Articoli di riviste: "Roles of educators"

1

Pudi, T. I. "Educator roles for technology education teacher-educators". Africa Education Review 2, n. 1 (gennaio 2005): 147–67. http://dx.doi.org/10.1080/18146620508566297.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

2

Murphy, M. Shaun, e Stefinee Pinnegar. "Teacher Educator Identity Emerging as Teacher Educators Enact their Roles". Studying Teacher Education 7, n. 2 (agosto 2011): 183–85. http://dx.doi.org/10.1080/17425964.2011.591176.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

3

Logan, Kay. "Changing Roles: Artists and Educators". American String Teacher 47, n. 1 (febbraio 1997): 85–90. http://dx.doi.org/10.1177/000313139704700118.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

4

Engelund, Gitte, Ulla Møller Hansen e Ingrid Willaing. "“The Health Education Juggler”". Health Education 114, n. 5 (29 luglio 2014): 398–412. http://dx.doi.org/10.1108/he-09-2013-0052.

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

5

Ong, Sik Yin, Mary Lee, Lee Sian Lee, Issac Lim e Kum Ying Tham. "Tensions in integrating clinician and educator role identities: a qualitative study with occupational therapists and physiotherapists". BMJ Open 9, n. 2 (febbraio 2019): e024821. http://dx.doi.org/10.1136/bmjopen-2018-024821.

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

6

Helms Andersen, Tue, Nana Folmann Hempler e Ingrid Willaing. "Educator challenges using participatory methods in group-based patient education". Health Education 114, n. 2 (28 gennaio 2014): 152–65. http://dx.doi.org/10.1108/he-07-2013-0032.

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

7

Culbertson, Hugh M. "Practitioner roles: Their meaning for educators". Public Relations Review 11, n. 4 (dicembre 1985): 5–21. http://dx.doi.org/10.1016/s0363-8111(85)80027-8.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

8

Coy, Kimberly. "Special Educators’ Roles as Virtual Teachers". TEACHING Exceptional Children 46, n. 5 (maggio 2014): 110–16. http://dx.doi.org/10.1177/0040059914530100.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

9

Gardner, John N. "The Changing Roles of Developmental Educators". Journal of College Reading and Learning 31, n. 1 (settembre 2000): 5–18. http://dx.doi.org/10.1080/10790195.2000.10850098.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

10

Esmond, Bill. "Emerging Apprenticeship Practitioner Roles in England: Conceptualising the Subaltern Educator". Vocations and Learning 13, n. 2 (26 ottobre 2019): 179–96. http://dx.doi.org/10.1007/s12186-019-09233-0.

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

11

Salend, Spencer J., Judith A. Dorney e Maribel Mazo. "The Roles of Bilingual Special Educators in Creating Inclusive Classrooms". Remedial and Special Education 18, n. 1 (gennaio 1997): 54–64. http://dx.doi.org/10.1177/074193259701800109.

Testo completo

Abstract (sommario):

One group of students whose unique needs present a challenge to educators seeking to create inclusive general education classrooms is learners who are learning english as a second language. The purpose of this article is twofold: (a) to distill from the literature of bilingual special education, bilingual education, and special education a description of the roles of bilingual special educators in cooperative teaching endeavors designed to educate second language learners in general education classrooms; and (b) to offer the observations of a bilingual special educator who worked as part of a cooperative teaching team.

Gli stili APA, Harvard, Vancouver, ISO e altri

12

Lytle, Rebecca K., e Gayle E. Hutchinson. "Adapted Physical Educators: The Multiple Roles of Consultants". Adapted Physical Activity Quarterly 21, n. 1 (gennaio 2004): 34–49. http://dx.doi.org/10.1123/apaq.21.1.34.

Testo completo

Abstract (sommario):

The purpose of this study was to describe the experiences and roles adapted physical educators engaged in during consultation interactions. Participants included 4 females and 2 males with experience teaching (range of 3-21 years) in the field of adapted physical education. Data collection included a demographic data sheet, two individual in-depth interviews, interview notes, document analysis, and field observations. Results indicate that participants experienced and made meaning for five distinct roles, including advocate, educator, courier, supporter/helper, and resource coordinator. These findings and future discoveries may influence curriculum and pedagogical approaches for adapted physical education teacher training programs.

