08 SES 08, Health-Promoting Schools: Teachers in Focus
Parallel Paper Session
Over the last two decades the training climate has come to be regarded as an explanatory variable that could even predict the success of training (Kantorova, 2009). Most studies refer to the training climate experienced in secondary schools (or those attended by teenagers), with its use thus being associated with the purpose of disciplinary control and the prevention of violence. Cohen et al. (2009) point out that school climate refers to the quality and character of school life. It is based on patterns of people´s experiences of school and reflects norms, goals, values interpersonal relationships, teaching and learning practices and organizational structures.
Less common are studies that relate training climate with higher education institutions that set out to improve the conditions for developing a set of competences and ways of being and acting, as happens with the training of helping professionals such as nurses. Training climate in pre service nursing education schools may have a variety of influences such as improving student success and motivation, determining the need for potential changes in the organizational culture, creating a positive educational environment and ultimately promoting the professional image of nursing (Kantek e Baykal, 2009). The culture and cultural values of an educational organization can be transmitted via curriculum, institutional regulations and attitudes and behaviours of school members (Kantek e Baykal, 2009).
Other research studies (Lopes, et al., 2007; Leite & Fernandes, 2003.), showed that formal curriculum is an important variable to professional identity formation; some types of informal curriculum (active methodologies, teamwork, research work, interdisciplinary practices, students/educators closeness) appear as key variables in the training of skills for lifelong learning. In the same sense Tracey and Tews (2005) point out that several studies indicate that the training climate has an important role in the development of formal learning and in the transfer of knowledge and skills to the contexts of work after training.
This proposal addresses the training climate as a concept to be built up on its interactions with others, such as the organisational culture (more often the subject of studies on higher education), training culture, academic culture or epistemic culture (Cetina, 1999). In fact the concept can take on distinct outlines, depending on the organisations, subjects and purposes of each study. This paper presents and discusses the results of an exploratory study conducted on the training climates in a Higher Nursing School with the aim to build a Training Climate Inventory for Nurse Education. The study was carried out as part of a research project on initial education of helping professionals (teachers and nurses) and the educators’ identity – the examples of teaching and nursing.
Cetina, K. K. (1999). Epistemic cultures: how the sciences make knowledge. Cambridge/ London: Harvard University Press. Cohen, J., McCabe, L., Micheli, M. N., & Terry, P. (2009). School Climate Research, Policy, Practice and Teacher Education, Teachers College Record, vol. 111, 1, 180-213. Hewitt, J. P. (1991). Self and society: a symbolic interaccionist social psychology. Boston: Allyn and Bacon. Kantek, F. & Baykal, U. (2009). Organizational culture in nursing schools in Turkey: faculty members’ perspectives. International Nursing Review 56, 306-312. Kantorova, Jana (2009). The School Climate – Theoretical Principles and Research from the Perspective of Students, Teachers and Parents. Odgojne znanosti. 11 (1), 183-189. Leite, C., & Fernandes, P. (2003). Da organização às práticas de formação contínua de professores: compromissos entre o instituído pelas actuais políticas curriculares e o instituto local. Elo (Número especial – Formação de Professores), 55-56. Lopes, A., Pereira, F., Ferreira, E., Silva, M., & Sá, M. (2007). Fazer da formação um projecto. Formação inicial e identidades profissionais docentes. Porto: Livpsic. Tracey, J.B. and Tews, M.J. (2005) Construct validity of a general training climate scale. Organizational Research Methods, 8, 353-374. Wiley, M., Alexander, C. (1987). From situated activity to Self-attribution: the impact of social structural schemata, In Yardley, K., Honess, T. (Ed.), Self and identity: psychosocial perspectives. Chichester: John Wiley and Sons, 105-117.
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Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
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Network 5. Children and Youth at Risk and Urban Education
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