Journal articles on the topic 'Educator'
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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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Bashori, Abdul Hamid, Moh Nafi’ Alisha, and Moh Jalaluddin. "Implementasi Lembaga Pengendali Mutu Pendidik Di Lembaga Pendidikan Islam." Thawalib: Jurnal Kependidikan Islam 5, no. 1 (April 5, 2024): 29–42. http://dx.doi.org/10.54150/thawalib.v5i1.290.
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The educator quality assurance institution was established to ensure the quality of educators in educational institutions. The research aims to analyze and explain the planning, implementation, evaluation, and follow-up of the Educator Quality Control Institution at Maktuba Al-Majidiyah Islamic Education Institution in Pamekasan. This research uses a qualitative research approach with a case study research design. Meanwhile, the informants are: the general chairman of the education council, the education council, and personnel management. Data were collected using observation, interviews, and documentation techniques. Data analysis consists of three stages: data reduction, data display, and conclusion drawing. Research findings: (1) educator planning: setting standards, recruitment, selection, and placement of educators. (2) educator implementation: supervisor, motivator, trainer, developer, and compensator. (3) educator evaluation: monitoring educator activities by comparing standards with performance. (4) follow-up: rewards and punishments. Conclusion: the educator quality assurance institution has performed its tasks well because it has managed educators effectively. Research contribution: it can enhance the quality of educator management.
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Muliadi, Muliadi, and Muhammad Idris. "THE INFLUENCE OF EDUCATION & TRAINING AND EDUCATOR COMPETENCY ON EDUCATOR PERFORMANCE THROUGH ORGANIZATIONAL SUPPORT AS MEDIATION VARIABLES AT THE SOUTH SULAWESI POLICE POLICE SCHOOL." Economics and Business Journal (ECBIS) 1, no. 1 (November 28, 2022): 27–36. http://dx.doi.org/10.47353/ecbis.v1i1.4.
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This study aims to analyze the effect of education and training on organizational support at the National Police School (SPN) Polda South Sulawesi, the effect of educator competence on organizational support, the effect of education and training on educator performance, the influence of educator competence on educator performance, the effect of organizational support on performance. educators, the effect of organizational support as a mediating variable on the effect of education and training, and organizational support as a mediating variable on the effect of educator competence on educator performance by taking 46 employees as research samples. The results of this study indicate that (1) Based on the results of statistical tests, it is known that education and training have a significant effect on organizational support, and the competence of educators has a significant effect on organizational support at the State Police School (SPN) Polda South Sulawesi; (2) Based on the results of statistical tests, it is known that education and training, educator competence and organizational support have a significant effect on the performance of educators at the State Police School (SPN) Polda South Sulawesi; (3) Based on the results of statistical tests, it is known that organizational support as a mediating variable has a significant effect on education and training while organizational support as a mediating variable has no effect on educator competence on educator performance at the State Police School (SPN) Polda South Sulawesi. This means that organizational support can directly affect education and training, while organizational support does not indirectly affect the competence of educators on the performance of educators at the National Police School (SPN) Polda South Sulawesi.
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Silva, Simone Campos, Leena Salminen, Imane Elonen, Pilar Fuster Linares, Maria Cassar, Elaine Haycock-Stuart, Terhi Saaranen, Dana Zrubcová, and Michael Ewers. "Nurse educator education in six European countries: a descriptive study / Ausbildung von Pflegepädagog/-innen in sechs europäischen Ländern – eine deskriptive Studie." International Journal of Health Professions 9, no. 1 (January 1, 2022): 67–77. http://dx.doi.org/10.2478/ijhp-2022-0006.
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Abstract Objectives Information on nurse educator education is scarce. The present study thus aims to provide an overview of the requirements for and standards of nurse educator education in six European countries in order to enable further reflection and promote discourse on the topic. Methods: A descriptive international cross-sectional comparative study was conducted across six European countries. Data were collected via an online questionnaire completed by experts in nurse educator education or in organisations with specialist knowledge about nurse educator preparation (n = 11). The data were analysed, compared, and condensed. Results The participating countries differ in terms of their educational requirements and the working environments they provide for nurse educators. Formal nurse educator education is available in three of the six countries. Furthermore, in the countries with formal education for nurse educators, differences exist in terms of the regulation and implementation of the education. The educational requirements of nurse educators in higher education are mostly not specific to nursing and are instead general requirements for professional (tertiary) or higher education. Conclusions The analysis reveals heterogeneous regulations, standards, and pathways in the education of nurse educators in the six different counties included in the study. Despite some formal and content-related similarities, no uniform picture of the educational requirements, programmes, or standards was identified. The results of this international comparative research confirm the need for further research that examines whether the education of nurse educators meets the global need both for skilled nurses and for more Europe-wide collaboration in nurse educator education.
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Heryati, Helma. "HAKEKAT PENDIDIK DALAM PENDIDIKAN ISLAM." Jurnal Tunas Pendidikan 5, no. 2 (February 14, 2023): 251–62. http://dx.doi.org/10.52060/pgsd.v5i2.1033.
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One of the elements in education is the teacher. Educators are an important element in Islamic education, this study aims to describe the nature of educators in Islamic education. The research method used in this research is library research. Sources of research data consist of primary data sources and secondary data sources. Data analysis using content analysis. The results of the study show that, in Islamic education, there are two kinds of educators, namely parents and teachers in formal and informal schools. Educators in formal and informal schools must fulfill the characteristics of being an educator, fulfill the requirements as an educator, and fulfill their function as an educator.
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Tolouian, Audrey, Diane B. Monsivais, and Melissa Wholeben. "Responding in a Pandemic: Student Nurse Educator Mentorships, the Other Side of Blackboard." European Scientific Journal, ESJ 17, no. 30 (September 9, 2021): 53. http://dx.doi.org/10.19044/esj.2021.v17n30p53.
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Background: Nurse educators who are novice often express the need for improved preparation in the educator role. Problem: With the growth of online programs, one area of concern is the need for educators who are prepared to teach online. Approach: A mentorship for online teaching was developed to give student nurse educators the opportunity to develop educator competencies in the online environment. The process, benefits, challenges, and key points for the success of the mentorship are discussed. Outcomes: Since Spring 2016, 89 nurse educator graduate students have completed the mentorship. Their confidence related to the educator role in an online environment was enhanced, and they took great pride in serving as professional role models to the undergraduate nursing students. Conclusions: The mentorship option provides improved educator role preparation for nursing education graduate students who will teach online. It also provides informal mentorship as well as an unexpected perceived value in higher education to students in undergraduate nursing program.
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de Villiers, Cecile, and Christoph Garbers. "The Regulation of Educator Misconduct in Public Schools." Industrial Law Journal 44, no. 4 (2023): 2079–109. http://dx.doi.org/10.47348/ilj/v44/i4a1.
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The individual educator and her or his conduct are of central importance to the delivery of a quality basic education. This calls for a clear and co-ordinated response to address and prevent inappropriate educator conduct. Three broad deficiencies in current education legislation are identified. First, legislation provides for two types of educator, two different employers and two different sets of rules applicable to educator conduct in the same workplace. Secondly, the rules regulating the conduct of departmental educators contain an inappropriate legislative distinction between and description of ‘serious misconduct’ and ‘misconduct’, an unnecessary range of sanctions between a final written warning and dismissal and deficiencies in procedure. Thirdly, despite a clear overlap between the responsibilities of the employers of educators and the professional body for education, there is inadequate alignment between their roles, while gaps remain. The analysis relies not only on the provisions of the legislation itself, but also statistics and arbitration awards emanating from the Education Labour Relations Council. We argue that education legislation fosters an inappropriate managerial response to educator misconduct and suggestions for improvement are made.