Gli stili APA, Harvard, Vancouver, ISO e altri

13

Kusumaningsih, Dewi, e Muhammad Agustianda. "Nursing education on collaborative discharge planning and motivating patients to control for further care and management". Malahayati International Journal of Nursing and Health Science 2, n. 2 (29 novembre 2019): 52–58. http://dx.doi.org/10.33024/minh.v2i2.1566.

Testo completo

Abstract (sommario):

Background: Nurse as a health worker had a role as educators. The role of nurse educators could be seen from 10 inpatients resulted there were 4 inpatients (40%) stated that nurses did their roles accurately and 6 patients (60%) stated that there were nurses didn’t their roles properly. This condition could cause an increasing amount of patients who uncontrolled at Dr. A. Dadi Tjokrodipo Hospital Bandar Lampung.Purpose: To know there was a correlation of nursing education on collaborative discharge planning and motivating patients to control for further care and managementMethods: This research was quantitative method. The design of this study was an analytical survey with a cross-sectional. The samples used in this study were 136 people. Collecting data sampling used a consecutive sampling. The statistical test used a chi-square test.Results: The roles of nurse educator which had not good categories were 73 respondents (53.7%) and the roles of nurse educator which had good category were 63 respondents (46.3%). Low control motivations were 69 respondents (50.7%) and high control motivations were 67 respondents (49.3%). The results of data analysis using the chi-square test showed p-value = 0.001.Conclusion: There was a correlation of the roles of the nurse educator in discharge planning with motivation of inpatients for control. It was expected that the results of this study could be used as material for consideration and input for the hospital to be able to know the importance of the role of nurse educators in discharge planning.

Gli stili APA, Harvard, Vancouver, ISO e altri

14

Jhaveri, Kenar D., e Mark A. Perazella. "Nephrologists as Educators: Clarifying Roles, Seizing Opportunities". Clinical Journal of the American Society of Nephrology 11, n. 1 (14 agosto 2015): 176–89. http://dx.doi.org/10.2215/cjn.12151214.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

15

Day *, Christopher. "Change agendas: the roles of teacher educators". Teaching Education 15, n. 2 (giugno 2004): 145–58. http://dx.doi.org/10.1080/1047621042000213584.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

16

Berry, Leonard L. "Our Roles as Educators: Present and Future". Journal of Marketing Education 15, n. 3 (dicembre 1993): 3–8. http://dx.doi.org/10.1177/027347539301500302.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

17

Tobin, Helen M., e Judith L. Beeler. "Roles and Relationships of Staff Development Educators". Nursing Management (Springhouse) 4, n. 3 (1988): 91???96. http://dx.doi.org/10.1097/00006247-198800000-00002.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

18

Leggett, Nicole, e Linda Newman. "Play: Challenging Educators' Beliefs about Play in the Indoor and Outdoor Environment". Australasian Journal of Early Childhood 42, n. 1 (marzo 2017): 24–32. http://dx.doi.org/10.23965/ajec.42.1.03.

Testo completo

Abstract (sommario):

WESTERN DISCOURSES OF EARLY childhood pedagogy promote a play-based approach to learning, growth and development. However, play is a contested concept. Educators' understandings can vary from allowing freedom for children to play without interference, through to a range of adult engagement levels. The Australian Early Years Learning Framework adopts a play-based approach to children's growth and development, though says little about adult roles or intentionality in play. This paper draws from recent research that explored educators' beliefs and understandings of their roles as intentional teachers within indoor and outdoor learning environments. Findings highlighted differences between role and responsibility perceptions whereby educators shifted roles from teacher to supervisor between contexts. Drawing on Vygotsky's sociocultural approach that regards play as a social event and the leading source of development, promoting cognitive, emotional and social development in young children (Connery, John-Steiner & Marjanovic-Shane, 2010), we believe that a re-examination of the role of the educator in children's play requires specific attention. Finally, based on the research, we contest the notion of ‘free play’. This paper suggests that by acknowledging the role of the educator as an intentional teacher both indoors and outdoors, and emphasising the complexity of the educator role, a more robust definition of play that is reflective of contemporary early childhood contexts and curricula can evolve to strengthen educator understanding and practice.

