Relevant bibliographies by topics / Educatore professionale

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

Academic literature on the topic 'Educatore professionale'

Author: Grafiati
Published: 9 March 2023
Last updated: 11 March 2023

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Journal articles on the topic "Educatore professionale"

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Moretti, Carla, Elena Spina, and Ugo Ciaschini. "Formazione e operativitŕ nel sociale: l'assistente sociale, l'educatore e l'operatore socio-sanitario." RIVISTA TRIMESTRALE DI SCIENZA DELL'AMMINISTRAZIONE, no. 3 (December 2012): 53–72. http://dx.doi.org/10.3280/sa2012-003004.

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Gli autori in questo contributo evidenziano gli esiti di una ricerca relativa all'analisi di tre profili professionali del sociale (assistente sociale, educatore e operatore socio-sanitario), realizzata nel 2010 nel territorio della regione Marche. Con riferimento a tali profili i contenuti proposti mettono a fuoco gli aspetti connessi ai percorsi formativi e alle prassi operative messe in atto sul campo, evidenziandone i punti di forza, le criticitŕ, nonché le questioni aperte su cui appare piů urgente intervenire. In merito all'operativitŕ, tali figure professionali risentono delle condizioni di emergenza con cui i servizi si stanno misurando, oltre che dell'elevato carico di lavoro. Emerge, pertanto, uno stato di precarietŕ degli operatori che influisce sulla qualitŕ delle risposte e ne rende piů "incerto" il ruolo professionale, soprattutto nel terzo settore. D'altro canto si evidenzia come la legge 328/2000 abbia attribuito un forte rilievo alla dimensione dell'integrazione socio-sanitaria e del lavoro di rete.
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Neimarlija, Muamer. "KUR’ANSKA PERSPEKTIVA (DIS)POZICIJSKOG KARAKTERA ODGAJATELJEVOG AUTORITETA." Zbornik radova 13, no. 13 (December 15, 2015): 235–48. http://dx.doi.org/10.51728/issn.2637-1480.2015.13.235.

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In order to light up certain micropedagogical relations in this paper, we try to look at education through the prism of the peculiarities of interaction of essential factors of the educational process - educator and educatee. In doing so, the focus of our interest is on the explanation of educator’s obligations arising from the legality of interpersonal interaction. By gaining adequate insight into such demands, the educator is able to trace the path that is necessary to cross in order to avoid the trap of authoritarianism, and gain the necessary authoritativeness of the educational process. By the analysis of the Qur’anic text we come to the conclusion that the source components of educator’s authority are his personality characteristics and his professional competence. By describing prophets as educational authorities, the Holy Qur’an presents personality features that attract every educatee. All these features, grouped in the personal and professional competencies, are, in fact, disposition capacity of educators. From there, the manifestation of dispositional dimensions of the educator’s authority results in a functional educational environment, and the establishment of encouraging climate of interaction and refining interpersonal relationships are recognized as an essential thread of effective educational efforts. Since the education, in general, can be regarded as a sociological phenomenon, our theoretical considerations are, in fact, a prognostic attempt of indications and offering of solutions for primarily social problems.
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Bertoli, Roberta. "Connections between internship and professional identity in educational professions training: a narrative review." Form@re - Open Journal per la formazione in rete 22, no. 3 (December 31, 2022): 192–205. http://dx.doi.org/10.36253/form-13614.

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Today’s society at the Italian and European levels is subject to rapid and continuous change, and those who are part of it must acquire the necessary tools and skills to cope with it and to be active builders of their own personal and professional life projects. The curricular internship is proposed as a device for learning about and experiencing the circularity between theory and practice, which is fundamental to the construction of the professional identity of educators and pedagogues. The literature review presented here aims to highlight the close connection between internship and professional identity in the initial training of the educational professions. Connessioni tra tirocinio e identità professionale nella formazione delle professioni educative: una rassegna narrativa. La società attuale a livello italiano ed europeo è soggetta a veloci e continui cambiamenti e coloro che ne fanno parte devono acquisire gli strumenti e le competenze necessari per farvi fronte e per essere attivi costruttori del proprio progetto di vita personale e professionale. Il tirocinio curriculare viene proposto come dispositivo per conoscere e sperimentare la circolarità tra teoria e pratica, fondamentale per la costruzione dell’identità professionale di educatori e pedagogisti. La rassegna letteraria qui presentata mira a mettere in luce la stretta connessione tra il tirocinio e l’identità professionale nella formazione iniziale delle professioni educative.
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Harcourt, Deborah, and Lesley Jones. "Re-thinking Professional Development: Positioning Educational Documentation as Everyday Professional Learning." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 81–85. http://dx.doi.org/10.1177/183693911604100410.