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Aisyah, Siti, and Rini Setyaningsih. "HUBUNGAN ANTARA PROFESIONALITAS TENAGA PENDIDIK DENGAN MUTU PENDIDIKAN DI MADRASAH ALIYAH NEGERI 1 PEKANBARU." journal Istighna 3, no. 2 (August 13, 2020): 158–68. http://dx.doi.org/10.33853/istighna.v3i2.63.
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It was a correlational research studying about educator professionality (X variable) and education quality (Y variable) at State Islamic Senior High School 1 Pekanbaru. This research aimed at knowing educator professionality level, education quality level, and the correlation between educator professionality and education quality at State Islamic Senior High School 1 Pekanbaru. The samples were 46 educators at State Islamic Senior High School 1 Pekanbaru that met the requirements of professional educators—educator competence, qualification of education, and certification. The data were analyzed by using Pearson product moment correlational formula. Based on the analysis, it showed that H0 was rejected and Ha was accepted. It meant that there was a positive and significant correlation between educator professionality and education quality at State Islamic Senior High School 1 Pekanbaru. It could be seen from the comparison between robserved 0.694 and rtable 0.361 at 5% significant level with N that was 46, so robserved was higher than rtable (0.694>0.361). The result of linear regression coefficient showed that the probability score or the significance score 0.000 was lower than 0.05 (0.000<0.05). Based on the determination coefficient, it was obtained the score 0.482 or 48.2% and it was rounded up to 48%. It meant that the contribution of educator professionality variable to education quality variable at State Islamic Senior High School 1 Pekanbaru was 48%, and the rest was influenced by other variables that were not explained in this research. So, the professional educators could increase the quality of education.
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Zulfakar, Zulfakar. "Educator Competencies as Proficient Educators." International Journal of Social Science Research and Review 5, no. 3 (March 1, 2022): 42–51. http://dx.doi.org/10.47814/ijssrr.v5i3.180.
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The educator may be a respectable and honorable calling since the autonomy of the Republic of Indonesia has been belittled by a couple of individuals in a number of nations within the world, Asia, and indeed Indonesia, as well as in other nations. a few zones number Lombok-West Nusa Tenggara-Indonesia. When seen from the impact of teachers as instructors on their understudies, it is exceptionally expansive, in this way on the off chance that instructive programs, strategies, and learning media don't bolster instructive works out and learning driven by instructors, at each level and level of instructing it is likely that understudies are another time of parental battle. within the family, which in parallel can be a human resource that's the premise of a nation's battle and will be overlooked by others, and from other nations within the world. ,as an institution. With the improvement of the times and all current media and technology-based learning devices, it is accepted that the competence of instructing staff can rapidly alter to the requests and advance that exists in all areas related to their commitments in learning. This article traces the significance of coaching staff in carrying out their obligations professionally, upheld by pro-educational courses of action, and everything related to it. from producers of approaches, and a set of learning media that underpins the advance and smoothness of instruction and learning plans instructors and understudies wherever they are, since in the event that instructors and understudies don't make strides learning instantly, they will normally be cleansed behind in learning. all ranges, in learning and in life.
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Goodlad, John I. "Ralph Tyler: The Educators' Educator." Educational Policy 9, no. 1 (March 1995): 75–81. http://dx.doi.org/10.1177/0895904895009001004.
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Dainys, Augustinas. "Ugdymo metaforų istorinė kaita ir ryšys su politika." Vilnius University Open Series 3 (December 28, 2020): 77–94. http://dx.doi.org/10.15388/sre.2020.7.
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The article describes three metaphorically designated educational conceptions: the antique notion of the educator as a sculptor, the new age notion of the educator as a gardener, and our era’s emerging educator as a guide. All conceptions of education provide a specific answer to the problem of education, which consists of the fact that a human being is defined to be undefined, therefore the formation of a person depends on the educator. The educator as a sculptor addresses this problem by forcing a preconceived conception of reason on learners. The educator as a gardener accepts every learner and educates him or her by dealing with their individual capacities. The educator as a guide combines the educational method of the sculptor and the gardener: as a sculptor has a vision of the educational process, and as a gardener attempts that every learner walks this path himself or herself. The educational conception of the educator as a sculptor is socialist and the conception of the educator as a gardener is liberal. The educator as a guide corresponds to the emerging new conception of politics in our time, which has a task of reconciling socialism and liberalism.
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Kim, Mijeong, and Youngsik Ahn. "A Study on the Subjective Perception of the Identity of Social Educators." Journal of Field-based Lesson Studies 2, no. 2 (July 31, 2021): 135–55. http://dx.doi.org/10.22768/jfls.2021.2.2.135.
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This paper aims to know the identity on subjective perception with social educator in the field of social education. Through the literature review, this study conducted the focus group interview with three social educators. This study classified six categories on identity of social educator and showed necessary competencies for the professionalism of social educator. The findings from research procedures were described as follows. First, interview participants activated as social educator with experience and internal values. Second, participants recognized as social educator in the field of lifelong education. Third, participants conducted as social leader through continuous learning. Fourth, participants practised service and sharing in their life with social members. Fifth, participants had a pleasure when they found the change of local resident through education. Sixth, participants practiced comprehensive education with the sense of vocation and duty in spite of difficulty. Also, this study suggested necessary competencies for the professionalism of social educator as follows, versatile leadership, insight for education with the problem of local society, empathy ability for communication, program development through cooperative work with specialist in several fields, instructional activity and self perception and reflection.
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Rama Danti, Regilita, Imam Syafe'i, and Rumadani Sagala. "Educator Concepts and Competencies from Imam Al-Ghazali's Perspective: Study of the Book of Ihya 'Ulumuddin and Minhajul Muta'alim and their Relevance to Contemporary Islamic Education." Bulletin of Science Education 4, no. 1 (February 3, 2024): 51. http://dx.doi.org/10.51278/bse.v4i1.896.
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Educators are a very important factor in education. Because educators are the key in the classroom because they are tasked with leading and directing students' learning activities. Imam Al-Ghazali has sharp opinions, depth and wisdom of thinking and far-reaching views regarding teaching issues and other problems related to it. From the books he wrote, namely the Ihya' Ulumiddin and Minhajul Muta'allim books, we can see the importance of the concepts given by Imam Al-Ghazali in discussing the concept of an educator, which includes definition, position, professionalism/competence and the characteristics of an educator. which is then linked to its relevance in contemporary Islamic education. Because contemporary Islamic education is an activity carried out in a planned and systematic manner to develop students' potential based on the rules of the Islamic religion today. Taking this into account, this research is a library research by examining various literature related to the concept of educators and teacher competence from Imam Al-Ghazali's perspective and its relevance in contemporary Islamic education. By using content analysis techniques in processing primary and secondary data which became the reference for this research, several educational competencies and educational concepts from Imam Al-Ghazali's perspective were found. These competencies are in the form of pedagogical competence, personality competence, social competence and professional competence. And then the concept of Imam Al-Ghazali's Perspective Educator
Keywords: Contemporary Islamic Education, Educator Competencies, Educator Concepts
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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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Setiyawati, Yuyun, Rr Tutik Sri Hariyati, and Siti Anisah. "Optimalisasi Pemberian Edukasi pada Pasien dan Keluarga Melalui Terbentuknya Tim Perawat Edukator di Rumah Sakit: A Pilot Study." Journal of Telenursing (JOTING) 4, no. 1 (May 24, 2022): 297–310. http://dx.doi.org/10.31539/joting.v4i1.3235.