Gli stili APA, Harvard, Vancouver, ISO e altri

19

Keeffe, Mary, e Linda De George-Walker. "On the Pulse of Change: The New Beat of Special Education in Higher Education". Australasian Journal of Special Education 34, n. 2 (1 novembre 2010): 99–108. http://dx.doi.org/10.1375/ajse.34.2.99.

Testo completo

Abstract (sommario):

AbstractThe roles and responsibilities of special educators in both special and regular school settings are changing rapidly. More than two decades ago the move towards more inclusive practices disrupted the traditional, niche separatism of special educators to the extent that they are now an integral part of the regular school teaching staff. Today the broad agenda to facilitate access and participation for all students in education, not just students with disabilities, influences the roles and responsibilities of special educators. This article briefly identifies some of the generic pulses that are moving the special education profession from a focus on low incidence disabilities towards a more comprehensive approach to inclusion, school responsiveness and individualised learning pathways. From the foundation of inclusive practice, this article will describe how a qualitative study was used to understand the changing roles and responsibilities of special educators. A case-study analysis of 17 schools formed the basis of the investigation. Principals, lead teachers in special education and special education teachers were asked to identify trends and priorities in special education and also to identify rewards and challenges in their jobs. Further cross-referencing with teacher and special educator standards, a focus group, a stakeholder group and research in the field increased the opportunity for academics and special educators to critically reflect on the emerging demands placed on special educators and the attributes that are needed to be professionally effective.

Gli stili APA, Harvard, Vancouver, ISO e altri

20

Samek, Linda. "Book Review: The Professional Teacher Educator: Roles, Behaviour, and Professional Development of Teacher Educators". Journal of Education and Christian Belief 18, n. 2 (settembre 2014): 258–60. http://dx.doi.org/10.1177/205699711401800227.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

21

Kuntz, Emily M., e Erik W. Carter. "General Educators' Involvement in Interventions for Students With Intellectual Disability". Inclusion 9, n. 2 (1 giugno 2021): 134–50. http://dx.doi.org/10.1352/2326-6988-9.2.134.

Testo completo

Abstract (sommario):

Abstract General educators are crucial players in efforts to support inclusive education for students with intellectual disability. In this systematic review, we examined the roles of general educators within interventions delivered and evaluated in their middle and high school classrooms. Among these 40 intervention studies, the involvement of general educators could be characterized as mixed and often minimal. Across studies, general educator involvement spanned six different areas: developing the intervention, arranging peer involvement, implementing intervention components, providing perspectives, collecting data, and delivering class instruction. The ways in which general educators have contributed to the delivery of interventions in their classrooms remains uneven. We offer recommendations for research and practice aimed at increasing the involvement of general educators in providing support to students with intellectual disability.

Gli stili APA, Harvard, Vancouver, ISO e altri

22

Hillers, Virginia. "Changing agriculture: Roles for food and nutrition educators". Journal of Nutrition Education 23, n. 1 (gennaio 1991): 36–38. http://dx.doi.org/10.1016/s0022-3182(12)80454-7.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

23

Ben-Ari, Mordechai, e Jorma Sajaniemi. "Roles of variables as seen by CS educators". ACM SIGCSE Bulletin 36, n. 3 (settembre 2004): 52–56. http://dx.doi.org/10.1145/1026487.1008013.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

24

Auger, Susan, e Sarah Verbiest. "Lay Health Educators’ Roles in Improving Patient Education". North Carolina Medical Journal 68, n. 5 (1 luglio 2007): 333–35. http://dx.doi.org/10.18043/ncm.68.5.333.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

25

Ojeme, Emmanuel O. "Perceived and Actual Role of Secondary School Physical Educators". Journal of Teaching in Physical Education 8, n. 1 (ottobre 1988): 33–45. http://dx.doi.org/10.1123/jtpe.8.1.33.

Testo completo

Abstract (sommario):

This paper describes a study conducted to determine the role perception and enactment (or performance) of secondary school physical educators as well as the magnitude of role deficits that physical educators experience in schools. The data for the study were collected using a 28-item test instrument classified into four role-subsets of teaching, coaching and sports administration, research and development, and student welfare roles. The results indicated that the physical educators studied possess an acceptable perception of their roles, and that they differentially enact or perform these roles. The coaching and sports administration role-subset is more enacted by physical educators than are teaching, research and development, and student welfare roles, respectively. Furthermore, the magnitude of role deficits experienced by physical educators is higher for teaching, research and development, and student welfare roles compared with role deficits in the coaching and sports administration role-subset. Further studies are required to ascertain the forces that shape the role of physical educators in the school system as well as the sources of role deficits.

