Relevant bibliographies by topics / Roles of educators

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Roles of educators'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Roles of educators"

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Pudi, T. I. "Educator roles for technology education teacher-educators." Africa Education Review 2, no. 1 (January 2005): 147–67. http://dx.doi.org/10.1080/18146620508566297.

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Murphy, M. Shaun, and Stefinee Pinnegar. "Teacher Educator Identity Emerging as Teacher Educators Enact their Roles." Studying Teacher Education 7, no. 2 (August 2011): 183–85. http://dx.doi.org/10.1080/17425964.2011.591176.

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Logan, Kay. "Changing Roles: Artists and Educators." American String Teacher 47, no. 1 (February 1997): 85–90. http://dx.doi.org/10.1177/000313139704700118.

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Engelund, Gitte, Ulla Møller Hansen, and Ingrid Willaing. "“The Health Education Juggler”." Health Education 114, no. 5 (July 29, 2014): 398–412. http://dx.doi.org/10.1108/he-09-2013-0052.

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Purpose – The purpose of this paper is to explore educator competencies and roles needed to perform participatory patient education, and develop a comprehensive model describing this. Design/methodology/approach – Data collection in the qualitative study proceeded through two phases. In the first phase, 28 educators were involved in exploring educator competencies needed to perform participatory, group-based patient education. The paper used qualitative methods: dialogue workshops, interviews and observations. In the second phase, 310 educators were involved in saturating and validating the insights from phase one using workshop techniques such as brainstorming, reflection exercises and the story-dialogue method. A grounded theory approach was used to analyse data. Findings – A model called “The Health Education Juggler” was developed comprising four educator roles necessary to perform participatory patient education: the Embracer, the Facilitator, the Translator and the Initiator. The validity of the model was confirmed in phase two by educators and showed fit, grab, relevance, workability and modifiability. Practical implications – The model provides a tool that can be used to support the focus on “juggling” skills in educators: the switching between different educator roles when performing participatory, group-based patient education. The model is useful as an analytical tool for reflection and supervision, as well as for observation and evaluation of participatory, group-based patient education. Originality/value – The study proposes a comprehensive model consisting of four equally important roles for educators performing participatory, group-based patient education.
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Ong, Sik Yin, Mary Lee, Lee Sian Lee, Issac Lim, and Kum Ying Tham. "Tensions in integrating clinician and educator role identities: a qualitative study with occupational therapists and physiotherapists." BMJ Open 9, no. 2 (February 2019): e024821. http://dx.doi.org/10.1136/bmjopen-2018-024821.

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ObjectiveClinician educators (CEs) frequently report tensions in their professional identities as clinicians and educators, although some perceive a reciprocal relationship between clinical and teaching roles. However, it is unknown if the shared meanings of clinicians’ multiple job roles translate to identity verification. We sought to examine CEs’ perceptions of their clinician and educator roles and the influence of their perceptions on the salience of their professional identities.DesignQualitative individual interviews and focus groups, analysed using framework analytic approach.Setting and participants23 occupational therapy (OT) and 16 physiotherapy (PT) educators from two acute hospitals and one rehabilitation unit in Singapore.ResultsPT and OT CEs constructed shared meanings of their clinician and educator roles through overcoming feelings of unease and inadequacy, discovering commonalities and establishing relevance. However, shared meanings between clinician and educator roles might not necessarily lead to mutual verification of their professional identities. Individuals’ cognitive flexibility and openness to additional roles, and organisations’ expectations had a mediating effect on the identity integration process. Less experienced CEs reported feelings of distress juggling the competing demands of both clinician and educator roles, whereas more experienced CEs appeared to be more capable of prioritising their job roles in different situations, which could be a result of differences in adaptation to frequent interruptions in clinical setting. Emphasis on patient statistics could result in failure in achieving identity verification, leading to feelings of distress.ConclusionFaculty developers should take into consideration the episodic nature of the educator identity construction process and develop induction programmes to assist CEs in building integrated identities.
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Helms Andersen, Tue, Nana Folmann Hempler, and Ingrid Willaing. "Educator challenges using participatory methods in group-based patient education." Health Education 114, no. 2 (January 28, 2014): 152–65. http://dx.doi.org/10.1108/he-07-2013-0032.