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This study aims to determine the role of nurse educators in optimizing the provision of education in order to increase patient and family knowledge about health so as to improve quality of life. The method used is a pilot study design using a problem solving approach. The innovation program was implemented on 32 nurse educators who were recruited by purposive sampling. The evaluation stage of the FGD implementation and analysis was carried out descriptively. The results showed that the role of nurse educator is needed in an effort to improve the quality of providing education to patients and families. The innovation program carried out is the creation of a nurse educator team guide. The results of the FGD evaluation on nurse educators are the need for uniform documentation of providing individual and group education, nurse educators completing educational points according to competence, the need for competent nurse educators, mentoring and mentoring for junior nurses. In conclusion, the quality of nursing services can be increased by having a team of nurse educators.
Keywords: Patient and Family Education, Nursing Services, Nurse Educator
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Setiawan, Deny. "EDUCATIONAL QUALITY ASSURANCE MANAGEMENT IN IMPROVING AND DEVELOPING THE MIDDLE SCHOOL PROFESSIONALISM TEACHERS." Akademika : Jurnal Manajemen Pendidikan Islam 3, no. 1 (June 17, 2021): 19–36. http://dx.doi.org/10.51339/akademika.v3i1.281.
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This article discusses the management of educator quality assurance in improving and developing teacher professionalism conceptually which includes the implementation of recruitment, the development of teacher professions and termination of employment as an important function in ensuring quality education quality. This article is made by reviewing and gathering information from various references to books, articles and journals that are used as material in conceptually studying and adding insight related to educator quality assurance. The management of educator quality assurance is a good step to support the improvement and acceleration of the improvement of the quality of human resources in the field of education in accordance with the need to improve educator standards and quality, but in implementing educator quality assurance management is expected to be balanced between recruitment, professional development, welfare development and termination of employment. There is still a lot of implementation in the field that causes workload and professional development for senior educators, mediators and juniors and creates new problems in education.
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Bunyamin, Andi, Usman Sofian, Mansyur Ramly, Baharuddin Semmaila, and M. Hasibuddin. "The Influence of Islamic Leadership, Mujahadah, and Work Motivation on the Performance of State Madrasah Aliyah Educators in South Sulawesi." Revista de Gestão Social e Ambiental 18, no. 8 (April 24, 2024): e06414. http://dx.doi.org/10.24857/rgsa.v18n8-090.
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Objectives: The research aims to analyze several key factors: Islamic leadership, educator mujahadah, educator work motivation, and the performance of educators in Madrasah Aliyah Negeri (MAN) institutions in South Sulawesi. Methods: To achieve its objectives, the research employs primary data collected through a survey involving all madrasa heads and MAN educators in South Sulawesi, with a sample size of 170 participants. The research utilizes various instruments such as questionnaires, interview guides, observation sheets, and documentation. The collected data are analyzed using multiple linear regression analysis conducted with the Statistical Package for the Social Sciences (SPSS) program. Results: The findings of the research reveal several significant insights. Firstly, the Islamic leadership of MAN heads in South Sulawesi is predominantly categorized as high, although a notable 33 per cent fall within the medium category. Further results regarding educator mujahadah, educator work motivation, and educator performance are not provided in the initial excerpt. Conclusion: While the conclusion of the research is not yet fully elaborated, the initial findings suggest a predominance of high Islamic leadership among MAN heads in South Sulawesi. This indicates a potentially positive influence on the educational environment within these institutions. Further analysis of educator mujahadah, educator work motivation, and educator performance will likely provide deeper insights into the dynamics of education in the region.
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Olvy Mailandari and Sutipyo Ru’iya. "Mengembangkan Kepribadian Empati Guru Pendidikan Agama Islam dalam Kurikulum K13 di SDN 06 LALAN." SALIHA: Jurnal Pendidikan & Agama Islam 5, no. 2 (July 27, 2022): 206–20. http://dx.doi.org/10.54396/saliha.v5i2.364.
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In education, professional educators are needed in their attitudes, one of which is the personality of the educator in being empathetic to their students. For this reason, this paper was made solely to teach students to be empathetic, especially in the teaching and learning process. An educator is required to have more knowledge. and good communication skills for that an educator must have a good empathetic attitude, educators are role models for their own educators The problem is that a student lacks interaction with his students so that communication is not good, this results in a gap in educator empathy in enforcing the rules towards students, so that educators are not able to understand what is experienced by a student so that students feel neglected and alienated, for that it takes some efforts to increase the sense of empathy of educators towards their students so that students feel These students feel cared for and with that can increase the confidence of students to share what is in the heart of an educator, for that we as high quality educators and professional educators must have a high empathy attitude, so what do you want to do ? by educators will be exemplified for their students and also students will be reluctant or polite to their educators if an educator has a high attitude of empathy not only among students, students will be known but also among the community for that empathy is very good, good in the lives of students or educators.
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Stagg Peterson, Shelley, Lori Huston, and Roxanne Loon. "Professional Lives and Initial Teacher/Educator Education Experiences of Indigenous Early Childhood Educators, Child Care Workers and Teachers in Northern Ontario." Brock Education Journal 28, no. 2 (June 17, 2019): 17–32. http://dx.doi.org/10.26522/brocked.v28i2.683.
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Analysis of focus group and narrative data, together with a review of initial educator/teacher education programs designed for northern Indigenous educators/teachers, provide implications for culturally appropriate programs that address the unique needs of northern Canadian Indigenous educators and teachers. The professional trajectories and initial teacher/educator education experiences of five Indigenous early childhood educators and teachers provide insight into the challenges of becoming credentialed and the outcomes of accredited programs designed in collaboration with northern Indigenous leaders to respond to the challenges.
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Rustad, Hilde, and Marit Skreiberg. "Dance Teacher Educators’ Identity." Nordic Journal of Dance 7, no. 2 (December 1, 2016): 4–15. http://dx.doi.org/10.2478/njd-2016-0010.
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Abstract This article investigates the professional identity of dance teacher educators by looking at one specific educator. We show how the practice-based dance knowledge acquired through the act of dancing creates a foundation for teaching dance and dance teaching, as well as theoretical dance subjects, such as dance pedagogy. Through this research, it has become apparent that there has been a lack of educator education in dance teacher education in Norway, and therefore, dance teacher educators can be understood to be self-taught. We show how, by making conscious choices, dance teacher educators have the possibility to enter and pursue educator education; how, through these choices, one gains new experiences; and how meaning making and experience are closely connected with identity construction as an ongoing process. The article adopts a phenomenological research approach inspired by Max van Manen, and the materials were gathered through interviews, conversations and textual readings.
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Keskin, Magdalena, and Gökhan Öztürk. "Exploring the Perceptions Regarding Language Teacher Educator Identity: A Multiple Case Study on Three ELT Teacher Educators." Pedagogika 148, no. 4 (December 30, 2022): 85–105. http://dx.doi.org/10.15823/p.2022.148.5.