Gli stili APA, Harvard, Vancouver, ISO e altri

26

Kavanagh, Katherine R., e Jeffrey Spiro. "Faculty Wellness: Educator Burnout among Otolaryngology Graduate Medical Educators". Otolaryngology–Head and Neck Surgery 158, n. 6 (24 aprile 2018): 991–94. http://dx.doi.org/10.1177/0194599818770647.

Testo completo

Abstract (sommario):

Objectives Burnout is a well-described psychological construct with 3 aspects: exhaustion, depersonalization, and lack of personal accomplishment. The objective of this study was to assess whether faculty members of an otolaryngology residency program exhibit measurable signs and symptoms of burnout with respect to their roles as medical educators. Study Design Cross-sectional survey. Setting Otolaryngology–head and neck surgery residency program. Subjects and Methods Faculty members from an otolaryngology residency program, all of whom are involved in resident education, completed the Maslach Burnout Inventory–Educators Survey (MBI-ES). The surveys were completed anonymously and scored with the MBI-ES scoring key. Results Twenty-three faculty members completed the MBI-ES, and 16 (69.6%) showed symptoms of burnout, as evidenced by unfavorable scores on at least 1 of the 3 indices (emotional exhaustion, depersonalization, or low personal accomplishment). The faculty consistently reported moderate to high personal accomplishment and low depersonalization. There were variable responses in the emotional exhaustion subset, which is typically the first manifestation of the development of burnout. Conclusion To our knowledge, this is the first application of the MBI-ES to investigate burnout among otolaryngology faculty members as related to their role as medical educators. Discovering symptoms of burnout at an early stage affords a unique and valuable opportunity to intervene. Future investigation is underway into potential causes and solutions.

Gli stili APA, Harvard, Vancouver, ISO e altri

27

Ernstzen, Dawn Verna. "Roles and attributes of physiotherapy clinical educators: Is there agreement between educators and students?" African Journal of Health Professions Education 5, n. 2 (28 ottobre 2013): 91. http://dx.doi.org/10.7196/ajhpe.252.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

28

Valentine, V., K. Kulkarni e D. Hinnen. "Evolving Roles: From Diabetes Educators to Advanced Diabetes Managers". Diabetes Spectrum 16, n. 1 (1 gennaio 2003): 27–31. http://dx.doi.org/10.2337/diaspect.16.1.27.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

29

Rust, Frances O’Connell. "Redesign in teacher education: the roles of teacher educators". European Journal of Teacher Education 42, n. 4 (4 luglio 2019): 523–33. http://dx.doi.org/10.1080/02619768.2019.1628215.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

30

Valentine, Virginia, Karmeen Kulkarni e Debbie Hinnen. "Evolving Roles: From Diabetes Educators to Advanced Diabetes Managers". Diabetes Educator 29, n. 4 (luglio 2003): 598–610. http://dx.doi.org/10.1177/014572170302900407.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

31

Daniel, Shannon, e Megan Madigan Peercy. "Expanding Roles: Teacher Educators’ Perspectives on Educating English Learners". Action in Teacher Education 36, n. 2 (4 marzo 2014): 100–116. http://dx.doi.org/10.1080/01626620.2013.864575.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

32

Durkin, Anne. "Psychiatric Nursing Recruitment: Roles for Educators and Nursing Staff". Journal of Psychosocial Nursing and Mental Health Services 40, n. 8 (agosto 2002): 32–35. http://dx.doi.org/10.3928/0279-3695-20020801-13.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

33

González Moncada, Adriana, e Diana Isabel Quinchía Ortiz. "Tomorrow’s EFL teacher educators". Colombian Applied Linguistics Journal, n. 5 (3 aprile 2011): 86. http://dx.doi.org/10.14483/22487085.183.

