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Journal articles on the topic 'Practice educators'

Author: Grafiati

Published: 10 December 2022

Last updated: 31 July 2025

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1

Garrett, Suzanne, and Leanne Gibbs. "Leadership Practices That Enable and Constrain Retention in Early Childhood Education and Care Settings in Australia." Education Sciences 15, no. 2 (2025): 185. https://doi.org/10.3390/educsci15020185.

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Australia’s early childhood education and care (ECEC) sector is in crisis, with educator job tenure decreasing and workforce supply threatened. Despite worsening retention rates, many highly skilled educators remain and thrive within ECEC settings, ensuring strong relationships and positive outcomes for children. While research has uncovered the complex organisational factors contributing to workforce retention, the leadership’s influence on educator retention remains under-researched. This paper describes a small-scale Australian qualitative study of ECEC leaders and educators using a social

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Lowenhaupt, Rebecca, Dafney Blanca Dabach, and Ariana Mangual Figueroa. "Safety and Belonging in Immigrant-Serving Districts: Domains of Educator Practice in a Charged Political Landscape." AERA Open 7 (January 2021): 233285842110400. http://dx.doi.org/10.1177/23328584211040084.

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Drawing from a context of reception framework, this article asks the following questions: How do educators describe issues of safety and belonging in the context of a charged immigration policy climate? What practices have educators developed to support immigrant-origin youth? And, what are the relationships between educators’ perceptions of safety and belonging and educator practices? We analyze educators’ survey responses administered across six school districts in different contexts across the United States, including the Northeast, Midwest, South, and West. We synthesize four domains of ed

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Adams, Emma K., Andrea Nathan, Phoebe George, Stewart G. Trost, Jasper Schipperijn, and Hayley Christian. "Physical Activity-Related Practices and Psychosocial Factors of Childcare Educators: A Latent Profile Analysis." Children 11, no. 4 (2024): 390. http://dx.doi.org/10.3390/children11040390.

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Limited research investigates early childhood education and care (ECEC) educators’ involvement in promoting physical activity. The aim was to identify distinct profiles based on physical activity-related practices and psychosocial factors in ECEC educators and examine how they relate to the amount of time allocated to children’s physical activity. A secondary analysis of educator-reported survey data from the Play Active study was undertaken. Educators (n = 532) reported on four practices and four psychosocial subscales adapted from the Environment and Policy Evaluation and Observation relatin

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Hulbert, Rachelle, Peter Maslin, and Sue Baker. "Living at Work: Teaching Online During the COVID-19 Pandemic." Student Success 14, no. 3 (2023): 29–40. http://dx.doi.org/10.5204/ssj.2722.

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This article presents a case study of what educators from an initial teacher education provider in Aotearoa, New Zealand learnt from the collapse of institutional practice architecture during the COVID-19 lockdown in March 2020. It explores how educators responded to the challenges emerging from living at work and recognises the interconnected links of educators’ practices in their sayings, doings, and relatings. The study was conducted using semi-structured interviews to gather in the moment lived experiences of nine teacher educators in their ‘living at work’ context. The insight from these

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Abdi, Nimo M., Elizabeth Gil, Stefanie LuVenia Marshall, and Muhammad Khalifa. "Humanizing practices in online learning communities during pandemics in the USA." Journal of Professional Capital and Community 5, no. 3/4 (2020): 205–12. http://dx.doi.org/10.1108/jpcc-07-2020-0066.

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PurposeIn this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and the potential challenges for equity work in education, during the COVID-19 pandemic.Design/methodology/approachThis reflective essay draws on lessons learned from the pedagogical practices of women of color, literature on teachers of color, as well as our experiences as educators of teachers and school leaders, as the authors think about new possibilities and challenges for anti-racist practice and living during the pa

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Ray, Dee, Kimberly Jayne, and Raissa Miller. "Master Counselors as Teachers: Clinical Practices of Counselor Educators." Journal of Mental Health Counseling 36, no. 1 (2014): 78–94. http://dx.doi.org/10.17744/mehc.36.1.r71044x11x44tn5p.