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This study aims to explore the participants’ perceptions of their language teacher educator identity, and to identify the factors that contribute to their teacher educator identity development. Participants included three English language teacher educators in a Turkish higher education context. The findings revealed that a desire to make an impact is a motivating factor in shaping the participants’ language teacher educator identity with self-reflection playing a crucial role in its development.
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Bhattarai, Madhur Dev. "Comprehensive Diabetes and Non-Communicable Disease Educator in the Low-Resource Settings." Journal of Nepal Medical Association 54, no. 202 (June 30, 2016): 94–103. http://dx.doi.org/10.31729/jnma.2828.
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The role of self-management education in diabetes and other major non-communicable diseases is clearly evident. To take care of and educate people with diabetes and other major NCD under the supervision of medical professionals and for education of other health care professionals, Comprehensive Diabetes and NCD Educators are needed in the routine service in peripheral health clinics and hospitals. The areas of training of CDNCD educator should match with the cost-effective interventions for diabetes and other major NCD that are feasible and planned for implementation in primary care in the low resource settings. Most of such interventions are part of diabetes education as required for Diabetes Self-Management Education programmes and traditional Diabetes Educator. The addition of use of inhaled steroids and bronchodilator in chronic respiratory disease and identification of presenting features of cancer, also required for many people with diabetes with various such common co-morbidities, will complete the areas of training of traditional Diabetes Educator as that of CDNCD Educator. Staff nurse and health assistants, who are as such already providing routine clinical service to all patients including with diabetes and major NCD in peripheral health clinics and hospitals, are most appropriate for CDNCD Educator training. The training of CDNCD Educator, like that of traditional Diabetes Educator, requires fulfillment of sufficient hours of practical work experience under supervision and achievement of the essential competencies entailing at least 6 month or more of intensive training schedules to be eligible to appear in its final certifying examination. Keywords: CDNCD Educator; diabetes; diabetes educator; DSME; global NCD alliance; NCD; non-communicable diseases; WHO PEN. | PubMed
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Afiva, Nazwa, Nazwa Afiva, and Nazwa Afiva. "Mengulas Hakikat Pendidik dalam Pendidikan Islam." EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan 7, no. 3 (September 7, 2023): 219. http://dx.doi.org/10.47006/er.v7i3.16266.
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<div align="center"><table width="590" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="385"><p>This article is structured to describe the essence of educators in Islamic education. Writing this article aims to describe the meaning of educators, the requirements to become an educator, who can be said to be an educator, the goals of educators in Islamic education, and also the nature of educators in Islamic education. In writing this article using the descriptive method (library research) or literature study method. From this article, it was found that the essence of an educator in Islamic education is a person who has broad insight and is responsible as a guide and also a motivator for his student to be able to develop their potential through the skills, experience and expertise possessed by student.</p></td></tr></tbody></table></div>
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Mufidah, Yenny Imroatul. "Pengembangan Sumber Daya Pendidik." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 8, no. 1 (May 15, 2019): 75. http://dx.doi.org/10.32616/tdb.v8.1.97.75-84.
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Educators in the education process play a strategic role, especially in efforts to shape the character of the nation through the development of personality and desired values. The urgency of educators in the learning process is illustrated in the Arabic expression that was delivered by A. Malik Fadjar, "Al-Tariqah ahammu min al-maddah walakinna al-mudarris ahammu min al-tariqah (methods are more important than material, but educators are more important than methods). The development of educator resources in education is influenced by various aspects, including: the need to increase educator competency both theoretical and practical knowledge, the independence of educators to carry out professional development, support resources to carry out professional development, the willingness of educators as learners, and the ability of educators to actualize results development of professionalism which is demonstrated through the performance of educators and the effectiveness of educators in carrying out their duties. Improvement and development of educator resources starts from the acceptance of new educators. Selection of prospective educators needs to be done strictly in accordance with the requirements and conditions that have been determined
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Jayadi, Iskandar. "Sifat-Sifat Pendidik." Al-Riwayah : Jurnal Kependidikan 10, no. 2 (September 3, 2018): 357–81. http://dx.doi.org/10.47945/al-riwayah.v10i2.155.
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This paper discusses the educational qualities of the Quranic perspective of Q.S. Fushshilat ([41]: 34-35). This article is motivated by the number of educators who only rely on intellectual ability in educating, without balancing with other aspects that support the process of education, teaching and learning, such as the nature and a good personality that must be owned by every educator. All the behavior of educators is very influential on learners, because learners tend to imitate educators. Educators are expected by the Islamic education of educators who are able to optimize all the ability in him in order to get the output in accordance with the goals of Islamic education. This study aims to determine the nature of educators contained in the Fushshilat (41: 34-35) which can be applied by every educator in the educational process. This paper shows that in the content of Fushshilat ([41]: 34-35) there are several traits as an educator exemplified by the Prophet Muhammad. (2) Always do good, (3) gentle, (4) affection towards learners, (5) able to hold anger, and (6) have a good attitude the nature of forgiveness, and its implications in the Islamic education system.
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Jayadi, Iskandar. "SIFAT-SIFAT PENDIDIK: PERSPEKTIF AL-QUR’AN." Al-Riwayah: Jurnal Kependidikan 10, no. 2 (September 30, 2018): 357–81. http://dx.doi.org/10.32489/al-riwayah.166.
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This paper discusses the educational qualities of the Quranic perspective of Q.S. Fushshilat ([41]: 34-35). This article is motivated by the number of educators who only rely on intellectual ability in educating, without balancing with other aspects that support the process of education, teaching and learning, such as the nature and a good personality that must be owned by every educator. All the behavior of educators is very influential on learners, because learners tend to imitate educators. Educators are expected by the Islamic education of educators who are able to optimize all the ability in him in order to get the output in accordance with the goals of Islamic education. This study aims to determine the nature of educators contained in the Fushshilat (41: 34-35) which can be applied by every educator in the educational process. This paper shows that in the content of Fushshilat ([41]: 34-35) there are several traits as an educator exemplified by the Prophet Muhammad. (2) Always do good, (3) gentle, (4) affection towards learners, (5) able to hold anger, and (6) have a good attitude the nature of forgiveness, and its implications in the Islamic education system.
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Jayadi, Iskandar. "Sifat-Sifat Pendidik: Perspektif Al-Qur’an." Al-Riwayah: Jurnal Kependidikan 10, no. 2 (September 11, 2018): 357–81. http://dx.doi.org/10.32489/al-riwayah.6.
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This paper discusses the educational qualities of the Quranic perspective of Fushshilat ([41]: 34-35). This article is motivated by the number of educators who only rely on intellectual ability in educating, without balancing with other aspects that support the process of education, teaching and learning, such as the nature and a good personality that must be owned by every educator. All the behavior of educators is very influential on learners, because learners tend to imitate educators. Educators are expected by the Islamic education of educators who are able to optimize all the ability in him in order to get the output in accordance with the goals of Islamic education. This study aims to determine the nature of educators contained in the Fushshilat (41: 34-35) which can be applied by every educator in the educational process. This paper shows that in the content of Fushshilat ([41]: 34-35) there are several traits as an educator exemplified by the Prophet Muhammad. (2) Always do good, (3) gentle, (4) affection towards learners, (5) able to hold anger, and (6) have a good attitude the nature of forgiveness, and its implications in the Islamic education system.