Testo completo

Abstract (sommario):

Teacher education programs are an important alternative to raise standards in the teaching of English as a Foreign Language (EFL). However, there are few studies that have explored the roles of teacher educators in this setting. Three main research questions guided this study: What actions have teachers taken to attain their professional objectives as EFL teachers? What experience have they had in professional development programs? What are the characteristics of an ideal teacher education program? This paper reports the findings concentrating on the ideal characteristics of an EFL teacher educator analyzing the testimonies of teachers from public and private schools. The study used four focus groups sessions and a questionnaire as the main data collection techniques. The results suggest that issues such as knowledge of local realities, broad experience in teaching EFL, command of the language, and experience in research are identified as the most desirable characteristics of EFL teacher educators.

Gli stili APA, Harvard, Vancouver, ISO e altri

34

Okeke, Chinedu Ifedi, e Enock Nyanhoto. "Recruitment and retention of male educators in preschools: Implications for teacher education policy and practices". South African Journal of Education 41, n. 2 (31 maggio 2021): 1–12. http://dx.doi.org/10.15700/saje.v41n2a1910.

Testo completo

Abstract (sommario):

In the study reported on here we employed the interpretivist qualitative approach to explore the recruitment and retention of male educators in preschool centres. Purposive sampling was used to select 2 preschool owners, 2 principals, 4 preschool educators and 2 male educators in the Foundation Phase. Data were obtained by in-depth interviewing and were analysed thematically. Results showed no male educators in preschools in the education district where the study was conducted. Misinterpretation of cultural roles, stigma, fear and prejudice, low educator status within the preschool sector and a lack of male recruitment policies were found to be negatively affecting the recruitment of males into the preschool sector. A gender balance that ensures that both female and male educators are recruited within the preschool sector would appear to be congruent with the philosophical underpinnings of the Social Role Theory (SRT). The Departments of Education and Social Development should, therefore, embark on awareness campaigns to educate all stakeholders on the need for a gender balance within the preschool sector.

Gli stili APA, Harvard, Vancouver, ISO e altri

35

Kuebel, Christa R., Lisa Huisman Koops e Vanessa L. Bond. "Cultivating Teachers of General Music Methods: The Graduate Years". Journal of Music Teacher Education 28, n. 1 (22 marzo 2018): 10–23. http://dx.doi.org/10.1177/1057083718761812.

Testo completo

Abstract (sommario):

The purpose of this autonarrative inquiry was to explore the professional identity development and mentoring relationships of three general music teacher educators during their time at one university. We present our stories of development and re-visioning as general music methods educators through our roles as educator, learner, and co-learner while having taught or team-taught general music methods at Case Western Reserve University (Cleveland, Ohio) over the past 10 years. Data included individual journals and transcripts of monthly Google text chats and conference calls. We analyzed the data through the commonplaces of temporality, sociality, and place, and engaged in re-storying. Investigating the process of becoming a general music methods instructor provided important insights concerning the impact of time, people, and places on the transition from music teacher to music teacher educator.

Gli stili APA, Harvard, Vancouver, ISO e altri

36

Haji Karim Khan, Yasmeen Batool e Farah Deeba. "Transforming Perspective Teachers' Beliefs about Teaching: What Teacher Educators do in a Teacher Education Institution in Pakistan?" sjesr 4, n. 1 (30 marzo 2021): 545–54. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(545-554).

Testo completo

Abstract (sommario):

Taking the lenses of cultural perspectives, this study has investigated the role of teacher educators in transforming the teaching and learning beliefs of prospective teachers in a formal teacher education program in a remote mountainous region of Pakistan. We used a qualitative exploratory approach to conduct the study and collected data from eight teacher educators through semi-structured interviews, non-participatory observations of the classroom practices, as well as researchers' field, notes Findings, showed that the changing culture of teacher education in Pakistan seem to redefine and reinterpret teacher educators' roles in transforming prospective teachers' beliefs. As a result, teacher educators saw themselves as role models, counselors, mentors, storytellers, and listeners. These findings have pertinent implications for the teacher educators' roles in similar settings.

Gli stili APA, Harvard, Vancouver, ISO e altri

37

Park Rogers, Meredith, Amanda Berry, Konrad Krainer e Ruhama Even. "Finding Common Ground: A Synthesis of Science and Mathematics Teacher Educators’ Experiences with Professional Growth". International Journal of Science and Mathematics Education 19, S1 (maggio 2021): 167–80. http://dx.doi.org/10.1007/s10763-021-10188-9.