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Purpose – The purpose of this paper is to explore educators’ experiences of putting a participatory and patient-centered education model, “The Health Education Juggler,” into practice after having attended a one-day seminar. The model consists of four educator roles in participatory group-based patient education in chronic illness: embracer (takes care of the group), facilitator (generates dialogue and participation), translator (communicates professional knowledge) and initiator (motivates action in patients). Design/methodology/approach – Qualitative analysis of observations of eight group-based patient education sessions and seven in-depth semi-structured interviews with 11 educators. Findings – Educators find it difficult to include disease-specific knowledge when working with a flexible patient-centered approach. They tend to stay in the role they find most comfortable during education sessions (most often that of embracer), rather than adopting new and more challenging roles in the teaching process. Educators theoretically understand the role of facilitator, but they do not know how to perform in this role in practice. The ability to juggle all educator roles depends on the ability to master each. Practical implications – The Health Education Juggler model shows promise in promoting participation and patient-centeredness and as a reflection tool for educators and an analytic tool for quality assessment of patient education. These findings support further development of model use. Originality/value – This model of educator roles in group-based patient education in chronic illness provides a new approach to patient education. It indicates the need for various professional competencies among educators to provide patient-centered education in a flexible way, with a strong focus on patient-identified problems and challenges, social learning processes and generation of internal motivation in patients.
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Culbertson, Hugh M. "Practitioner roles: Their meaning for educators." Public Relations Review 11, no. 4 (December 1985): 5–21. http://dx.doi.org/10.1016/s0363-8111(85)80027-8.

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Coy, Kimberly. "Special Educators’ Roles as Virtual Teachers." TEACHING Exceptional Children 46, no. 5 (May 2014): 110–16. http://dx.doi.org/10.1177/0040059914530100.

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Gardner, John N. "The Changing Roles of Developmental Educators." Journal of College Reading and Learning 31, no. 1 (September 2000): 5–18. http://dx.doi.org/10.1080/10790195.2000.10850098.

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Esmond, Bill. "Emerging Apprenticeship Practitioner Roles in England: Conceptualising the Subaltern Educator." Vocations and Learning 13, no. 2 (October 26, 2019): 179–96. http://dx.doi.org/10.1007/s12186-019-09233-0.

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Abstract TVET educator roles and identities vary internationally, and are subject to repositioning, for example as the relative significance of institutions and the workplace change within national systems. In English apprenticeships, a key position has long been occupied by competence assessors, whose non-teaching role has related uneasily to those of professional educators. Following the introduction of new apprenticeship standards, former assessors are increasingly being allocated training responsibilities, raising issues about the expertise, identities and professional formation both of these emerging practitioners and of vocational educators in general. A qualitative study of assessors who have assumed greater training responsibilities examined these issues through individual and small-group interviews. Participant accounts of diverse and contested practices and environments suggested a need to conceptualise their roles in ways that draw upon but go beyond accounts of professionalism and occupational expertise developed at earlier stages. Drawing on Gramsci, the concept of the subaltern educator is put forward to characterise the complex position of these staff in the current climate of further education, the need for enhanced, rather than diminished, professional formation and wider possibilities for professional enhancement at a time of uncertainty for all vocational educators.
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Dissertations / Theses on the topic "Roles of educators"

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Eksteen, Truter. "Educators' understanding of their roles at a school of skills." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2066.

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Thesis (MEd (Specialised Education))--University of Stellenbosch, 2009.
The site for the study is a Western Cape school for industry that became a school of skills in 1999. According to the S.A. National Association for Specialised Education (SANASE) (2001:1), a school of skills, also referred to as a special school, caters for intellectually mildly disabled learners (IMD learners) who are characterised by their poor scholastic abilities in reading, writing and arithmetic skills, low self-esteem, poor self-concept, lack of motivation to study and their inability to cope with academically orientated work. These would be learners who were previously in mainstream schools but whose learning difficulties resulted in their being placed at special schools. These learners pose particular challenges to their school environments, and teachers who work with such special needs learners require specialised training to equip them for their tasks. Teachers at schools of skills, however, generally have no additional training. This study had as focus teachers' understanding of their roles at a school of skills. This study uses an ecosystemic approach within an interpretive research framework to obtain in-depth data on teachers' understanding of the learners' learning needs and the concomitant challenges to classroom learning and their teaching. It also explored teachers' interpretations of their professional positioning amidst the demands posed by an outcomes-based curriculum. The study found that, despite ongoing in-service training initiatives, teachers insist that they need learner-specific guidance as they were incapable of providing suitable learning to their learners. They believe that their learners will need life-long learning support. Such beliefs create barriers to successful learning and can also marginalize learners, preventing them from being part of the mainstream of community life. The study found that the successful implementation of inclusive classroom learning is left largely to teachers' personal initiative. Although some teachers achieved positive results, the majority of teachers at the site failed to provide successful learning. It seems that learning success at schools of skill is dependent on positive teacher expectations of learners learning.
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González, Moraga Maribel del Carmen. "Being and becoming a Deaf Educator : the construction of Deaf Educators' roles and pedagogies in Chilean Deaf Schools." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723458.

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Johnson, Sharon Harris. "An Examination of Educators' Perceptions of the School's Role in the Prevention of Childhood Obesity." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/384.

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Childhood obesity is a prevalent subject of research currently, and many researchers have studied the effectiveness of school programs in battling obesity among students. This case study, utilizing ethnographic tools of observation, interviews, and investigation of artifacts, examines educators' perceptions of the role of the school in the prevention of this epidemic, how perceptions affect practices, and the barriers to prevention efforts. The lens of caring theory, social justice, and critical theory frame the analysis of how educators in a medium-sized elementary school contend with the problem of childhood obesity. Educators in this setting perceived their role in the prevention of childhood obesity as limited and tended to blame parents for the condition of obese students. Because of this perception, attempts at prevention were somewhat sporadic and individualistic in nature. Barriers included a lack of training in critical reflection and the stresses of mandated testing and budget cuts. Teachers and staff members cared for their obese students' well-being, but generally lacked the resources to help them. They were often uncomfortable discussing obesity with parents and tended to avoid the subject, and unfortunately, this conversation needs to occur in order to find help for their obese students.
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Talbot, Lana. "Bermudian educators' perceptions of the roles and functions of school psychologists." Thesis, University of East London, 2014. http://roar.uel.ac.uk/3994/.

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A sequential mixed-method study was used to explore educators’ views of the services provided by school psychologists in Bermudian schools. The views of teachers (regular and special education) were compared with the views of principals. The aim of the study was to determine the extent to which the current services of school psychologists are helpful to teachers. The findings of this research provided information about aspects of the school psychologist’s role that are perceived by teachers and principals as providing the best outcomes for students, and as ensuring the accountabilty of effective services in Bermuda’s education system. Results of this study influenced decision-making and policy formation through the provision of empirically-driven feedback regarding the school psychology programme. A randomized sample of participants was selected from the regular and special education teachers and principals from the 26 public schools in Bermuda. A revised version of the School Psychology Perception Survey (SPPS), developed by Gilman and Gabriel (2004), was used to assess participants’ (1) knowledge about school psychology services, (2) satisfaction with school psychology services, (3) and helpfulness of school psychology services, as well as (4) participants’ future desired roles and functions of school psychologists. The survey also asked participants to identify the activities engaged in by the school psychologists that they viewed as most important. Responses of teachers were grouped according to their years of teaching experience, and then how often they utilized the services of the school psychologists. Following the data collection and analysis of the survey, a focus group of four Bermudian school psychologists was convened. The results of the survey was shared with this group, and the school psychologists discussed the implications of the findings and the feasibility of putting the participants’ desires into practice.
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Kibuuka, Charles. "Exploring the role of the physiotherapy clinical educators in the clinical setting in Uganda." University of the Western Cape, 2020. http://hdl.handle.net/11394/8132.