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Using a mixed methods design, we surveyed 117 counselor educators to explore their clinical practices and their perceptions of the impact of clinical practice on teaching, supervision, research, and service. The results indicate that clinical practice had the greatest influence on their supervision and teaching. A negative relationship between years served as a counselor educator and hours engaged in counseling was found. Through qualitative analysis, we identified several themes related to counselor educators' decisions to engage in clinical practice, among them staying relevant, enhancing te

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Harcourt, Deborah, and Lesley Jones. "Re-thinking Professional Development: Positioning Educational Documentation as Everyday Professional Learning." Australasian Journal of Early Childhood 41, no. 4 (2016): 81–85. http://dx.doi.org/10.1177/183693911604100410.

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THE INTENT OF THIS PAPER is to explore the ways in which educational documentation—one of the many important key principles that challenge and sustain the educational theories and teaching practice of the Reggio Emilia Educational Project in Italy—supports the practice, principles and pedagogy of early years educators. In this particular context, documentation is positioned as both a strategy and a tool for examining the work of the individual and of the group, for both children and educators, with the aim of questioning the role documentation might play in supporting educators' professional l

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Barlow, Susan, John Crean, Alissa Heizler, Kathy Mulcahy, and Jane Springer. "Diabetes Educators." Diabetes Educator 31, no. 3 (2005): 359–72. http://dx.doi.org/10.1177/0145721705276572.

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A survey evaluating the professional characteristics and practice patterns of diabetes educators was distributed across the United States. The specific survey aims were to assess whether (1) there continues to be a growing trend among US health professionals who consider themselves diabetes educators to obtain certification as certified diabetes educators (CDEs), (2) duties/services associated with diabetes self-management training (DSMT) and medical/medication management differ between diabetes educators who are CDEs versus those who are non-CDEs, and (3) educator practice patterns differ acr

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Sheridan, Louise, and Matthew Mungai. "Teacher-Student Reflections: A Critical Conversation about Values and Cultural Awareness in Community Development Work, and Implications for Teaching and Practice." Education Sciences 11, no. 9 (2021): 526. http://dx.doi.org/10.3390/educsci11090526.

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This reflective, autoethnographic piece provides some insights into our involvement with a program that promotes a value-driven approach to community development work. As a ‘conversation’ between a lecturer and a graduate, or Educator of Informal Educators and Informal Educator, we discuss the process of teaching and learning about values within day-to-day community development practice. We emphasise that a value-driven approach enables informal educators to celebrate cultural diversity, which can be complex in community settings. As the educator of informal educators (Louise), I reflect on th

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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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Douglass, Anne L. "The Role of Relationships: An Exploratory Study of Early Childhood Educators Earning a Bachelor’s Degree." SAGE Open 9, no. 1 (2019): 215824401983783. http://dx.doi.org/10.1177/2158244019837830.

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Professional standards increasingly call for early childhood educators to hold a bachelor’s degree as one measure of educator quality. This has prompted many educators to return to college, creating both a need and an opportunity to better understand the factors that support educators to complete their degree and apply what they learn to their teaching practice. This qualitative study examined the higher education experiences of early educators enrolled in a public urban university early childhood teacher education program. Using a theoretical lens grounded in relational theory, this study exp

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Rahimi, Muhammad, and Brad Blackstone. "Developing and Facilitating a Workplace Communication Workshop for Engineering Student Interns: Implications for Practice." Journal of Education, Innovation and Communication 7, no. 1 (2025): 51–67. https://doi.org/10.34097/jeicom-7-1-3.

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In this paper, Engeström’s third-generation activity theory (AT; 2001) is adopted as an analytic tool to analyze a workplace communication workshop for engineering students and an experienced educator’s cognition and practices. Curricular elements of the workshop and the educator’s pedagogical approach are analyzed together with the motivation for a specific learning experience design and the rationale for adopting such practices. AT served as an invaluable analytic lens for our reflection on the workshop’s design, its activities, and the educator’s cognition and practices. This reflection pro

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Brebner, Chris, Stacie Attrill, Claire Marsh, and Lilienne Coles. "Facilitating children’s speech, language and communication development: An exploration of an embedded, service-based professional development program." Child Language Teaching and Therapy 33, no. 3 (2017): 223–40. http://dx.doi.org/10.1177/0265659017702205.