Testo completo

Abstract (sommario):

AbstractThe seven articles that comprise this Special Issue examine the professional growth of mathematics and science teacher educators across different contexts and different foci of who is the teacher educator being studied. Despite these differences, a common thread running throughout these seven articles is the need for learning to be situated in collaboration with others. In this final article, we examine the contribution of these articles through two perspectives: that of the collaborative contexts supporting the professional growth of mathematics and science teacher educators, and the role of disciplinary knowledge as part of the purpose for teacher educators’ professional growth. We notice that collaboration can take on very different structures in supporting teacher educators’ professional learning due to the different purposes and roles of the teacher educators in the studies. We also notice that while collaboration figures as an important component in all of the studies, the disciplinary specific aspects of collaboration, i.e., how collaboration might be negotiated differently by teacher educators in mathematics and science, is still not well understood. Overall, these articles provide important insights that help to shed new light on the complex and multifaceted nature of teacher educators’ learning and growth and provide productive avenues for future research.

Gli stili APA, Harvard, Vancouver, ISO e altri

38

Martsiswati, Ernie, e Yoyon Suryono. "PERAN ORANG TUA DAN PENDIDIK DALAM MENERAPKAN PERILAKU DISIPLIN TERHADAP ANAK USIA DINI". Jurnal Pendidikan dan Pemberdayaan Masyarakat 1, n. 2 (1 novembre 2014): 187. http://dx.doi.org/10.21831/jppm.v1i2.2688.

Testo completo

Abstract (sommario):

Penelitian ini bertujuan untuk mengungkapkan adanya hubungan peran orang tua dan pendidik dalam menerapkan perilaku disiplin terhadap anak usia dini. Menggunakan metode penelitian kuantitatif. Pengumpulan data dengan wawancara terstruktur skala Guttman, observasi dengan dokumentasi pada 35 anak usia dini di Kelompok Bermain Surya Marta Yogyakarta. Hasil penelitian adalah tingkat keeratan hubungan antara peran orang tua dengan perilaku disiplin anak usia dini adalah sangat lemah dan hubungannya berbanding terbalik, tingkat keeratan hubungan antara peran pendidik terhadap perilaku disiplin anak adalah lemah, dan hubungannya searah, tingkat keeratan antara hubungan peran orang tua dan pendidik secara bersama-sama adalah lemah dan hubungannya tidak searah. Rekomendasi hasil penelitian kepada orang tua dan pendidik supaya mengoptimalkan perannya dengan memberikan arahan kepada anak usia dini dalam berperilaku disiplin, mengadakan hubungan dengan bekerja sama dalam menerapkan perilaku disiplin terhadap anak usia dini.Kata Kunci: peran orang tua dan pendidik, perilaku disiplin, anak usia dini. THE ROLES OF PARENTS AND EDUCATORS IN THE APPLICATION OF THE DISCIPLINE BEHAVIOR OF EARLY AGED CHILDRENAbstractThis study aims to investigate the relationship of parents and educators’ roles in the application of the discipline behavior in early aged children The study employed the quantitative research method. The data collecting techniques included structured interviews using the Guttman scale and observations with documentation on 35 early aged children in Surya Marta Play Group Yogyakarta. The results of the study are as follows. The level of the relationship strength between parents’ roles and the discipline behavior of early aged children is very low and the relationship of the two variables is negative. The level of the relationship strength between educators’ roles and the discipline behavior of early aged children is low and the relationship of the two variables is positive. The level of the relationship strength of parentsand educators’ roles as an aggregate is low and the relationship is negative. The recommendations from the results of the study are as follows: parents and educators should optimize their roles by giving guidance on the discipline behavior to early aged children. Parents and educators are expected to establish cooperative relationship in the application of the discipline behavior of early aged children.Keywords: the roles parents and educators, dicipline behavior, early aged children

Gli stili APA, Harvard, Vancouver, ISO e altri

39

Zheng, Tongtao. "Designing On-line Chinese Language Courses: New Roles for Educators". Journal of Information Technology Education: Research 4 (2005): 275–85. http://dx.doi.org/10.28945/277.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