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Nori. "Nilai-Nilai Adab Seorang Pendidik Menurut Buku Kepribadian Pendidik Dalam Al-Qur’an Karya Hifza Hamdan." Tarbiya Islamica 11, no. 1 (August 29, 2023): 8–16. http://dx.doi.org/10.37567/ti.v11i1.2269.
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This research is motivated by the book Personality of Educators in the Qur'an by Hifza Hamdan which offers the concept of education and the personality of an educator, as well as its relevance to the reality of education today, is a form of scientific endeavor that can be expected to have many values, one of which is related to education adab. The purpose of this study is to describe and analyze: 1) Adab values that must be possessed by an educator in the book Personality of Educators in the Qur'an by Hifza Hamdan. 2) Implementation of the educational values of an educator in the Personality of Educators in the Qur'an by Hifza Hamdan. This study uses a qualitative approach with the type of literature study (library research). The data source used in this study is the text in the book Personality of Educators in the Al-Qur'an Its Relevance to Contemporary Reality by Hifza Hamdan, then the data collection technique uses document analysis. The data analysis technique used is content analysis. Based on the results of the analysis carried out, the results of this study are: 1) The values of etiquette that must be possessed by an educator in the book Personality of Educators in the Al-Qur'an by Hifza Hamdan, are as follows: a) Have wisdom; (honest, consistent (istiqomah), intelligent (fatanah), trustworthy (amanah) and convey (tabligh), b) Sincerity c) Humble d) Learner, e) Tolerant and appreciative, f) Compassionate and compassionate, g) Wise , h) Generous and commendable, i) Forgiving and forgiving, j) Speaks kind words and touches the soul, k) Patient and steadfast, l) Creative and innovative, m) Dignified and charismatic, n) Devotion spirit, o), Capable set an example. 2) Implementation of the Adab Values of an Educator in the Personality of Educators in the Al-Qur'an by Hifza Hamdan, namely as educators as caregivers, educators-educators, educators as caregivers, educators as guides (givers of instructions), educators as protectors, educators as teachers and educators as experts in science.
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Rohman, Mifathur. "PROBLEMATIKA GURU DAN DOSEN DALAM SISTEM PENDIDIKAN DI INDONESIA." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 14, no. 1 (July 19, 2016): 51. http://dx.doi.org/10.21154/cendekia.v14i1.547.
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This paper highlights educator problem in education system in Indonesia. The discussion focuses on general education and religious education. Educators of non-religious education are product of education and institute of teacher training and education (IKIP) which teach general science, meanwhile educators of religious education are product of Islamic Higher Education (PTKI) which teach religious knowledge. This study aims to analyze books, rules, researches, and news about teacher. To sum up, the educator problems include: poor quality teacher and low teacher salaries that are caused by some factors, government policy that is not implemented well, teacher training institution (LPTK) that are not able to produce a professional teacher.
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Ramachandran, Roshini. "The education of an educator." Science 365, no. 6460 (September 26, 2019): 1490. http://dx.doi.org/10.1126/science.365.6460.1490.
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Chang, EunUn. "A Study on Teaching Competency Curriculum of Music in Arts & Culture Education Service." Korean Society of Music Education Technology 32 (July 16, 2017): 21–39. http://dx.doi.org/10.30832/jems.2017.32.21.
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In the 21st century, as the nation-wide interests in the enjoyment of arts and culture have increased, Korean government has enacted the Arts and Culture Education Support Act and implemented the policies on arts and culture in various ways. The Arts and Culture Educator System is one of the Arts and Culture Education Support policies, which started in 2012 and still working. This paper examines the contents and chronological changes of the arts and culture educator system. Also, teaching competency curriculum of music in Arts & Culture Education Service will be focused. The curriculum of cultural arts educator System should be focused on raising capacity and quality of educators, so that they can take charge of arts and culture education in schools and societies as a whole. Teaching competency curriculum aims at equipping the trainees as artists and educators. This paper will examine Teaching Competency Curriculum of Music in Arts & Culture Education Service for the purpose of finding problems and suggesting solutions.
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Bahraini, Laisa, Nikianaku Seisagita Ardya, Khusnul Mawarida, and Adinda Zakiya Yasmin. "URGENSI TIPOLOGI SEORANG PENDIDIK YANG IDEAL UNTUK MENGOPTIMALKAN PROSES PENDIDIKAN." National Conference on Applied Business, Education, & Technology (NCABET) 3, no. 1 (March 15, 2024): 556–69. http://dx.doi.org/10.46306/ncabet.v3i1.150.
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Education is a major factor in the progress of the nation and the development of the human individual as well as society. The urgency of optimizing education needs to be considered from two sides, namely from the side of an educator and students. An educator has a big role in education, but there are several competency problems in an educator, namely the low ability of educators to master classes, low innovation and creativity carried out to create creative and fun learning. The effort that must be made is to improve the quality of educators through grouping the ideal types of educators so that the educational process becomes more optimal in accordance with surah Al-Jumu'ah verse 2. This research uses library research methods that focus on the study and study of texts. The data sources used are literature data such as books, notes, and report results which are explained with the characteristics of literature studies as an independent method, then followed by an introduction to the library collection classification system, as well as tools and steps used in literature research such as bibliographic aids, work bibliographies, and literature research processes. The conclusion of this paper is the importance of educator typology in the educational process that will affect the skills and intelligence of children
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Hidayat, Nur. "Peran Pendidik Dalam Menanamkan Nilai-Nilai Keteladanan Pada Anak Didik." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 18, no. 3 (December 15, 2013): 439–53. http://dx.doi.org/10.24090/insania.v18i3.1471.
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Abstract: Factors within an exemplary educator absolutely necessary. The students will be good or not, moral or not, and character or not it can not be separated from the influence and role of personality and self exemplary educator who has the attitude, morale and good personality too. Thus began instilling the good qualities in themselves an educator first, and then to our students. It is therefore a good educator can follow the slogan that has been delivered by an expert of Education we are Ki Hajar Dewantara, with the following concept: that a good educator should have the principle of “Ing ngarsa tuladha sung” (lead by example), “ing intermediate Mangun intention “(fostering the spirit of selfbuild) and” Handy Tutwuri “(liberated while giving strength).
In addition, an educator should also have properties, Rabbani, patient, sincere, and honest.
Keywords : educators, exemplary, honesty, patience, and sincere.
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Farhan, Moh. "FORMULASI KODE ETIK PENDIDIK DALAM PERSPEKTIF PENDIDIKAN ISLAM." Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam 1, no. 1 (February 15, 2018): 85. http://dx.doi.org/10.30659/jspi.v1i1.2424.
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Being Educator is an honour profession in Islam. It is an essensial factor in the education system. Thus a dignity and an authority of this profession have to be maintained by the educators. The way to keep the honour of this profession can be done by conducting ethical codes as a guidence to conduct activities as the educators.In a modern era, an educator ethic has been formulated. However, it shows unoptimal to keep the educators’ dignity. Thus, a solution is needed to solve the problem. Part of the solution from Islamic education scholars during Islamic education hystory is the genuin thinking of those scholars. They have formulated the educator’s ethics codes. From their thinking and ideas, there are three ethic codes that can be understood: The First: related to the obligation to have a good intention as the educator by improving a quality of “taqwa” to Allah SWT because teaching is a worship. The second: the educators have to keep their profession by improving the personality with a good character (Akhlak). The third, keep improving the educators’ competences and professionalism.