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Magister Scientiae (Physiotherapy) - MSc(Physio)
Clinical education is considered a cornerstone of the healthcare professionals’ education including physiotherapists. Clinical education involves translation of theoretical knowledge into practical skills, facilitated by clinical educators whose roles vary from place to place. The clinical educators’ roles have a number of facilitators as well as barriers and these have been minimally evaluated globally and locally, including Uganda. Therefore, the aim of the study was to explore and describe the perception of the physiotherapists regarding their role as clinical educators and to identify the barriers to and facilitators for physiotherapy clinical education at the national and regional referral hospitals in Uganda.
2022
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Choflá, Shaun-Adrian. "Preschool Educators' Roles in Creating Supportive Spaces for Gender Exploration and Expression." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2145.

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Children begin to develop their understanding of gender in preschool, yet there is a dearth of research focused on understanding how preschool teachers affect the gender identity development of young children. Guided by Rokeach's belief systems theory, this qualitative case study explored the pedagogical strategies and perceptions of 4 Sacramento County, California preschool educators related to the gender identity development of young children. Interview data were collected and coded to derive 12 participant-specific themes and 3 common intersecting themes, which showed that teachers' perspectives on gender identity development were influenced by social rules, biases, and a lack of pedagogical knowledge related to more expansive definitions of gender. As a result of the lack of pedagogical knowledge, there was only 1 gender-related instructional strategy concerning gender roles, and this strategy was used by only 1 of the 4 respondents. Although they may have shown confusion relating to aspects of gender, these preschool teachers demonstrated a genuine interest in learning how to create safe spaces for gender exploration in the preschool classroom. These findings have led to the creation of a professional development series designed to educate preschool teachers about gender identity development, provide them with opportunities to develop curricula, and allow them to reflect upon their cisgender-related biases. Educators, administrators, and policymakers may find it useful to apply the results of this study and resultant project when creating educational programs and college-level curricula and policies. The results could also help educators create affirmative educational environments for all children, regardless of their biological sex, gender identity, or gender expression.
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Dickson, Marilyn I. "Slipping the bonds, a narrative inquiry of women elementary educators in leadership roles." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq35145.pdf.

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Palmer, June Monica. "The impact of educators' emotional intelligence on their roles as managers of change / June Monica Palmer." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2337.

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The purpose of this study was to investigate the impact of Emotional Intelligence (EI) on the educator's role as a manager of change. The study explored the role of the educator as manager of change, to what extent EI contributes to workplace success and how change impacts disadvantaged, mixed and ex-Model C schools. The ultimate purpose was to develop a possible framework to assist educators to manage the process of change in an emotionally intelligent way. In developing such a framework, the focus was on the following aspects: To present an overview of the educator as manager of change. To delineate EI as important contributor to workplace success. To explore the change management process in disadvantaged, mixed and ex-Model C secondary schools in the Gauteng Province and the Eastern Cape Province. The literature study revealed that the emotional well-being of the educator and the learner is increasingly recognised as an important predictor of success in school, family and work life. Furthermore, EI is widely accepted as foundational to getting along with others in the workplace, as well as being a primary managerial and leadership competency. EI is also believed by many to be the determinant of who advances most quickly in an organization, and EI skills may be particularly useful when the organization is undergoing change. Emotionally intelligent managers are therefore better able to cope with the inevitability of change within the organization, tolerate uncertainty, build employee commitment, motivate others, communicate effectively, manage conflict, reduce employees' anxiety and thus enhance performance. The empirical study consisted of a structured questionnaire distributed to a sample population of educators and learners in the Gauteng Province and the Eastern Cape Province. It was aimed at gathering information about the process of change in six secondary schools and how educators and learners cope with change. Semi-structured interviews were also conducted with members of the School Management Team (SMT) and the School Governing Body (SGB) members at each school. The main findings of the empirical investigation revealed that educators and learners lack the tools to deal with change in school and in their everyday lives effectively. An EI competency framework for change was proposed to assist educators to deal with change in an emotionally intelligent way. The framework was structured to provide Gauteng and Eastern Cape schools with a usable tool for implementing EI so that they may cope effectively with change.
Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2008.
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Hooker, Steven Dale. "Closeted or Out? Gay and Lesbian Educators Reveal Their Experiences about Their Sexual Identities in K-12 Schools." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275920091.