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Professional development can provide opportunities to develop new skills and knowledge, and to apply them to practice in a sustainable way. However, delivery of professional development needs to consider the philosophies and pedagogies of training recipients, and activities should be tailored to meet their needs. This article reports on an exploratory study of an embedded, service-based model of professional development for early childhood educators (educators), targeting children’s speech, language, and communication skill development. This innovative model, conducted by speech and language t

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Khizar, Asma Khizar, Muhammad Nadeem Anwar, and Mushtaq Ahmad Malik. "Reflection of Teacher Educator’s Professionalism on Prospective Teachers." Global Social Sciences Review IV, no. II (2019): 298–306. http://dx.doi.org/10.31703/gssr.2019(iv-ii).39.

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Reflection of teacher’s own professionalism matters so the present study aimed to evaluate the reflection of teacher educator’s professionalism on their students. The survey was conducted to collect data by using two self-developed questionnaires one for teacher educators and others for prospective teachers. A sample of 155 teacher educators and 200 prospective teachers participated in this study randomly selected from one general university of Islamabad and seven universities of Punjab province. Analyses revealed that prospective teachers were highly reflecting professional attitude, professi

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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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Rentzou, Konstantina. "Professional occupational activities and functions of Greek infant-toddler educators: Roles and responsibilities." Journal of Childhood, Education & Society 5, no. 1 (2024): 146–60. http://dx.doi.org/10.37291/2717638x.202451318.

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During the last years, infant and toddler practice is receiving increased attention at the policy level. Yet, little is known about what infant/toddler practice entails and how educators working with children of this age group view their role and professional identity. The present mixed methods study aims at filling the research gap on what the professional identity and the work of infant and toddler educators entails, what are the characteristics that constitute an infant/toddler educator professionally and on the extent to which they are well prepared to perform their multi-dimensional role.

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Rizki, Febri Mira, and Chandra Halim. "Educator: To The Awesome Educators and Students." Journal of Social Research 2, no. 7 (2023): 2583–87. http://dx.doi.org/10.55324/josr.v2i7.1514.

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Literacy has spread throughout Indonesia, especially in the world of education. This program was increasingly promoted after the Independent Curriculum was hammered by the government. Strengthening literacy competencies in madrasahs is also accelerating because educators are working so that this knowledge can be smoothly transmitted to students for their intake. Both in terms of theory and terms of practice. One of the products born in the name of literacy in Indonesian language learning is work. In one writing skill, for example: poetry, short stories, articles, essays, reviews, rhymes, prose

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Renzaho, Andre M. N., and Matthew Clarke. "Introducing the D4 Diagnostic Quadrant as a targeting tool: developing a framework for the effectiveness of HIV/AIDS interventions in Tanzania and beyond." Australian Journal of Primary Health 19, no. 3 (2013): 219. http://dx.doi.org/10.1071/py12034.

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The current study develops and evaluates a tool to distinguish four different categories of educators for the effective delivery of HIV/AIDS health education using data from 548 randomly selected participants aged 16 years. The D4 Diagnostic Quadrant is based on HIV knowledge and sexual practice behaviours and indicates four distinct typologies of educator. The discerning educator has high HIV/AIDS knowledge and healthy sexual practices. The dissolute educator has high HIV/AIDS knowledge but employs unhealthy or risky sexual practices. The decorous educator has low HIV/AIDS knowledge but pract

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Asma, Khizar Khizar. "Reflection of Teacher Educator's Professionalism on Prospective Teachers." Global Social Sciences Review 4, no. 2 (2019): 298–306. https://doi.org/10.5281/zenodo.4383431.

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Reflection of teacher’s own professionalism matters so the present study aimed to evaluate the reflection of teacher educator’s professionalism on their students. The survey was conducted to collect data by using two self-developed questionnaires one for teacher educators and others for prospective teachers. A sample of 155 teacher educators and 200 prospective teachers participated in this study randomly selected from one general university of Islamabad and seven universities of Punjab province. Analyses revealed that prospective teachers were highly reflecting professional attitu

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Blewitt, Claire, Amanda O’Connor, Heather Morris, et al. "“It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning." International Journal of Environmental Research and Public Health 18, no. 4 (2021): 1530. http://dx.doi.org/10.3390/ijerph18041530.