40

Shtarkshall, Ronny A., John S. Santelli e Jennifer S. Hirsch. "Sex Education and Sexual Socialization: Roles for Educators and Parents". Perspectives on Sexual and Reproductive Health 39, n. 2 (giugno 2007): 116–19. http://dx.doi.org/10.1363/3911607.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

41

Lake, Jonathan, e Jane Bell. "Medical educators: the rich symbiosis between clinical and teaching roles". Clinical Teacher 13, n. 1 (28 maggio 2015): 43–47. http://dx.doi.org/10.1111/tct.12358.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

42

Flores, Maria Assunção. "Tensions and possibilities in teacher educators’ roles and professional development". European Journal of Teacher Education 41, n. 1 (26 novembre 2017): 1–3. http://dx.doi.org/10.1080/02619768.2018.1402984.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

43

Hillers, Virginia N., Marilyn A. Swanson e Karen Wilken. "Roles of food and nutrition educators in food safety discussions". Journal of Nutrition Education 26, n. 5 (settembre 1994): 246–49. http://dx.doi.org/10.1016/s0022-3182(12)80900-9.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

44

Voltz, Deborah L., e Raymond N. Elliott. "Resource Room Teacher Roles in Promoting Interaction with Regular Educators". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 13, n. 3-4 (luglio 1990): 160–66. http://dx.doi.org/10.1177/088840649001300304.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

45

Bailey, Elsa B. "Researching Museum Educators' Perceptions of their Roles, Identity, and Practice". Journal of Museum Education 31, n. 3 (settembre 2006): 175–97. http://dx.doi.org/10.1080/10598650.2006.11510545.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

46

Rogayan Jr., Danilo V., e Marshall James P. Dantic. "Backliners: Roles of Science Educators in the Post-COVID Milieu". Aquademia 5, n. 2 (13 luglio 2021): ep21010. http://dx.doi.org/10.21601/aquademia/11053.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

47

Barrett, Jessica L., Craig R. Denegar e Stephanie M. Mazerolle. "Challenges Facing New Educators: Expanding Teaching Strategies for Clinical Reasoning and Evidence-Based Medicine". Athletic Training Education Journal 13, n. 4 (1 dicembre 2018): 359–66. http://dx.doi.org/10.4085/1304359.

Testo completo

Abstract (sommario):

Context: It is the educator's responsibility to prepare the students to be clinicians who think and reason critically while integrating research evidence into practice. Those new to the role of faculty member, who lack clinical and teaching experience, face challenges in the classroom application of those concepts. Objective: To discuss the challenges facing new faculty members and present strategies for addressing them. Specific faculty challenges addressed include learning their roles as educators and teaching multifaceted concepts, such as clinical reasoning and evidence-based medicine. Background: Experience provides a framework for a professional to balance multiple demands, whether as a new instructor teaching or a clinician synthesizing information to determine a course of action. Many new educators do not have extensive experience either clinically or in the classroom. This can cause anxiety as educators are confounded by their roles and responsibilities. Students likewise lack experience and may not possess the ability to systematically analyze patient encounters or research evidence. Constructivist learning theory paired with adult learning principles can address the learning needs of faculty members and students alike. Recommendation(s): Programs must provide assistance for new faculty and implement strategies for students to learn reasoning skills. Use of constructivist learning theory and application of the adult learning model are ways to address these deficiencies. Integrating concepts of active learning and self-direction while aligning expectations and creating overlap between classroom and clinical domains can assist in addressing the challenges faced by new faculty and students. Conclusion(s): The systematic process of evidence-based decision making is grounded in utilizing evidence. Strategies must be identified and implemented throughout curricula to target and enhance students' abilities to organize and synthesize information. Educators must use new methods in their own learning and teaching to enhance their students' abilities. New faculty members in particular require assistance in negotiating their roles.

Gli stili APA, Harvard, Vancouver, ISO e altri

48

Jarrett, Jennie B., e Jody L. Lounsbery. "Trends in Clinical Pharmacist Integration in Family Medicine Residency Programs in North America". Pharmacy 8, n. 3 (24 luglio 2020): 126. http://dx.doi.org/10.3390/pharmacy8030126.