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Polohindang, Astrid F., B. F. J. Sondakh, J. Lainawa, and J. M. Tumewu. "EVALUASI KINERJA PENYULUH BP3K DALAM BIDANG PETERNAKAN DI KECAMATAN PINELENG KABUPATEN MINAHASA." ZOOTEC 36, no. 2 (July 12, 2016): 429. http://dx.doi.org/10.35792/zot.36.2.2016.12655.
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ABSTRACT PERFORMANCE EVALUATION OF THE FIELD FARM EDUCATOR IN PINELENG DISTRICT PINELENG OF MINAHASA REGENCY. The purpose of this study was to determine the performance of field farm educator and to know the success of the field farm educator at Pineleng district of Minahasa regency. Respondents were applied by survey method at 1 supervisor, 4 field farm educators and 30 selected farmers as targets of counseling. Data were collected by interview, observation and documentation. Sources of data were including primary data in the form of extension internal program, age, education, experience, and the number of dependent family. External extension factors were involving infrastruc-ture, government policies, the intensity of illumination, and the distance of field farm educator residence. The second primary data were taken regarding the indicators of appraisal extension educator office. Secondary data were obtained from agencies associated with this study, such as the BP3K office of the Pineleng district and Pineleng district office. Data analysis was using qualitative deskriprif. The analysis showed that the internal and external factors affecting one to each other of the performance of the field farm extension of educators. Extension performance appraisal done by superiors to field farm educator assessment itself indicated good category. This good category indicated that from nine assessment indicators, seven of them were done by field farm educators. Field farm educators were not optimal in doing extension because the compiled program did not reach the target. In conclusion internal and external factors influencing the extension performance of field farm educators, in the judgment of superiors are in accordance with the duties and functions of each field farm educator. On the basis of this study, the result of the extension was not optimal because more farmers did not participate and achieve in extension and the planned program objectives of the field farm educators.
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Renzaho, Andre M. N., and Matthew Clarke. "Introducing the D4 Diagnostic Quadrant as a targeting tool: developing a framework for the effectiveness of HIV/AIDS interventions in Tanzania and beyond." Australian Journal of Primary Health 19, no. 3 (2013): 219. http://dx.doi.org/10.1071/py12034.
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The current study develops and evaluates a tool to distinguish four different categories of educators for the effective delivery of HIV/AIDS health education using data from 548 randomly selected participants aged 16 years. The D4 Diagnostic Quadrant is based on HIV knowledge and sexual practice behaviours and indicates four distinct typologies of educator. The discerning educator has high HIV/AIDS knowledge and healthy sexual practices. The dissolute educator has high HIV/AIDS knowledge but employs unhealthy or risky sexual practices. The decorous educator has low HIV/AIDS knowledge but practices healthy sexual practices. The disempowered educator has low HIV/AIDS knowledge and employs unhealthy or risky sexual practices. The study found that the two categories that will result in the most effective behaviour-change interventions are those that target ‘discerning’ and ‘decorous’ individuals as the educators. Both these categories have underlying healthy practices that minimise the risk of HIV transmission. The D4 Diagnostic Quadrant tool provides information as to existing knowledge and beliefs about HIV/AIDS that can inform decisions relating to the allocation of scarce resources. The tool will be very useful in the selection process of would-be educators particularly in health-promotion interventions.
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Papic D., Katia. "Hacia una caracterización del educador y educando desde la educabilidad: Europa del siglo xviii - xix." Foro Educacional, no. 18 (May 26, 2015): 53. http://dx.doi.org/10.29344/07180772.18.843.
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ResumenEl presente artículo versa sobre la caracterización que se realiza del educando y del educador considerando la condición de educabilidad de la persona en el contexto del desarrollo de la disciplina educativa, acaecida durante los siglos XVIII y XIX en Europa. El desarrollo del tema contiene en primer lugar el acápite de la educabilidad: educando y educador entérminos de abordar la definición entregada por Pestalozzi, Saussure, Lambruschini, Spencer,Carlos de Borromeo, Canónigo Silvio Antoniano y Duvergier; en segundo lugar el acápite de sistema preventivo: educabilidad, educador y educando en términos de tratar el aporte de Poullet, Dupanloup, Lacordaire, Monfat, Pavón, Champagnat, Hno. Agathón junto a San Francisco de Sales y San Juan Bosco ;y por último, conclusiones sobre el presente tema.Palabras clave: Educabilidad, educador, educando y Sistema Preventivo. TO A DESCRIPTION OF THE EDUCATOR ANDSTUDENT FROM EDUCATION: EUROPE OF CENTURYXVIII – XIXAbstractThe present article discusses the characterization of the pupil and the educator considering the educability condition of the individual in the context where the education, as a discipline, was being developed during the XVIII & XIX centuries in Europe. The first section of this article contains the concept of Educability: pupil and educator in terms of the definitionmade by Pestalozzi, Saussure, Lambruschini, Spencer, Carlos de Borromeo, Canónigo Silvio. Antoniano and Duvergier; the second section talks about the preventive system: educability,pupil and educator in terms of the contribution made by Poullet, Dupanloup, Lacordaire,Monfat, Pavón, Champagnat, Hno. Agathón with San Francisco de Sales and San Juan Bosco; and, in the final section, the conclusions of this article are presented.Key Words : Education, Educator, student, preventive system
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Triyani, Shylvi Indah. "Studi Deskriptif Pendidik Sebaya dalam Upaya Pendewasaan Usia Perkawinan di Kec. Pujon Kabupaten Malang." Jurnal Biometrika dan Kependudukan 5, no. 1 (September 7, 2017): 1. http://dx.doi.org/10.20473/jbk.v5i1.2016.1-9.
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Currently the number of early marriages continued to increase from year to year. Adolescent are expected to play a role to overcome this issue. One of the eff orts made by the government is a adolescent educator program belong of BKKBN. Adolescent educators have a role as a communicator and leader to his adolescents. The purpose of this research was to identify the characteristics and history of adolescent educators in The Information and Counseling Center for adolescent in Pujon subdistrict at Malang regency. It was an observational study with a descriptive study design. This research used population sampling techniques. The variables studied respondent characteristics included gender, age, and education level. Adolescent educator long history of respondents adolescent educators, reason, recruiters, activities, evaluations, and the benefi ts. Study characteristics of adolescent educators were all female and all of them at the level of high school education. The most of them were 7 years old. Respondents history includes the largest adolescent educators had long time become for about 1 year. The most reason for being a adolescent educator because they want to prevent free sex and early marriage. People who did the most recruitment is the builder of the program. The most widely implemented were counseling activity. Most respondents never conduct routine evaluation. The benefi ts from this program for have more knowledge about health education. A lot of them want to have a routine training and learning as adolescent educator.
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MA'RUF, M. "KONSEP PENDIDIK DAN PESERTA DIDIK PERSPEKTIF SYED NAQUIB AL-ATTAS." journal TA'LIMUNA 10, no. 2 (October 2, 2021): 1. http://dx.doi.org/10.32478/talimuna.v10i2.733.
