationship between in-service English teaching graduate programs and the improvement of English teaching practice of senior high school English teachers, an area well worth more attention and research. Key words: in-service graduate programs senior high school English teachers professional attitudes professional knowledge classroom practice

This thesis examines the relationship between professional practice and professional training of Christian ministers in post-Communist Central Asia. It responds to the call for study of the phenomenon of Protestant theological education in the post-Soviet bloc. Theological education in Central Asia has been developed without any research-led evaluation and is often found unsatisfactory by the emerging church, which calls for a more relevant, field-driven and contextualised training of its leaders. This study also responds to the gap in the literature on attitude development of ministerial students. This is a qualitative inquiry. Its primary emphasis is on in-depth semi-structured interviews of forty graduates of four major theological colleges in Kyrgyzstan and Kazakhstan, who had spent several years in pastoral ministry after graduation. This research seeks to identify the most common problems they face in professional practice; to identify the attitudes and capabilities underlying their problem-solving processes; and to analyse how their training enabled or failed to enable them to develop those qualities. This thesis argues that theological education can be viewed as a special case of professional training, with a unique cluster of spiritual qualities that are of paramount importance for the success of ministers. It also argues that, despite the graduates’ generally positive appraisal of their training, there was little connection between the training and the capabilities that the graduates needed to succeed in their current practice. It therefore argues that the institutions in Central Asia have inherited the flaws of the "schooling" paradigm of theological education. A more integrated, context-specific and missional model is needed. By developing a model for investigating the practical knowledge of ministers, this study attempts to provide the training institutions in question with a framework of capabilities and attitudes. This will allow those institutions to have a useful starting point in the reformulation of their curricula.