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Williams, Falecia. "AN EXAMINIATION OF COMPETENCIES, ROLES, AND PROFESSIONAL DEVELOPMENT NEEDS OF COMMUNITY COLLEGE DISTANCE EDUCATORS WHO TEACH MAT." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2517.

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This study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty development when teaching an online course were examined. Results of these perceptions by group were re-examined in relation to gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. The Survey of Competencies for Teaching an Online Course, a 23-item instrument designed by the researcher, was mailed to 28 distance education administrators with membership to the Florida Distance Learning Consortium (FDLC) and 100 faculty teaching mathematics or statistics online during spring term 2006. Twenty administrators and fifty-two online faculty returned surveys, for a usable response rate of 71% and 52%, respectively. Results from the study suggested: (a) distance education administrators and online faculty ascribed a similar level of importance to core competencies and roles for teaching an online course; (b) providing grades and feedback, facilitating online activities to support learning, and creation of online assignments and tasks were perceived to be the most important competencies and roles for online instruction; (c) distance education administrators and online faculty ascribe varying levels of importance to skill areas needed for faculty development to support a fully Web-based course; (d) knowledge of distance education instructional techniques and planning and instructional design skills were perceived to be the most important skill area need to target for faculty development; and (e) neither gender nor age had any bearing on distance education administrator and online faculty perceptions of the need for faculty development to support online instruction. The results further indicate that although the perceived importance of core competencies and roles for teaching online were similar for distance education administrators and online faculty, the levels of importance for each competency and role varied within each group based upon gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. For example, male faculty, more so than female faculty, viewed greater relevance for production of new and relevant knowledge as competency. Distance education administrators between the ages of 30 and 40, more so than administrators between 49 and 55 years old, consider facilitating to understand course content a high priority competency. Recommendations for further study included conducting a parallel study by varying the faculty subject area, the institution type, geographic location, or level of accreditation. Further research is also suggested to examine ethnic minority representation within distance learning. For this study, the distance education administrator sample was just above 5%, and it was only 10% among the online faculty as it relates to ethnic minorities. Further research is needed to analyze the factors contributing to overall under-representation of ethnic minorities, particularly African-Americans.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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Books on the topic "Roles of educators"

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Imel, Susan. Roles for adult educators. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1999.

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Mahaffey, Cathy Reneé. Teaching behavior comparison of female educators involved in the roles of teaching and coaching. Ann Arbor, Mich: University Microfilms International, 1994.

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Joellen, Killion, Hord Shirley M, Roy Patricia, Kennedy Jacqueline (Educator), Hirsh Stephanie, and MetLife Foundation, eds. Standards into practice: School-based roles : innovation configuration maps for standards for professional learning. Oxford, Ohio: Learning Forward, 2012.

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Daniels, Denise H. Understanding children: An interview and observation guide for educators. Boston: McGraw-Hill Higher Education, 2002.