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Early childhood educators play an important role in supporting children’s social and emotional development. While a growing body of research has examined the impact of curriculum-based social and emotional learning (SEL) programs on child outcomes, the approaches educators use to strengthen children’s social and emotional functioning through their everyday practices are less defined. This study explored Australian early childhood educators’ perspectives on children’s social and emotional development, the approaches educators use to encourage children’s social and emotional skills, the enablers

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Tan, Evelyn S., Bryce D. McLeod, Robyn A. Mildon, et al. "Assessing the effectiveness and implementation of a universal classroom-based set of educator practices to improve preschool children’s social-emotional outcomes: Protocol for a cluster randomized controlled type 2 hybrid trial in Singapore." PLOS ONE 18, no. 9 (2023): e0291723. http://dx.doi.org/10.1371/journal.pone.0291723.

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Background Providing high-quality early childhood care and education is understood as key to maximizing children’s potential to succeed later in life, as it stimulates young children’s development of skills and competencies needed to promote optimal outcomes and success later in life. Despite the government’s efforts to support the early childhood sector, educators in Singapore continue to report difficulties in implementing practices in classrooms that promote children’s social, emotional, and cognitive development. To enhance educators’ skills in these domains, we developed the Enhancing And

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Showan, Karen, Paula Walsh, Kristen Clogher, and Alison Warren. "NP Educators in Clinical Practice." Nurse Practitioner 30, no. 5 (2005): 11. http://dx.doi.org/10.1097/00006205-200505000-00004.

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Payne, Ellen K., Stacy E. Walker, and Stephanie M. Mazerolle. "Exploring Athletic Training Educators' Development as Teachers." Athletic Training Education Journal 12, no. 2 (2017): 134–45. http://dx.doi.org/10.4085/1202134.

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Context: Little research is available on how athletic training educators develop their instructional styles over the course of their careers and what influences their teaching practices. Understanding the development of athletic training educators' teaching practices may help promote effective teaching in athletic training programs and help guide professional development. Objective: To gain a better understanding of how athletic trainers develop as educators and how their experiences as an educator influence their teaching. Design: Qualitative study. Setting: Higher education institutions. Pat

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Grinberg, Jaime. "Americanization, Schools, and Educators." Advances in Social Sciences and Management 2, no. 7 (2024): 74–88. http://dx.doi.org/10.63002/assm.27.554.

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Americanization has served as a pedagogical and curricular practice in American schools since the development of public schools. Its purpose has been to advance a socialization process to solidify national identity, including republicanism, democratic practices, values, commitment to freedom and liberty, and the development of loyalty and belonging. It has taken multiple competing discourse-practices, including acculturalization, deculturalization, enculturation, and multiculturalism. These practices have co-existed and have expected educators to be central in such a process. Grounded on socio

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Vignjević, Jelena, and Marina Pavlović Pintarić. "Parent-Teacher Conference as a Rhetorical Challenge in Educational Practice." Revija za elementarno izobraževanje 16, no. 1 (2023): 21–37. http://dx.doi.org/10.18690/rei.16.1.2685.

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This paper analyses educator’s communication skills during parent-teacher conferences in kindergarten. We researched the way educators communicate during twelve parent-teacher conferences in various kindergartens. In accordance with the methodology of qualitative research, chosen elements of educator’s communication during the parent-teacher conferences were observed and recorded. Results showed that observed parent-teacher conferences are well-prepared, structured, substantially suitable and interactive, with apt vocabulary and elements of eloquence. The greatest shortcoming of the educator’s

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Ferriera, Miriam Criez Nobrega, João Pedro Ponte, and Alessandro Jacques Ribeiro. "Professional Learning Opportunities for Teachers of the Early Years in Algebra Teaching: A Study on the Practice of a Teacher Educator." Acta Scientiae 25, no. 2 (2023): 1–32. http://dx.doi.org/10.17648/acta.scientiae.7367.

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Background: Teacher education processes directly influence the quality of teaching and, indirectly, students’ learning, which leads teacher educators to assume a central role in the development and leading of these processes, justifying in-depth studies about their actions. Objective: To understand how the actions and practices developed by a teacher educator during the orchestration of whole-group discussions contribute to creating professional learning opportunities about mathematical knowledge and educational practice regarding working with algebraic thinking aimed at elementary school teac

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Mellizo, Jennifer M. "Demystifying World Music Education: From Guiding Principles to Meaningful Practice." General Music Today 32, no. 2 (2018): 18–23. http://dx.doi.org/10.1177/1048371318805237.