Testo completo

Abstract (sommario):

(1) Objective: To determine the change in prevalence of clinical pharmacists as clinician educators within family medicine residency programs (FMRPs) in North America and to describe their clinical, educational and administrative scope over time. (2) Methods: A systematic review of the literature was performed starting with an electronic search of PubMed and Embase for articles published between January 1980 and December 2019. Studies were included if they surveyed clinical pharmacists regarding their clinical, educational, or other roles in FMRPs in the United States or Canada. The primary outcome was the change in prevalence of clinical pharmacists in North America. Secondary outcomes included: demographic information of clinical pharmacists, change in the prevalence in Canada and United States, and descriptions of clinical services, educational roles, and other activities of clinical pharmacists within FMRPs. (3) Results: Of the 65 articles identified, six articles met the inclusion criteria. The prevalence of clinical pharmacists as clinician educators in FMRPs in North America has grown from 24% to 53% in the United States (U.S.) and from 14% to 47% in Canada over the study period. The clinical and educational roles are similar including: the direct patient care, clinical education, and interprofessional education and practice. (4) Conclusion: The prevalence of clinical pharmacists in FMRPs is growing across North America. Clinical pharmacists are highly educated and trained to support these clinician educator positions. While educational roles are consistent, clinical pharmacists’ patient care roles are unique to their clinical site and growing.

Gli stili APA, Harvard, Vancouver, ISO e altri

49

Sherfinski, Melissa, Sharon Hayes, Jing Zhang e Mariam Jalalifard. "“Do it all but don’t kill us”: (Re)positioning teacher educators and preservice teachers amidst edTPA and the teacher strike in West Virginia". education policy analysis archives 27 (2 dicembre 2019): 151. http://dx.doi.org/10.14507/epaa.27.4327.

Testo completo

Abstract (sommario):

We explore how two “happenings” representing different political, social, historical and economic influences converge to shape the narratives of preservice teachers and teacher educators in West Virginia. These happenings are the 2017-2018 edTPA roll out and the teacher strike of February 2018. We use the framework of sensemaking to explore preservice teacher and teacher educator identity/agency using a phenomenological analysis of narratives accessed through narrative portfolios, artifacts, and interviews with pre-service teachers, mentors (supervising teachers), and teacher educators. We found that the confluence of these political moments reinforced a neoliberal orientation for both preservice teachers and teacher educators, positioning preservice teachers to expect teacher educators to intensively support the edTPA and ensure their success while silencing the collective history and moral imperative of protest. Preservice teachers and some mentors reframed the edTPA as a pathway to increased teacher pay/meritocracy by linking it with the National Boards, yet there were pockets of resistance within this among both preservice teachers and teacher educators. These findings are important for informing educational policy and practice around both corporate involvement in assessment/accountability policy and preservice teachers’ and teacher educators’ roles in protest at this moment when both are expanding simultaneously.

Gli stili APA, Harvard, Vancouver, ISO e altri

50

Rosidin, Rosidin, Widodo Widodo e Siti Aminah. "STRATEGI PENYULUH AGAMA DALAM PEMBERDAYAAN MUALLAF TURI KABUPATEN SLEMAN". Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan 14, n. 1 (19 febbraio 2020): 1. http://dx.doi.org/10.35931/aq.v14i1.204.

Testo completo

Abstract (sommario):

Religious educators has prominent roles on community spiritual development, includes Muslim converts or Mualaf. Converts needs much more guidance to strengthen their faith. Therefore, religious educators should apply appropriate strategies to develop communities in both material and spiritual aspects. This paper tried to explain the strategies were used by religious educators to carry out their functions and the efforts to develop converts in Turi Subdisrict. This study applied qualitative approach. The results of the study were: first, religious educators have already properly conducted their function, includes: informative, educative, consultative, and advocative. Second, Convert empowerment program includes several activities, such as: Convert friendship forum; Faith strengthening and sharia practices; and convert’s economic development. Third, Religious educators roled as a bridge between converts and external parties, Regional Amil Zakat Agency (Bazda) of Sleman District and National Amil Zakat (Baznas), Religious Ministry, Religious Community Organization of Sleman District, Pokjaluh, and Regional Government of Sleman District.

Gli stili APA, Harvard, Vancouver, ISO e altri

Articoli di riviste sul tema "Roles of educators"

Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili