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Journal articles on the topic 'Future social educators'

Author: Grafiati

Published: 3 May 2022

Last updated: 26 July 2025

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1

Soriano Díaz, Andrés. "Social Values and Future Educators." International Journal of Learning: Annual Review 12, no. 2 (2006): 319–26. http://dx.doi.org/10.18848/1447-9494/cgp/v12i02/47365.

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Turska, Elzbieta. "WHO ARE POLISH FUTURE EDUCATORS? SELECTED ASPECTS OF SOCIAL IDENTIFICATIONS." Problems of Education in the 21st Century 56, no. 1 (2013): 150–57. http://dx.doi.org/10.33225/pec/13.56.150.

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This research presents the results of a study on selected aspects of social identity of future educators which include family identity, national, European and global identities, religious identity and professional identity. The aim of the research was to find out whether Polish pedagogy students, who in future will become educators, are able to ask and answer identity questions and reflect on their own identity. The study was conducted in a group of 364 university students of pedagogy of the University of Zielona Gora, Poland. The data was gathered with the use of a diagnostic survey technique

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Varianytsia, Liudmyla. "Preparing the future teacher to familiarize children with the public environment." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (364) (2024): 29–36. https://doi.org/10.12958/2227-2844-2024-5(364)-29-36.

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Preparing future educators to familiarize children with the social environment is a relevant topic in the context of modern preschool education. Through the process of socialization, children acquire basic knowledge about the environment, social relationships, and cultural values that shape their personality and behavior. The purpose of the scientific article is to study the preparation of a future teacher to familiarize children with the public environment. The article is devoted to the problem of preparing future educators to familiarize children with the public environment. It examines the

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Olimova, Dilrabo. "GENERAL CULTURE IN EDUCATORS OF PRESCHOOL EDUCATION ORGANIZATION DEVELOPMENT OF COMPETENCE." Educational Research in Universal Sciences 1, no. 7 (2023): 196–99. https://doi.org/10.5281/zenodo.7508450.

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This article provides information about the competence of educators of the future preschool educational organization, the formation of the competence of social development of students, and the requirements for the pedagogical activity of educator-pedagogues.

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Massey, Michael, and Kynai Johnson. "Social Work Educators as White Allies?" Advances in Social Work 21, no. 2/3 (2021): 522–44. http://dx.doi.org/10.18060/24468.

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White educators represent the majority of social work faculty. Current research suggests that many White social work educators are not prepared to address racism in classroom discussions and model antiracist behavior. An integrative literature review was conducted by the co-authors—a White man and Black woman, both social work educators—to examine how recent literature characterizes the “White ally” educator and explore concepts designed to prepare White faculty for purposive action to dismantle White Supremacy. Integrative review is a methodology used to summarize empirical/theoretical litera

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Ginsberg, Leon. "The Origins and Future of Rural Social Work." Advances in Social Work 15, no. 1 (2014): 105–16. http://dx.doi.org/10.18060/16667.

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Traced in the article are some of the author’s reflections and experiences related to the origins of rural social work practice as well as some of the issues currently crucial for rural social work educators and practitioners. New data on U.S. rural demographics are provided. One factor with a special impact on rural life is the development of technology, which in some ways is changing the nature of rural community life. Integrated into this discussion of rural practice are observations about social work education in general and some of its current trends, reflective of the author’s 50 years a

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Muhammadiyeva, Feruza Turakulovna. "THE ROLE OF EDUCATORS OF THE PRESCHOOL EDUCATIONAL ORGANIZATION IN SOCIAL ACTIVITIES WITH CHILDREN." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 2, no. 10 (2022): 225–27. https://doi.org/10.5281/zenodo.7269381.

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Muhammadiyeva, Feruza Turakulovna. "THE ROLE OF PEDAGOGICAL WORKERS OF THE PRESCHOOL EDUCATIONAL ORGANIZATION IN SOCIAL ACTIVITIES WITH CHILDREN." INTERNATIONAL BULLETIN OF MEDICAL SCIENCES AND CLINICAL RESEARCH 3, no. 4 (2023): 94–96. https://doi.org/10.5281/zenodo.7825132.