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Phillips, Lori-Ann. Changing roles of nurse educators employed in acute and chronic care settings: The impact of professional and statutory mandates in Ontario at four sites of one hospital corporation. St. Catharines, Ont: Brock University, Faculty of Education, 2003.

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Noel, Gregg, ed. Assessment: The special educator's role. Pacific Grove, CA: Brooks/Cole Pub. Co., 1994.

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Hoy, Cheri. Assessment: The special educator's role. Belmont, Calif: Brooks-Cole, 1993.

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Oermann, Marilyn H., Jennie C. De Gagne, and Beth Cusatis Phillips, eds. Teaching in Nursing and Role of the Educator. New York, NY: Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826140142.

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Oermann, Marilyn H., Jennie C. De Gagne, and Beth Cusatis Phillips, eds. Teaching in Nursing and Role of the Educator. 3rd ed. New York, NY: Springer Publishing Company, 2021. http://dx.doi.org/10.1891/9780826152633.

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1971-, Wormwell Simon A., ed. An educator's guide to the role of the principal. Aurora, ON: Aurora Professional Press, 2000.

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Book chapters on the topic "Roles of educators"

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Ferguson, Rebecca, and Denise Whitelock. "Taking on Different Roles: How Educators Position Themselves in MOOCs." In Open Learning and Teaching in Educational Communities, 562–63. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_70.

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Liberali, Fernanda. "11. Student-teachers and Teacher-educators Experience New Roles in Pre-service Bilingual Teacher Education in Brazil." In Bilingual and Multilingual Education in the 21st Century, edited by Christian Abello-Contesse, Paul M. Chandler, María Dolores López-Jiménez, and Rubén Chacón-Beltrán, 231–55. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090716-015.

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Helo, Sevann, and Charles Welliver. "The Role of Educators in Quality Improvement." In Surgeons as Educators, 199–215. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64728-9_11.

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Lee, Jin Sook, and Debra Suarez. "Chapter 5. A Synthesis of the Roles of Heritage Languages in the Lives of Children of Immigrants: What Educators Need to Know." In TheEducation of Language Minority Immigrants in the United States, edited by Terrence G. Wiley, Jin Sook Lee, and Russell W. Rumberger, 136–71. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692122-008.

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Romanelli, Michael R., Jennifer Bartlett, Janet Ketchum, and Bradley Schwartz. "Role of the Surgeon Educator in Leading Surgical Skills Center Development." In Surgeons as Educators, 217–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64728-9_12.

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Mthethwa-Sommers, Shirley. "The Role of Spirituality and Religion." In Narratives of Social Justice Educators, 83–90. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08431-2_8.

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Manimala, Mathew J. "Promoting Entrepreneurship: The Role of Educators." In Entrepreneurship Education, 393–407. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3319-3_21.

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King, Heather, and Lynn Tran. "Facilitating Deep Conceptual Learning: The Role of Reflection and Learning Communities." In Preparing Informal Science Educators, 67–85. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50398-1_4.

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"New Roles for Educators." In A Brief History of the Future of Education: Learning in the Age of Disruption, 127–50. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2019. http://dx.doi.org/10.4135/9781544355061.n9.

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Schindler, Barbara A. "The Clinician as Educator." In Advances in Medical Education, Research, and Ethics, 345–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1468-9.ch018.

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The changing landscape of medical practice, the explosion of medical knowledge, and the introduction of new technologies and teaching methods have impelled a re-examination of the various roles of the medical educator. This chapter examines each of those roles -- content expert, competency expert, role model, teacher of critical thinking, promoter of life-long learning, patient educator -- from both a historical and modern perspective. The overall requirements for faculty development are described and, for each of the educator's roles, specific faculty development suggestions are put forth to meet the evolving needs of modern medical educators.
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Conference papers on the topic "Roles of educators"

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Porter, Lynnette R. "The changing roles of educators." In the 12th annual international conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/192506.192573.

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Ben-Ari, Mordechai, and Jorma Sajaniemi. "Roles of variables as seen by CS educators." In the 9th annual SIGCSE conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1007996.1008013.

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Holmquist, Lars Erik, and Atau Tanaka. "Ubiquitous music: how are sharing, copyright, and really cool technology changing the roles of the artist and the audience?" In ACM SIGGRAPH 2005 Educators program. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1186796.1186797.

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Philipsen, Brent, Jo Tondeur, and Chang Zhu. "ADULT EDUCATORS’ ADOPTED ONLINE TEACHING ROLES IN ONLINE AND BLENDED LEARNING ENVIRONMENTS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1460.

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Yolcu, Ece, and Mediha Sarı. "The Character Educators of Future: What Do They Know? What Do They Need?" In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

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Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs through their education for becoming a character educator are. The participants were pre-service teachers from primary school education department in Cukurova University. The data was collected with an open ended quesitonnaire and analyzed using content analysis. According to findings, it is obvious that pre-service teachers are mostly aware of the importance and content of character education and they see what their future roles are. They came up with many recommendations for teachers and teacher education. This study is thought to be beneficial in terms of revealing the situation within pre-service teachers regarding character education awareness and also helping teacher educators to see what pre-service teachers need to be efficient character educators. Keywords: Character education; pre-service teacher; teacher education
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Share, Perry, and John Pender. "Helping tomorrow’s social professionals to learn about social robotics." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11205.

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This paper identifies that social robotics and autonomous technologies will inevitably impact on the field of care for human beings. Those currently employed in caring roles, and those about to enter these roles, are generally ill-prepared to respond to this challenge: whether it is to develop the skills to work alongside such technologies or to critically engage with their development. The paper outlines a current Erasmus+ funded international project (PRoSPEro) that brings together social roboticists, educators, learners, practitioners and policymakers in order to develop, pilot, assess and deploy innovative pedagogical materials to address the gap in provision. It also describes a locally-generated learning opportunity within futures studies that facilitates learners to engage directly with these new technologies. The paper provides ideas for strategies and techniques to successfully engage learners from social science and therapeutic-based fields to engage with urgent contemporary technological issues.
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Mazo, Lucille B. "Social Systems in Higher Education: Collectivities and Technology." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13016.

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This study investigates the core concepts and views that underlie the theories of social systems as explained by four theorists. It critically assesses and analyzes the role of the higher education system within society, as well as the role of the educator within this social system as defined and articulated by Durkheim (1956), outlined and explained from a hierarchical perspective by Parsons (1951), identified as an integrative process by Bertalanffy (1968), and viewed as a web of relationships by Capra (1996). Major themes from each theorist are analyzed with respect to what role social systems play in higher education and how educators are affected by internal social subsystems and collectivities. An example is presented on how collectivities exist online and use technology to continue at a university during the COVID-19 pandemic.
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Abudayyeh, Osama, Hubo Cai, Steven Fenves, Kincho Law, Robert O'Neill, and William Rasdorf. "Role of Computing: Educators' Perspective (2002)." In Fourth Joint International Symposium on Information Technology in Civil Engineering. Reston, VA: American Society of Civil Engineers, 2003. http://dx.doi.org/10.1061/40704(2003)5.

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Mavuru, Lydia. "PRE-SERVICE TEACHERS’ CRITICAL REFLECTION ON THE KNOWLEDGE AND SKILLS LEARNED IN LIFE SCIENCES METHODOLOGY MODULE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end101.

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The complex roles teacher educators and teachers face require their ability to critically reflect on their practices. The question is on whether teachers are trained to make critical reflections of learning experiences for them to be able to critically reflect on their teaching practices. Based on constructivist approach, teacher educators continuously reflect on their practices in order to modify and improve their modules. It is however imperative that pre-service teachers who are the recipients, be given an opportunity to critically reflect on the services they receive and at the same time develop critical reflection skills. By creating reflective teaching and learning environments in the Life Sciences Methodology and Practicum module at the beginning of the academic year, 77 Bachelor of Education students specialising in Life Sciences and in their last year of study at a South African University, were purposefully selected to participate in a qualitative study. The study sought to answer the research questions: 1. What are pre-service teachers’ reflections on the knowledge and skills learned in their last year of study? and 2. What pedagogical and content knowledge aspects can be drawn from pre-service teachers’ critical reflection for the improvement of the module Life Sciences Methodology and Practicum? In collecting data, each pre-service teacher was tasked to compile a critical reflection report which they submitted towards the end of the year, and was analysed through content analysis. The findings showed important knowledge and skills learned which included the contextualization of teaching to ensure learners comprehend abstract concepts such as immunity. Amongst the teaching approaches and strategies covered in the module, argumentation as a social constructivist strategy stood out particularly when teaching controversial topics embedded with socioscientific issues e.g. genetics and evolution. The pre-service teachers indicated that the way practical work was taught, equipped them with knowledge and skills on how inquiry-based approaches can be implemented in the classrooms. Suggestions to improve the module included the provision of pre-service teachers with opportunities to conduct virtual micro lessons in light of COVID-19 pandemic; that the testing of Life Sciences concepts should include the assessment of pre-service teachers’ capabilities to teach the same concepts in the classrooms. The pre-service teachers’ argument is that since they are in their final year, the focus of the module should be on the development and assessment of their pedagogical content knowledge (PCK) and TPACK. The findings of the study have implications for teacher professional development.
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Kreiner, Jesa H., and David J. Miles. "Maintaining Currency and Staying at the Cutting Edge of the Profession." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59597.

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Educators and employers have traditionally worked together to identify engineering skills which require ongoing updating and upgrading in order to avoid obsolescence. That, along with the need to work successfully in multidisciplinary environments, has become increasingly critical in staying competitive in the face of rapidly changing technology and current trends toward outsourcing of engineering jobs. Mechanical engineers, specifically, are continuously confronted with the requirement to maintain proficiency in CAD and FEA tools, evolving multiplicity of design materials and fabrication processes and increased sophistication of design components. Another aspect of a successful engineer entails the ability to communicate with both engineers and non-engineers who frequently are in positions to approve or cancel projects which may affect success and/or survival of the company where engineers work. A recent survey was conducted of engineering alumni of the mechanical engineering program at California State University, Fullerton spanning a period of close to four decades to assess if and how these graduates managed to stay current and the degree of success achieved in this continuing endeavor. The survey evaluated ways and means of these efforts and the employers’ attitudes and support, or lack thereof, towards such efforts. Also the surveys examined alumni experiences of working in multidisciplinary and multinational teams. Relationships between continued education and success in pursuit of the career of alumni were examined. Implications of these findings to engineers, academic institutions and industry were discussed with particular interest in the roles that educational institutions and professional societies play in the career of engineers.
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Reports on the topic "Roles of educators"

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Shannon, Caitlin S., and Beverly Winikoff. Misoprostol: An emerging technology for women's health—Report of a seminar. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1002.

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On May 7–8, 2001, the Population Council and the Center for Reproductive Health Research & Policy of the University of California, San Francisco, convened a technical seminar in New York City on the use of misoprostol for women’s health indications. The seminar was designed to provide a forum for researchers, providers, women’s health advocates, and educators to exchange information with the goal of advancing the potential of misoprostol to improve women’s health. Participants discussed the state of the art in research, examined current clinical use of misoprostol, and created strategies for the future. The first day focused on scientific and clinical aspects of misoprostol use. The second day’s discussion centered on the future of misoprostol for women’s health, including identifying priorities for research and the role of provider groups and women’s health and advocacy organizations in helping to ensure misoprostol’s continued, appropriate use. At the end of each session, the group had an opportunity to share ideas and discuss unanswered questions. This report covers the key issues raised by each speaker and highlights general areas of discussion among participants.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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