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Over the past several decades, music education scholars have put forth a variety of convincing rationales for world music education. Yet the gap between theory and practice in this area persists. In theoretical ways, practicing music educators acknowledge the value of world music learning experiences, but many remain reluctant to fully embrace and embody this approach in practice. Through this article, one practicing general music educator shares her personal experience of writing, implementing, and subsequently observing another music educator use a new world music curriculum resource, inspir

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Hudaya Hudaya. "Si Raja Smile” dalam meningkatkan kedisiplinan pendidik dan tenaga kependidikan di SMP Negeri 4 Depok." JISPENDIORA : Jurnal Ilmu Sosial, Pendidikan Dan Humaniora 1, no. 1 (2022): 19–35. http://dx.doi.org/10.56910/jispendiora.v1i1.58.

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The principal is a leader as well as an influential manager in determining the gates of success and progress in all areas of life in the school environment. He has a dominant role in improving the quality of learning outcomes and the success of the school he leads so that the principal is obliged to foster, examine, measure the work of educators in the school he leads including to organize and manage personnel, advice and funds. Every school member must know the meaning and benefits of discipline. The will to carry out discipline must come from oneself and without coercion from others. H

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Keating, Michelle K., Magdalena Pasarica, Mark B. Stephens, et al. "Promotion Preparation Tips for Academic Family Medicine Educators." Family Medicine 54, no. 5 (2022): 369–75. http://dx.doi.org/10.22454/fammed.2022.414574.

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Background and Objectives: Promotion has historically valued the scholarship of discovery over the scholarship of teaching. The clinician-educator promotion pathway is an attractive option for academic family physicians engaged in significant teaching. However, clinician-educators are less often promoted than peers on other tracks. Family medicine educators face unique challenges in promotion due to clinical requirements and often less guidance on how to meet promotion criteria. Promotion recognizes achievements of faculty and is often tied to higher base salary. We aimed to identify promotion

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Horuk, Nataliya. "Comparing the American and European perspectives on the roles of adult educators for the development of adult education theory and practice in Ukraine." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 53–61. http://dx.doi.org/10.30970/vpe.2021.35.11305.

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The article describes differences in the implementation of adult education practice in the American and European traditions (the USA and the UK mainly) and the competences of those who provide the adult education process. The study draws upon the existing theories on adult education which include continuing (the USA) or further (the UK) education, community education, recurrent education, non-formal education, popular education, lifelong education etc. This diversity makes it difficult to describe the profession of adult educators and their roles, because their activity defines itself in terms

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Mcmains, Kevin, Steven Durning, Eric Holmboe, and Holly Meyer. "The Power of Belonging- ‘Arriving’ as a Core Member of a Clinician Educator Community of Practice’." MedEdPublish 15 (March 6, 2025): 6. https://doi.org/10.12688/mep.20851.1.

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Introduction Professional Identity Formation represents an ongoing process of negotiation among Professional Identities. Graduate Medical Educators regularly negotiate among multiple PIs (e.g. clinician, teacher, researcher, leader). We set out to understand how Clinician Educators realized that they had “arrived”, which is to say become a core member of their Clinician Educator community, and how, if at all, did the core member identity affect how they presented in their professional lives? Methods We used reflexive thematic analysis with Communities of Practice as a sensitizing construct. Se

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Beecher, Ann, Janet C. Lindemann, Jeffrey A. Morzinski, and Deborah E. Simpson. "Use of the educator's portfolio to stimulate reflective practice among medical educators." Teaching and Learning in Medicine 9, no. 1 (1997): 56–59. http://dx.doi.org/10.1080/10401339709539813.

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Karjalainen, Kati, Jonna Juntunen, Heli-Maria Kuivila, Anna-Maria Tuomikoski, Maria Kääriäinen, and Kristina Mikkonen. "Healthcare educators’ experiences of challenging situations with their students during clinical practice: A qualitative study." Nordic Journal of Nursing Research 42, no. 1 (2021): 51–58. http://dx.doi.org/10.1177/2057158521995432.

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During clinical practice, students become acquainted with the key work tasks associated with their professions. Students need more support from healthcare educators during clinical practice learning, particularly in challenging situations. This study aimed to describe healthcare educators’ experiences of challenging situations during clinical practice placements. A qualitative study design was used to collect data through interviews with ten healthcare educators from two higher education institutions. The data were analyzed with inductive content analysis. The SRQR reporting guidelines were us

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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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Amina G., Kagaba. "Creating Effective Professional Development Programs for Educators." RESEARCH INVENTION JOURNAL OF RESEARCH IN EDUCATION 5, no. 1 (2025): 30–36. https://doi.org/10.59298/rijre/2025/513036.

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Professional development (PD) is a cornerstone of educational advancement, enabling educators to adapt to evolving pedagogical standards, integrate new technologies, and enhance student learning outcomes. This paper explores the essential components of effective professional development programs, emphasizing the importance of collaborative engagement, contextual relevance, and sustained learning. It examines various types of PD activities, strategies for identifying educator needs, and best practices for program design and implementation. Special attention is given to incorporating technology,

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Mouni, Ram Bahadur. "Practices and Perceptions of Teacher Educators on Learner Autonomy." Journal of Tikapur Multiple Campus 7, no. 1-2 (2024): 157–81. http://dx.doi.org/10.3126/jotmc.v7i1-2.63190.

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This study explores practices and perception of English language teacher educator on learner autonomy. It aimed to identify the ways through which teacher educators practice autonomy in students learning and encourage them be autonomous. Using qualitative narrative inquiry research design, the data were collected through interviews with the five English language teacher educators teaching at undergraduate level, of Far Western University, Nepal. The findings of the study highlight a shared understanding of learner autonomy, emphasizing independent learning, self-direction, and responsibility.

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Porteous, Rena. "SHOULD MIDWIFERY EDUCATORS BE REQUIRED TO MAINTAIN CLINICAL PRACTICE?" Canadian Journal of Midwifery Research and Practice 3, no. 3 (2024): 4–23. http://dx.doi.org/10.22374/cjmrp.v3i3.175.

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This paper presents the results of a literature search on the role of clinical practice for midwifery educators. University-based midwifery education in Canada has a short history, with Ontario first admitting students in 1993, Quebec in 1999 and British Columbia in 2002. Although the move to formal, accredited programs has increased the rigour and uniformity of education, it also poses challenges to learning. One such challenge is overcoming the theory- practice gap, a challenge shared by other health disciplines. Studies from the United States, Australia, New Zealand and the United Kingdom s

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Bell, Robin, and Heather Bell. "Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education." Journal of Small Business and Enterprise Development 27, no. 6 (2020): 987–1004. http://dx.doi.org/10.1108/jsbed-01-2020-0012.

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PurposeExperiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowle

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Rosa, Gomes, Pereira Anabela, Veiga Feliciano, and Aires Vanessa. "Prevention Practice of Stress in Preschool Education: Educators' Perception." International Journal of Case Studies 4 (December 31, 2015): 15–19. https://doi.org/10.5281/zenodo.3530015.

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In the context of pre-school, Educators have an important role in the planning of educational facilitators of child involvement practices. This study aims to identify an educational practice that acts in stress prevention. The sample was composed by 300 Educators who responded to the subscale Educational Practices for Dealing with Stress in Childhood (EPELSI) of P2SEPE Protocol (Gomes & Pereira, 2009), which seeks to identify educational practices that educators develop to deal with children under stress. The results showed statistically significant differences between the pedagogical prac

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Strickland, Christopher M. "The Way of the Artist Educator paradigm: Fusing artistic studio practice and teaching pedagogy." International Journal of Education Through Art 16, no. 2 (2020): 227–44. http://dx.doi.org/10.1386/eta_00028_1.

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The purpose of this autoethnographic study is to examine the experiences of visual arts educators who identify themselves as Artist Educators. In particular, this article investigates how these Artist Educators perceive the fusion of their artistic studio practice with their teaching pedagogy, and how the perception defines their identity and impacts their creative and classroom practices. This study involved a focus group of six individuals, including the researcher. All the participants were practising artists, currently employed or recently retired K-12 visual arts educators certified in th

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Gilmore, Gary David, Larry K. Olsen, Alyson Taub, and David Connell. "Overview of the National Health Educator Competencies Update Project, 1998-2004." Health Education & Behavior 32, no. 6 (2005): 725–37. http://dx.doi.org/10.1177/1090198105280757.

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The National Health Educator Competencies Update Project (CUP), conducted during 1998-2004, addressed what health educators currently do in practice, the degree to which the role definition of the entry-level health educator is still up-to-date, and the validation of advanced-level competencies. A 19-page questionnaire was sent to a representative sample of health educators in recognized practice settings in all states and the District of Columbia. A total of 4,030 health educators participated in the research (70.6% adjusted response rate) resulting in the largest national data set of its kin

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Suter, Jesse C., Michael F. Giangreco, and Susan A. D. Bruhl. "Special Education Personnel Absences in Inclusion-Oriented Schools: Implications for Building Effective Service Delivery Models." Remedial and Special Education 41, no. 6 (2019): 341–51. http://dx.doi.org/10.1177/0741932519865617.

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This study explored relationships between special education personnel absences and demographic, policy, and practice variables to identify potential actions that could increase access to qualified personnel and continuity of instruction. Findings from 51 inclusion-oriented schools indicated that special educators and special education paraprofessionals were absent 12 days per year on average. Special educator absences were correlated with variables amenable to action by school leaders including special educator school density (i.e., ratio of special educators in full-time equivalents to total

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Tanner, Bronwyn. "Threshold Concepts in Practice Education: Perceptions of Practice Educators." British Journal of Occupational Therapy 74, no. 9 (2011): 427–34. http://dx.doi.org/10.4276/030802211x13153015305592.

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Acosta, Melanie M. "“No Time for Messin’ Around!” Understanding Black Educator Urgency: Implications for the Preparation of Urban Educators." Urban Education 53, no. 8 (2015): 981–1012. http://dx.doi.org/10.1177/0042085915613545.

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Studies of effective Black educators describe the teacher’s sense of urgency as the guiding perspective that manifests in their authoritative, insistent manner. Although the bulk of this work offers snapshots of insistence in practice, less is known about the perspectives that undergird Black educator urgency. Using collaborative inquiry methodology framed within an emancipatory theoretical perspective, this article describes the sociocultural factors that give rise to the sense of urgency perceived by Black educators. Findings revealed that the factors that contributed to Black educator urgen

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Eno, Stuart, and Judy Kerr. "‘That was awful! I’m not ready yet, am I?’ Is there such a thing as a Good Fail?" Journal of Practice Teaching and Learning 11, no. 3 (2013): 135–48. http://dx.doi.org/10.1921/jpts.v11i3.274.

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Failing students in practice placement is frequently viewed as a negative and emotionally challenging experience for students and practice teachers and, as such, a situation to be avoided. In this article the notion that failing is the ‘right thing to do’ is explored from the perspective of Senior Agency based Practice Educator and a University Course Director for Practice Learning and from their experience of supporting both students and practice educators in the process.Reasons for failure are considered and the concept of ‘reluctance to fail ‘is explored in the context of the expectations o

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Rogers, Margaret, Fabio Dovigo, Astrid Mus Rasmussen, Khatuna Dolidze, and Laura Doan. "Contextualised, Not Neoliberalised, Approaches to Families in Five Countries: Quality and Practice." Social Sciences 13, no. 12 (2024): 695. https://doi.org/10.3390/socsci13120695.

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Partnerships with parents in early childhood education and care services are a hallmark of quality education. Educators in Western countries work within a highly regulated environment, where government documents, such as frameworks, standards, and curricula, direct most of their work, time, and energy. Despite this, data from our mixed methods online survey from Australia, Canada, Denmark, Georgia, and Italy revealed a strong resistance to the homogeneity these documents prescribe. For the quantitative data, we used cross-tabulation and descriptive statistics. For the qualitative data, we used

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Bharat, P., B. Kiran, and S. Lekha. "Professional practice attributes among nurse educators." Journal of Nursing Trendz 9, no. 1 (2018): 12. http://dx.doi.org/10.5958/2249-3190.2018.00015.9.

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Dancza, Karina, Jodie Copley, and Monica Moran. "PLUS Framework: guidance for practice educators." Clinical Teacher 18, no. 4 (2021): 431–38. http://dx.doi.org/10.1111/tct.13393.

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Wray, Julie, and Karen Wild. "Maintaining practice: Challenges for nurse educators?" Nurse Education in Practice 11, no. 1 (2011): 4–5. http://dx.doi.org/10.1016/j.nepr.2010.08.001.

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Hood, Emily Jean, and Sarah Travis. "Critical Reflective Practice for Art Educators." Art Education 76, no. 1 (2023): 28–31. http://dx.doi.org/10.1080/00043125.2022.2131201.

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