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Kudaikulov, Aibek. "THE NATURE OF PARENTAL COMPETENCIES OF FUTURE SOCIAL EDUCATORS." Alatoo Academic Studies 23, no. 1 (2023): 96–102. http://dx.doi.org/10.17015/aas.2023.231.09.

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This article will analyze the competencies of future social educators in working with parents. It is noted that, despite the change in the worldview of society in relation to persons with disabilities, the issue of implementing the principle of equal social rights and opportunities in education is relevant, the analysis of competencies in research in this area shows the specifics of the competencies of a social pedagogue. Information is provided on what steps potential social educators should take when working and communicating with parents of students, as well as about the features and object

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Zakharina, Tetiana. "The specifics of preparing future social educators for working with veterans." Social pedagogy: theory and practice, no. 1 (2025): 108–17. https://doi.org/10.12958/1817-3764-2025-1-108-117.

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The article considers the problem of training social educators to work with veterans. An analysis of scientific works on the research problem was carried out in order to define the concept of "training social educators". The results of the study on identifying the features of training social educators to work with veterans are presented. The purpose of the research covered in the article is to identify the features of the training of social educators to work with veterans in higher education institutions by analyzing the content of the educational components of educational programs in higher e

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11

Gonchar, L., and Y. Spivak. "MODERN CONCEPTUAL APPROACHES FOR PROFESSIONAL TRAINING OF FUTURE SOCIAL EDUCATION FROM SOCIAL PROTECTION OF YOUTH." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 32 (2019): 76–80. http://dx.doi.org/10.28925/2311-2409.2019.32.10.

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The article outlines the historical milestones of the formation and development of the problem of professional competence of future social educators on social protection of youth rights from the 90s of the XX century to the present. The scientific literature on the research problem is analyzed. Conceptual approaches to professional training of future social educators on social protection of youth rights (systemic, civilizational, sociocultural, personal, activity, professional, socio-pedagogical, methodological technological) are defined and their essential characteristics are revealed. The co

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Orynbekova, A. "Priorities of professional development preparation of future social educators." BULLETIN OF L.N. GUMILYOV EURASIAN NATIONAL UNIVERSITY. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY SERIES 148, no. 3 (2024): 26–37. http://dx.doi.org/10.32523/2616-6895-2024-148-3-26-37.

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In modern conditions, when highly qualified specialists are required to solve social and economic problems, the problem of training personnel for the social and economic sphere is of particular importance. The fact that society not only understands the problems that need to be solved, but also needs professional qualified specialists who are able to put into practice non-standard ways of solving it, is currently in special demand, social educators occupy a special place among them. At the same time, the professionalism of a social pedagogue is important. Socio-pedagogical professionalism parti

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KOLBINA, Lyudmila. "FORMING SOCIAL AND LEGAL COMPETENCE IN FUTURE SPECIAL EDUCATORS." Humanities science current issues 2, no. 60 (2023): 267–71. http://dx.doi.org/10.24919/2308-4863/60-2-41.

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Baisarinova, Aigerim, and Rymshash Toleubekova. "Cultivating methodological culture: A roadmap for future social teachers." Scientific Herald of Uzhhorod University Series Physics, no. 55 (December 12, 2023): 2939–48. http://dx.doi.org/10.54919/physics/55.2024.293sb9.

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Relevance. In the landscape of modern education, cultivating methodological culture among social educators is paramount for navigating the diverse realms of psycho-educational theory and practice, fostering crucial attitudes, and elevating educational standards.Purpose. This study aims to diagnose challenges in establishing and embedding methodological culture among teachers, elucidate diverse conceptual approaches to this multifaceted phenomenon, construct a model of methodological culture for social teachers, and evaluate future educators� readiness for methodological activities, encompassin

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Okhanova, Y., and A. Duisenbayev. "Development of professional competencies of future social educators through ART technologies." BULLETIN OF L.N. GUMILYOV EURASIAN NATIONAL UNIVERSITY. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY SERIES 147, no. 2 (2024): 406–19. http://dx.doi.org/10.32523/2616-6895-2024-147-2-406-419.