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This research analyzes the thoughts of Syed Muhammad Naquib Al-Attas about the concept of educators and students. This type of research uses literature. The results of the research show that the concept of Educator and Student for Syed Muhammad Naquib Al-Attas is that an educator is a teacher whose job is not only to transfer knowledge, but also to train the soul and character of students by having good moral character so that they can be used as role models for their students, while students are someone who studies at an educator where he not only prioritizes his knowledge but understands etiquette as a student as well as applies it in his life. The concept of educators and students Syed Muhammad Naquib Al-Attas is very relevant to be used as a reference in both formal and non-formal education environments in Indonesia today. Because the concept of Educator and Learner Syed Muhammad Naquib Al-Attas discusses the improvement of adab in the world of education to date.
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Fantin, Franciele. "A FORMAÇÃO DE PROFESSORES: REFLEXÕES FORMATIVAS." Professare 10, no. 3 (December 30, 2021): e2747-e2747. http://dx.doi.org/10.33362/professare.v10i3.2747.
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O presente artigo tem como objetivo compreender a função educador com vistas a sensibilizar para a resistência enquanto reexistência. A discutir com os pressupostos tradicionais e estigmas que amarra como profissional docente, bem como entender a função educador como princípio humano formativo a fim de superar a visão fragmentada e respeitar as singularidades. Neste ínterim o artigo se apresentará em três seções: A primeira seção irá discutir os pressupostos tradicionais e estigmas de amarra do profissional docente. Na segunda seção as discussões têm como pressuposto entender a função educador como princípio humano formativo. A terceira seção visa reflexões á superar a visão fragmentada em valoração das singularidades. Assim, a educação clama uma ressignificação, é necessário reinventar e atribuir novos significados aos processos educativos, a escola que educa para e com princípios voltados a dignidade humana, uma escola para todos e para cada um numa comunidade humana que atende e prioriza a educação. Palavras-chave: Educação. Função educador. Reexistência. Singularidades. Dignidade humana. ABSTRACT This article aims to understand the educator role in order to raise awareness of resistance as a re-existence. Discussing with the traditional assumptions and stigmas that ties as a teaching professional, as well as understanding the educator role as a formative human principle in order to overcome the fragmented vision and respect the singularities. In the meantime, the article will be presented in three sections: The first section will discuss the traditional assumptions and stigma attached to the teaching profession. In the second section, the discussions are presupposed to understand the educator role as a formative human principle. The third section aims at reflections to overcome the fragmented view in valuing singularities. Thus, education calls for a resignification, it is necessary to reinvent and assign new meanings to educational processes, the school that educates for and with principles aimed at human dignity, a school for everyone and for each one in a human community that attends and prioritizes education. Keywords: Education. Educator role. Reexistence. singularities. Human dignity.
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Bain, Yvonne, and Donald Gray. "The Professional Development of Teacher Educators in Scotland: researcherly dispositions and tensions." Scottish Educational Review 50, no. 2 (March 18, 2018): 54–72. http://dx.doi.org/10.1163/27730840-05002005.
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This paper explores the professional learning needs identified by teacher educators in Higher Education Institutions in Scotland, with a particular focus on their “researcherly dispositions” (Tack & Vanderlinde, 2016), and identifies some of the implications for the professional learning of teacher educators more broadly. The Scottish data were part of a wider European wide study conducted by the International Forum for Teacher Educator Development (http://info-ted.eu/), and were drawn from a survey based research (Czerniawski, Guberman and MacPhail, 2016), and follow-up in-depth interviews with university based teacher educators (MacPhail et. al., 2018). The data from 61 questionnaire respondents and 11 interviews revealed recognition of the multi-faceted nature of the role, the self-determined nature of professional learning, the need for support in becoming a teacher educator, and disparity and tensions in being research active despite an expectation, although to varying degrees, of research and scholarship being an expected activity within the professional and academic role as a teacher educator in Higher Education.
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Ford, K., D. N. Wirawan, W. Suastina, B. D. Reed, and P. Muliawan. "Evaluation of a peer education programme for female sex workers in Bali, Indonesia." International Journal of STD & AIDS 11, no. 11 (November 1, 2000): 731–33. http://dx.doi.org/10.1258/0956462001915156.
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The objective of this paper is to evaluate a peer education programme for female sex workers in Bali, Indonesia. Sex workers participated in face-to-face interviews and STD exams in August-September 1998. In October 1998 one woman from each of 30 clusters was selected to be a peer educator and received a 2-day training on AIDS, STDs, condom use, and condom negotiation. After training, the peer educators were visited twice a week by field workers to answer questions and offer support. All sex workers received group education every 2 months. In January-February 1999, the sex workers again participated in face-to-face interviews and examinations. One month after peer education training, only 50% of the peer educators were still working in the clusters where they were trained. To evaluate the impact of the peer educators, sex workers in clusters where a peer educator continued to work were compared with sex workers in clusters where women did not continue to work ( n = 189). In clusters where women continued to work, there were higher levels of AIDS knowledge ( P < 0.05), STD knowledge ( P < 0.05) and condom use (82 vs 73%, P = 0.15). The prevalence of Neisseria gonorrhoeae infection was also lower in clusters with a peer educator (39% vs 55%, P = 0.05) than in clusters without a peer educator.
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Yadav, Nishi. "Educator’s Ethics: Navigating morality in the classroom." International Scientific Journal of Engineering and Management 03, no. 03 (March 23, 2024): 1–9. http://dx.doi.org/10.55041/isjem01406.
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Educator ethics is a vital and complex aspect of the education field, encompassing a set of principles and values that guide the professional behavior and decision-making of educators. These ethical standards play a crucial role in shaping the learning environment and ultimately impact the academic, social, and emotional growth of students. Educators are not only responsible for imparting knowledge but also have a significant influence on the overall development and well-being of their students. Thus, understanding and upholding educator ethics is essential for promoting educational excellence and fostering a positive and inclusive learning environment. Educator ethics is a crucial aspect of education that emphasizes on the moral principles and values that guide educators in their professional practice. These ethics are not only essential for creating a positive learning environment but also for promoting the academic, emotional, and social development of students. As role models for students, educators are expected to adhere to a code of conduct that ensures fairness, respect, integrity, and professionalism in their interactions with students, colleagues, and the school community. In this way, educator ethics plays a vital role in shaping the future generation and upholding the standards of education The Importance of a Code of Ethics for Educators As educators, we have a significant impact on the lives of our students. We hold the responsibility of shaping young minds and preparing them for their future. However, with such a crucial role comes great accountability. It is essential for educators to uphold high standards of conduct and professionalism in their profession. This is where a code of ethics for educators comes into play.
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Suter, Jesse C., Michael F. Giangreco, and Susan A. D. Bruhl. "Special Education Personnel Absences in Inclusion-Oriented Schools: Implications for Building Effective Service Delivery Models." Remedial and Special Education 41, no. 6 (August 6, 2019): 341–51. http://dx.doi.org/10.1177/0741932519865617.
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This study explored relationships between special education personnel absences and demographic, policy, and practice variables to identify potential actions that could increase access to qualified personnel and continuity of instruction. Findings from 51 inclusion-oriented schools indicated that special educators and special education paraprofessionals were absent 12 days per year on average. Special educator absences were correlated with variables amenable to action by school leaders including special educator school density (i.e., ratio of special educators in full-time equivalents to total school enrollment) and special services concentration (i.e., ratio of special educators to special education paraprofessionals in full-time equivalents). Special education paraprofessional absences were not correlated with these variables. Implications for practice and suggestions for future research are discussed.
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Kazakova, Elena. "THE ENLIGHTENING HERO AND CHANGING MODELS OF KNOWLEDGE TRANSFER IN SOVIET CHILDREN’S NONFICTION LITERATURE OF THE 1920S." Children's Readings: Studies in Children's Literature 24 (2023): 408–27. http://dx.doi.org/10.31860/2304-5817-2023-2-24-408-427.
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This article examines the texts of children’s popular science literature, actively published in the first decades of the Soviet Union, the structure of which includes educational plots — situations of teaching, instruction, transfer of knowledge from one character to another. The image of an educator character with expert knowledge is highlighted, and a typology of such characters by age and source of expertise is proposed. The “young educator” is defined as a representative of the new Soviet society with a scientific consciousness, the source of expertise of which is study, and the “old educator” is defined as a person who is experienced rather than educated. The audience of educators can be represented by children and adults separately, or be mixed. Its differentiating characteristics are also determined by age: children are described through emphasizing their curiosity and receptivity to new knowledge, and adults, on the contrary, through resistance to enlightenment. It is shown that educational intentions can come from both an adult educator addressed to a children’s audience, and from a young educator addressed to an older audience. The relationship between the educator and the enlightened in a parent/child pair and in an uncle/nephew pair is also examined; it is revealed that the second type is portrayed in the literature as a more successful educational tandem due to the absence of subordination relations. The relationship between an adult and a child is conceptualized through the prism of the theory of cultural exchange and the theory of child agency. The significance of the role of the educator in a changing social context and the role of the agentic child, who is instructed not only to become an enlightened and active person of a new type, but also to engage in education in his immediate environment, is summarized.
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Yang, Yihan, Christopher Sankey, and Katherine Gielissen. "A Qualitative Study on the Outcomes of Participation in a Longitudinal Clinician Educator Curriculum During Internal Medicine Residency." Journal of Graduate Medical Education 15, no. 2 (April 1, 2023): 209–18. http://dx.doi.org/10.4300/jgme-d-22-00328.1.
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ABSTRACT Background Despite increasing prevalence of longitudinal clinician educator tracks (CETs) within graduate medical education (GME) programs, the outcomes of these curricula and how participation in these tracks affects early career development remains incompletely understood. Objective To describe the experience and outcomes of participating in a CET and its effects on recent internal medicine residency graduates' perceived educator skills and early career development. Methods We conducted a qualitative study between July 2019 and January 2020 using in-depth semi-structured interviews of recently graduated physicians from 3 internal medicine residencies at one academic institution who had participated in a CET, the Clinician Educator Distinction (CED). Iterative interviews and data analysis was performed via an inductive, constructionist, thematic analysis approach by 3 researchers to develop a coding and thematic structure. Results were sent electronically to participants for member checking. Results From 21 (out of 29 eligible) participants, thematic sufficiency was reached at 17 interviews. Four themes related to the CED experience were identified: (1) motivation to go beyond the expectations of residency; (2) educator development outcomes from Distinction participation; (3) factors enabling curricular efficacy; and (4) opportunities for program improvement. A flexible curriculum with experiential learning, observed teaching with feedback, and mentored scholarship allowed participants to enhance teaching and education scholarship skills, join a medical education community, transform professional identities from teachers to educators, and support clinician educator careers. Conclusions This qualitative study of internal medicine graduates identified key themes surrounding participation in a CET during training, including positively perceived educator development outcomes and themes surrounding educator identity formation.
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Sitika, Achmad Junaedi, Alia Rahmadian, Nindya Nindya, Firda Rahmadina, Vani Novariyanti, Rafi Dwi Gustian, and Ahmad Karhali. "Pendidik, Fungsi dan Tugasnya." El-Mujtama: Jurnal Pengabdian Masyarakat 4, no. 2 (January 12, 2024): 428–37. http://dx.doi.org/10.47467/elmujtama.v4i2.880.
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In the educational process, the role of educators is very important in achieving educational goals. Educators, whether as parents or professionals, are responsible for the development of students. Parents are the first and primary educators, while the second educator is the teacher, mentor, or caregiver. Educators are responsible for the implementation of education with a focus on students. Students experience education in three environments: family, school, and society. Therefore, parents are responsible for education in the family, teachers in the school, and people involved in educational activities in the community. Education takes place in social interaction, where every interaction between adults and children is a place of education. And in Islamic education, the concept of education is based on the teachings of the Quran and the hadiths of Prophet Muhammad SAW. Allah SWT is the main educator, who through His revelation, bestows guidance and mercy upon humanity.
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Beck, Joni K., and Sheryl E. Traficano. "Diabetes Educator Mentorship Program." Diabetes Educator 41, no. 1 (December 15, 2014): 38–42. http://dx.doi.org/10.1177/0145721714562254.
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Purpose The purpose of this article is to describe the Diabetes Educator Mentorship Program, communicate mentors’ experiences and perceptions during the first 3 years following implementation, and provide strategies to encourage mentoring. Conclusions Creation of this collaborative program has fostered successful attainment of additional certified diabetes educators who obtained diabetes self-management education and support (DSMES) practice requirement hours through a voluntary Diabetes Educator Mentorship Program. There is a significant need for additional mentors to meet the growing need for mentoring partnerships. Increasing the number of mentors will provide more opportunities to those seeking to gain DSMES experience and will ultimately expand the number of health professionals available to educate those with diabetes or prediabetes.
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Martens, Mary-Helen. "Inservice Education for Special Education Resource Teachers." Australasian Journal of Special Education 13, no. 2 (January 1990): 39–45. http://dx.doi.org/10.1017/s103001120002220x.
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The Professional Development for Special Educators program was first developed in 1986 as a response to a need within the Archdiocese of Canberra-Goulburn. At that time the Archdiocese employed approximately 40 full-time and/or parttime Special Education Resource Teachers to work in regular primary schools. In the preceding years the following had become apparent: •the nature of the role of the special educator in the regular school was changing;•the expectations of the special educator, held by classroom teachers and principals, were diverse and at times unclear;•the special educator was often unsure of his/her role and of how best to respond to the needs within the school;•the level of expertise and experience of the special educators varied greatly.
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Zahrah, Fatimatus, and Ode Mohamad Man Arfa Ladamay. "KEDUDUKAN PENDIDIK DALAM PERSPEKTIF ISLAM MENURUT AKRIM DALAM BUKU ILMU PENDIDIKAN ISLAM." JURNAL PENDIDIKAN ISLAM AL-ILMI 6, no. 2 (June 28, 2023): 191. http://dx.doi.org/10.32529/al-ilmi.v6i2.2620.
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The background of this research is that educators do not only teach in that academic field, but are also required to have noble morals. But in the context of islamic eduaction, educators are known as murabbi, mu”allim, mudarris, and murshid. The position of an educator becomes a light in life in the world, especialli in the hereafter. In the context of islamic education, the position of an educator is very important. The type of reserch used is library researc and uses descriptive methods as data analysis techniques. The results of the study are that there are quite a lot of requirements to be fulfilled by educators indicating that the responsibilities and duties of educators are indeed heavy. However, it is pricesely because of that the he gets a very high position. The position of an educator as well as a parent is a position that he must do.