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The article emphasizes special attention to the problem of the development of specialists based on the development of human capital in the country, discusses in detail the importance of the formation of professional competence of future social educators. The development of professional competence of students in preparation for socio-pedagogical activities through art technology contributes to the creative solution of professional problems of future social educators. The article describes the concept of art technology and considers its possibilities in social and pedagogical activities. The stu

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Yadav, Nishi. "Educator’s Ethics: Navigating morality in the classroom." International Scientific Journal of Engineering and Management 03, no. 03 (2024): 1–9. http://dx.doi.org/10.55041/isjem01406.

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Educator ethics is a vital and complex aspect of the education field, encompassing a set of principles and values that guide the professional behavior and decision-making of educators. These ethical standards play a crucial role in shaping the learning environment and ultimately impact the academic, social, and emotional growth of students. Educators are not only responsible for imparting knowledge but also have a significant influence on the overall development and well-being of their students. Thus, understanding and upholding educator ethics is essential for promoting educational excellence

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Lekholetova, Maryna. "THE ROLE OF INTERNET TECHNOLOGIES IN PREPARING FUTURE SOCIAL PEDAGOGES TO HEALTH-SAVINGS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 4 (2018): 116–23. http://dx.doi.org/10.28925/2414-0325.2018.4.12623.

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The article highlights the importance of health-preserving activities in the professional activities of social educators and the role of Internet technologies in preparing healthcare. The emphasis placed on the expediency of using Internet technologies for the effective preparation of future social educators for health preservation. Expansion of the presentation on mechanisms of preservation and strengthening of health; formation of a belief system in future social educators about responsibility for their health and lifestyle, aimed at improving the organism, disclosing its reserve capacity; a

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Zoino-Jeannetti, Julia, and Melissa Pearrow. "Exploring Power: An Examination of Social Privilege and Social Capital of Future Educators." Educational Studies 56, no. 5 (2020): 506–18. http://dx.doi.org/10.1080/00131946.2020.1799218.

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CHERNUKHA, Nadiya, and Nataliya OLEKSIUK. "PROFESSIONAL TRAINING OF SOCIAL EDUCATORS IN TODAY'S CONTEXT." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 10 (2024): 95–101. https://doi.org/10.17721/2616-7786.2024/10-1/14.

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Background. In modern conditions, the relevance of rethinking the theoretical foundations and practical mechanisms of professional training of future social pedagogues in institutions of higher and pre-higher education has increased. Methods. The research used the analysis of research sources; synthesis, comparison, systematization, and generalization of information to clarify the state of development of the problem, to determine the conceptual basis of its solution, as well as to highlight the conditions for effectiveness and justify the ways to optimize the professional training of future so

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Connett, Shelby. "Self-Care among Social Work Educators." International Journal of Social Policy and Education 1, no. 1 (2019): 1–10. http://dx.doi.org/10.61494/ijspe.v1n1a2.

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Self-care is a widely known and discussed topic among social work professionals and students. However, despite the high esteem for self-care and its benefits within the social work profession, there is little information to be found regarding self-care teachings and self-care practices among social work educators (Bloomquist, Wood, Friedmeyer-Trainor, & Kim, 2015). The question then becomes whether social work educators are practicing self-care themselves, whether they teach self-care to their students, and whether there is any association between the two. This study will explore the liter

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Wolfe-Taylor, Samantha N., Khadija Khaja, David Wilkerson, and Christian K. Deck. "Future of Social Work Education." Advances in Social Work 22, no. 2 (2022): 287–302. http://dx.doi.org/10.18060/24912.

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Advances in technology, an increase in non-traditional students, a new generation of e-learners, the COVID-19 pandemic’s impact on education and practice, and the emergence of greater practitioner and client adoption of telebehavioral health present opportunities and challenges for curricular innovation in schools of social work. e-Simulations are reliable, valid, authentic high impact practices that address these challenges and prepare students for a future where social workers are called upon to adopt telebehavioral practice. Although there is literature on the development, implementation, a

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22

Copeland, Sam. "BPD: Past, Present, and Future." Journal of Baccalaureate Social Work 20, no. 1 (2015): 111–16. http://dx.doi.org/10.18084/1084-7219.20.1.111.

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The outgoing president of the Association of Baccalaureate Social Work Program Directors discusses challenges for baccalaureate- level social work educators, particularly the low number of minority males in the profession and the need to address the continuing effects of racism.

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23

Soriano, Ronie B. "Exploring the Challenges of Future Social Studies Educators in the Age of Industry 4.0." Asian Journal of Education and Social Studies 50, no. 9 (2024): 311–21. http://dx.doi.org/10.9734/ajess/2024/v50i91590.

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In the era of Industry 4.0, technological advancements are not just a supplemental tool but a fundamental component of the new educational landscape. The level of awareness and preparedness towards technological advancements, and the challenges of 239 future social studies educators in the era of Industry 4.0 are explored in this study. It employed a mixed-methods approach, combining quantitative and qualitative research methods, which enabled a comprehensive assessment of the challenges and the level of awareness and preparedness of future social studies educators in the era of Industry 4.0.

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Toutkoushian, Robert K., Justin M. Bathon, and Martha M. McCarthy. "A National Study of the Net Benefits of State Pension Plans for Educators." Journal of Education Finance 37, no. 1 (2011): 24–51. http://dx.doi.org/10.1353/jef.2011.a448019.

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Although benefits can be a sizable part of an educator's total compensation, there has been little scholarly inquiry into the state pension plans for educators. Despite the fact that all defined benefit plans rely on the same basic formula for calculating annual pensions, they vary across states in the multiplier used, the method for calculating final average salary, the cost of participating in the plan, whether caps are imposed on first-year benefits, how cost-of-living increases are made, whether benefits are subject to state income taxes, and whether educators can retain Social Security be

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Bates, Claire. "What influences practice educators in determining appropriate learning opportunities for social work students on their final practice learning placement?" Journal of Practice Teaching and Learning 15, no. 1 (2018): 39–62. http://dx.doi.org/10.1921/jpts.v15i1.1123.

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Abstract: Within social work education in the UK practice education has been subject to regular and substantive change and continues to have the potential to be fragmented as a result of practice learning taking place in a variety of organisations and settings as well as students having on site and off site practice educators. In this pilot research study individual semi structured interviews were used to gather data from 6 experienced practice educators who supervised students across both the statutory and voluntary sector, including those practicing independently as ‘off site’, to establish

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Velykzhanina, Dariya. "CONTENT ASPECTS OF PROFESSIONAL PREPARATION FOR SOCIAL PEDAGOGUES IN FORMING ADOLESCENTS’ LIVING COMPETENCY." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 152–58. http://dx.doi.org/10.28925/1609-8595.2018(1-2)152158.

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The article substantiates the necessity of professional training of future social educators for the formation of the vital competence of the younger generation in conditions of development of competently directed education. The substantive aspects of the future social educators’ preparation for the formation of adolescent’s life competence are singled out. The characteristics of the future social educators’ professional readiness, aimed at developing the life competence of the younger generation, are determined. The essence of the concepts of «life competence», «competently directed education»

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VELYKZHANINA, Daria. "FEATURES OF PROFESSIONAL FORMATION OF FUTURE SOCIAL EDUCATORS IN WARTIME CONDITIONS." Humanities science current issues 1, no. 62 (2023): 281–89. http://dx.doi.org/10.24919/2308-4863/62-1-42.

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Velykzhanina, Daria. "DIAGNOSIS OF FUTURE SOCIAL EDUCATORS AND PRIMARYSCHOOL TEACHERS READINESS TO PROFESSIONALINTERACTION." Scientific Journals of the International Academy of Applied Sciences in Lomza 85, no. 1 (2024): 196–210. https://doi.org/10.58246/v5ea6e46.

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Introduction: Nowadays education focuses its attention and efforts on the childʼs personality comprehensive harmonious development, its successful socialization, the formation of key competencies for life. The realization of these educational goals starts in primary school with the students’ involvement in the multifaceted process of learning, development andsocialization. In general secondary education institutions, the solution of topical educational tasks is provided by a pedagogical team of professionals, in particular primary school teachers and social educators. The result of achieving t

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Kikinezhdi, Oksana. "Development of the egalitarian personality of a future educator: history, achievements and prospects of the department of psychology." HUMANITARIUM 43, no. 1 (2019): 7–22. http://dx.doi.org/10.31470/2308-5126-2019-43-1-7-22.

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The article deals with the problem of the egalitarian personality development of a future educator, upon which the staff of the psychology department of Ternopil Volodymyr Hnatiuk National University is working. The historical milestones of the development of the psychology department, its achievements and prospects have been described. In the context of humanistic and cognitive psychology theoretical and methodological aspects of the vocational training of future educators to create the egalitarian educational environment for children and youth which is relevant to the principles of gender eq

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Chun-Sing Cheung, Johnson. "WHAT HAS COVID-19 PAVED THE WAY FOR SOCIAL WORK PRACTICE TEACHING?" Greenwich Social Work Review 2, no. 1 (2021): 153–55. http://dx.doi.org/10.21100/gswr.v2i1.1265.

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The future is undoubtedly unpredictable which is vividly proved by the 2020 pandemic. Educators primarily focused for the well-being of the students in this time of crisis, panic and ambivalence. In present milieu, social work practice teaching has been made online. This is high time which calls for the retrofitting of the previous discussions where the emphasis should now be laid upon a better quality of teaching, curriculum restructuring, and capacity building of clinical practice educators. Yet, there are multitudes of underlying predicaments, i.e. e-teaching versus e-learning, synchronous

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Ibragimovna, Tuychieva Inoyatxon. "IMPROVING THE PEDAGOGICAL SYSTEM OF TRAINING FUTURE PEDAGOGUES TO FORM THEIR LIFE SKILLS." Current Research Journal of Pedagogics 5, no. 10 (2024): 81–88. http://dx.doi.org/10.37547/pedagogics-crjp-05-10-14.

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This article explores strategies for improving the pedagogical system to effectively equip future educators with essential life skills. In today's dynamic and fast-evolving world, the importance of these skills is increasing as educators not only impart knowledge but also act as role models. The study emphasizes the role of practical, social, and emotional skills in pedagogy, outlining innovative training methods that enhance educators' personal and professional competence. The article concludes with recommendations for integrating life skills education within teacher training programs, foster

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Nabi, Gulzi, Aizhan Abibulaeva, Meiramkul Bulakbayeva, and Merey Zholzhaksynova. "The problem of the development of emotional intelligence of future social educators." Cypriot Journal of Educational Sciences 17, no. 7 (2022): 2416–27. http://dx.doi.org/10.18844/cjes.v17i7.7687.

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The purpose of this research is to evaluate the development problem of the emotional intelligence of future social educators in line with the views of future social educators. This research was designed in accordance with the qualitative research method. The study group of the research consisted of 40 pre-service teachers studying in the department of social studies teaching at a university in Almaty, Kazakhstan, in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it has been determined th

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Havrysh, Olena, Vladyslav Velychko, and Olena Fedorenko. "THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PROFESSIONAL TRAINING OF SOCIAL EDUCATORS FOR WORK WITH REFUGEES IN GERMANY." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 11 (2021): 49–61. http://dx.doi.org/10.28925/2414-0325.2021.114.

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The authors lighted out German practice of social work with refugees and the role of ITC during this process. In the article the role of different international organizations such as UNESCO, United Nations Office of the High Commissioner for Refugees, International Red Cross Committee, European Council on Refugees and Exiles, International Organization for Migration, etc. was pointed out. These organizations develop and approve international standards of work with refugees, as well as propose modern approaches to solving problems with this category of the world community. The authors identifie

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Kebede, Wassie. "Social Work Education in Ethiopia: Past, Present and Future." International Journal of Social Work 6, no. 1 (2019): 1. http://dx.doi.org/10.5296/ijsw.v6i1.14175.

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The study presents the history and current status of social work education in Ethiopia. Five heads of social work schools, eight social work educators and 35 social work professionals participated in the study. Data from participants were gathered through online survey. Qualitative tools were designed for each group and distributed by email. In addition, review of literature was made to generate data about history of social work in Ethiopia. Results of the study revealed that social work education was closed for 30 years [1974-2004]. In less than two decades since its re-birth in 2004, social

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Cerezo-Pizarro, Mario, Jorge Guerra-Antequera, Francisco Ignacio Revuelta-Domínguez, and Jairo Melo-Sánchez. "Realidad virtual y videojuegos en educación social. Percepciones y análisis en la formación de educadores." Qurriculum. Revista de Teoría,Investigación y Práctica educativa, no. 37 (2024): 9–23. http://dx.doi.org/10.25145/j.qurricul.2024.37.01.

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This study focuses on the implementation of virtual reality and video games as innovative tools in the training of social educators. The objective is to analyze the integration of these technologies in educational environments and to evaluate the perceptions of future educa- tors. An innovation experience was carried out that incorporated virtual reality and video games in the classes of the Degree in Social Education. The results reveal a high acceptance around the integration of this technology in the study plans and the future daily practice of the social educator.

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Havryliuk, Svitlana. "ACTUALIZATION OF PROFESSIONAL POTENTIAL OF FUTURE EDUCATORS." Problems of Modern Teacher Training, no. 2(24) (October 29, 2021): 6–13. http://dx.doi.org/10.31499/2307-4914.2(24).2021.244168.

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The article reveals significant aspects of the development of the professional potential of future educators. The main features of the professional readiness of future educators of preschool education institutions to pedagogical activity are highlighted. The essence of such concepts as “professionalism”, “potential”, “creative potential”, and “professional potential” are described. The author pays attention to adverse factors, which block the professional potential of future teachers: low social status in the team; inner anxiety and lack of confidence; authoritarian style of pedagogical leader

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Akram, Tanzeela, and Azhar Majeed Qureshi. "REFLECTIVE PRACTICES OF TEACHER EDUCATORS IN PUNJAB: A NARRATIVE PERSPECTIVE." Humanities & Social Sciences Reviews 9, no. 3 (2021): 1038–47. http://dx.doi.org/10.18510/hssr.2021.93102.

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Purpose of the study: Reflective practices are considered very important and influential for teacher training and professional development. This study was conducted by using a narrative perspective. The main aim of this study was to explore the role of reflective practices in building teacher educators’ professional lives. Their stories were explored to understand what is needed to become an effective teacher educator. Methodology: The current research involved six teacher educators from GCETs selected purposively as research participants. Semi-structured interviews were used as data col

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Sampedro Requena, Begoña E., and Verónica Marín Díaz. "Conocimiento de los futuros educadores sociales de las herramientas web 2.0." Píxel-Bit, Revista de Medios y Educación, no. 47 (2015): 41–58. http://dx.doi.org/10.12795/pixelbit.2015.i47.03.

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Michels, Nicolette, Richard Beresford, Kate Beresford, and Karen Handley. "From fluctuation and fragility to innovation and sustainability: The role of a member network in UK enterprise education." Industry and Higher Education 32, no. 6 (2018): 438–50. http://dx.doi.org/10.1177/0950422218805575.

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Enterprise education has been identified as suffering from fluctuating policy, inconsistent funding and faddish practice, thereby limiting the development of a sustainable community of scholar-practitioners. In view of these constraints, this article considers the position of often-isolated enterprise educators and focuses on the role networks play in supporting their sustainable professional development and hence the domain itself. A case-based analysis draws on social-constructivist concepts of networks and communities of practice (CoPs) to analyse a UK network, Enterprise Educators UK (EEUK

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Zaytseva, O. Yu, N. Yu Yablontseva, and O. N. Babitinskaya. "COLLABORATIVE EDUCATIONAL ACTIVITIES IN PRE-SCHOOL EDUCATION: VALUE-ORIENTED ASPECTS." Pedagogical IMAGE 14, no. 4 (2020): 545–55. http://dx.doi.org/10.32343/2409-5052-2020-14-4-545-555.

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Abstract. Introduction. Cooperative activity of an educator and preschool children is a priority form of education in the modern preschool organization. The purpose of the article is to conceptualize the definition of “Collaborative Educational Activity” and a humanitarian diagnostics of the preschool teachers’ readiness for designing this activity and its realization. Study materials and methods. The components of preschool teachers’ readiness to design and to realize variable forms of collaborative activities with children were subjected to diagnostic study. Purpose of the research is to det

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Niyazova, Amina Abtrakhmanovna, Tatiana Vladimirovna Korotovskikh, Anastasia Alekseevna Bobrova, German Olegovich Savateev, and Iuliia Maratovna Gibadullina. "Development of the creative orientation of the future educator personality through leading social and pedagogical practices." SHS Web of Conferences 101 (2021): 03044. http://dx.doi.org/10.1051/shsconf/202110103044.

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The transformations taking place in modern society necessitate the professional training of a mobile, creative educator who is able to creatively approach the development, implementation and development of innovative technologies in the pedagogical process. The Federal State Educational Standard of Higher Education and the Occupational Standard of an Educator make demands on the personality of a modern educator who has creative abilities and the ability to solve pedagogical problems in practice outside the box. Among the competencies of the 21st century personality, its creativity, which actua

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Xiang, Yu, and Guowei Yan. "Building a mutual-help community: Young social work teachers’ self-rescue action." Action Research 18, no. 1 (2019): 69–101. http://dx.doi.org/10.1177/1476750319892314.

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The higher education system has marginalized the young educators. Young educators in the field of social work are in a much worse situation. Research indicates that young social work educators are facing three types of significant challenges: lacking teaching experience and social support; lacking academic research skills and facing great pressure from getting paper published; lacking professional knowledge and practical experience. This paper adopts action research to explore how to build a mutual self-help community among young social work educators who are experiencing similar challenges. A

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Vasylieva-Khalatnykova, M. "COMPONENTS OF PEDAGOGICAL TECHNOLOGY FORMING THE PROFESSIONAL REFLEXION OF FUTURE SOCIAL PEDAGOGES IN THE HIGHER EDUCATIONAL INSTITUTION." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 3 (2018): 68–73. http://dx.doi.org/10.17721/2616-7786.2018/3-1/15.

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In the article the characteristics and peculiarities of pedagogical technology of formation of professional reflection of future social educators in the higher educational institution is a clear scientific and theoretical basis for the optimal realization of the tasks of vocational training. The developed pedagogical technology was considered as a collection of regular, functionally related components, constituting a definite integral system. The allocation of components in pedagogical technology has allowed it to be divided into blocks (target, functional, informative, organizational, product

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Kalir, Jeremiah, Christina Cantrill, Jeremy Dean, and Joe Dillon. "Iterating the Marginal Syllabus: Social Reading and Annotation while Social Distancing." Journal of Technology and Teacher Education 28, no. 2 (2020): 463–71. https://doi.org/10.70725/768497hshuma.

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The coronavirus pandemic exacerbated long-standing educational inequities associated with technology access, learner agency, and participation in online learning. How were preservice and inservice educators supported in their pursuit of interest-driven professional learning that critically examined the unfolding impact of these inequities? This article describes how the Marginal Syllabus project rapidly iterated three public, online, and equity-oriented social annotation activities for educators that included: Facilitating social reading sessions which combined synchronous social annotation wi

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Müller, Andre Matthias, Charlene Goh, Li Zhen Lim, and Xiaoli Gao. "COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators." Education Sciences 11, no. 1 (2021): 19. http://dx.doi.org/10.3390/educsci11010019.

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Due to the COVID-19 pandemic, eLearning became the lifeline of higher education. We explored university educators’ eLearning perspectives, practices, and future adoption intentions. In-depth interviews with 14 educators from a large university in Singapore were conducted. Educators had limited eLearning experience prior to COVID-19 emergency eLearning and expressed strong preferences for in-person sessions. The short notice to switch to eLearning and lack of eLearning experiences created stress and anxiety. Educators responded by making efforts that allowed for teaching to continue, conceding

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Arjona-Castilla, Verónica, Katia Caballero, and Javier Mula-Falcón. "The Professional Identity of Social Educators: A Review of the Literature." International Journal of Adult, Community and Professional Learning 29, no. 2 (2022): 31–42. https://doi.org/10.18848/2328-6318/CGP/v29i02/31-42.

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We live immersed in a society characterized by the enormous number of changes that occur day after day, which has given rise to many new social needs. To meet these needs, the figure of the social educator has become essential. The present research consists of a systematic literature review that aimed to analyze the most recent studies on the professional identity of the social educator. For this purpose, the PRISMA methodology was used with the help of the ReSiste-CHS framework. After searching the databases (Web of Science [WoS], Scopus, and Google Scholar) and applying various inclusion/exc

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Imanbakiyev, Y. A., and N. S. Algozhayeva. "Formation of aesthetic culture of future social educators by means of fine art." BULLETIN OF L.N. GUMILYOV EURASIAN NATIONAL UNIVERSITY. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY SERIES 148, no. 3 (2024): 74–88. http://dx.doi.org/10.32523/2616-6895-2024-148-3-74-88.

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The article examines the possibilities and importance of forming the aesthetic culture of future social educators through fine art. Aesthetic culture as part of the cultural competence of a social pedagogue contributes to the rehabilitation of students who find themselves in various life situations, helping them make effective decisions, social pedagogical support for parents of students, maintaining a comfortable environment in the teaching staff. Although the history of research in the field of formation of aesthetic culture of students is deep, future social educators should effectively use

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Kucher, N. V. "EUROPEAN AND DOMESTIC EXPERIENCE IN TRAINING FUTURE SOCIAL EDUCATORS IN HIGHER EDUCATION." Pedagogical Sciences Theory and Practice, no. 4 (2021): 332–37. http://dx.doi.org/10.26661/2786-5622-2021-4-49.

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Pearrow, Melissa M., Julia Zoino-Jeannetti, and Takuya Minami. "Social Capital: Similarities and Differences Between Future Educators and Urban Youth Leaders." Journal of Educational and Psychological Consultation 26, no. 3 (2015): 266–82. http://dx.doi.org/10.1080/10474412.2015.1050104.

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Baimakhanova, Ulzhan, and Nazymgul Albytova. "Managing and countering stress in professional activities: Training of future social educators." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 18, 2024): 1424–33. http://dx.doi.org/10.54919/physics/56.2024.142gw4.

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Relevance. The relevance of the study is due to the widespread prevalence of unstable psycho-emotional state in the academic environment, which has a significant impact on labour realization. Purpose. The purpose of the work is to consider methods and techniques for managing and countering stress in professional activities among future social educators. Methodology. To achieve the purpose, the following methods such as logical, functional analysis, deduction, induction, synthesis, and questioning were used. Results. During the study, the concepts of �stress� and �emotional burnout syndrome� we

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