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THE INTENT OF THIS PAPER is to explore the ways in which educational documentation—one of the many important key principles that challenge and sustain the educational theories and teaching practice of the Reggio Emilia Educational Project in Italy—supports the practice, principles and pedagogy of early years educators. In this particular context, documentation is positioned as both a strategy and a tool for examining the work of the individual and of the group, for both children and educators, with the aim of questioning the role documentation might play in supporting educators' professional learning. This commentary paper will examine the concept of documenting as a process that enables an educator's work to become visible and therefore support their evolving capacity as an educator, through ongoing reflective practice, as indicated in the Australian Early Years Learning Framework (DEEWR, 2009).
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Anitha, J., and R. Krishnaveni. "Professional characteristics of an educator: A survey of literature." Journal of Management and Development Studies 25, no. 1 (June 15, 2013): 1–22. http://dx.doi.org/10.3126/jmds.v25i1.24934.

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Literature has shown that various studies have dealt with different professional features of teaching and they have focused on one or few professional characteristics of educators. In spite of the immense amount of literature on educator characteristics, a comprehensive study that would encompass the vital professional characteristics of an educator in total is lacking. This has instigated the researcher to take up the study to identify the professional characteristics of an educator. An attempt was made in identifying the educators' characteristics using student outcome as a boundary criterion to select the characteristics from among several that are available in the literature. Therefore, a new model of professional characteristics of educators was proposed. This paper discusses in detail, the characteristics of a profession in general and the wide range of educator’s characteristics as studied in previous researches. The paper presents a wide scope for the models developed to be studied in depth to appreciate and investigate more about the professional characteristics identified through this review of literature. The models may also be tested empirically for further accumulation of knowledge in the field.
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Lystopad, Natalia. "Formation of the future preschool educators’ information culture." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 177–82. http://dx.doi.org/10.33310/2518-7813-2019-65-2-177-182.

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The article deals with the problem regarding the formation of the future preschool educators’ information culture. It is substantiated that the information culture is a necessary condition for the modern education and subsequent successful professional activity of an educator in preschool educational institutions. It has been proved that under conditions of widespread use of modern information and communication technologies in the educational process of preschool educational institutions, the requirements to the future educators’ professional training are greatly expanded, and therefore the need to form the preschool educators’ information culture is originated from the real needs of renewing the preschool education system. The essence of the notion «preschool educator’s information culture» has been considered. It has been proved that the information culture of the future educator of a preschool educational institution is a qualitatively new form of the educator’s mental activity organization based on the use of information tools, which allows improving professional activities in preschool educational institutions. It has been substantiated that the definition of the «information culture» is multidimensional and diverse and is considered as a special type, as a subsystem of the preschool educator’s professional culture. The structure of the educator’s information culture is a synthesis of structural components (cognitive, axiological, behavioural) ensuring in their interaction the integrity and functioning of this type of culture. The necessity to develop the designated culture has been scientifically grounded and the formation peculiarities of the future preschool educators’ information culture have been revealed. The methodology aimed at forming future educators’ information culture while studying «Introduction to the specialty and basics of Pedagogy», «Preschool Pedagogy and the History of Preschool Pedagogy», «New information technologies in Preschool Education», «Computer technologies used in the work with children», professional methods, the bachelor curriculum in the specialty 012 Pre-school education has been proposed. The proficiency indicators of the educator’s information culture have been determined. The proficiency (development) levels of the future educators’ information culture have been specified: sufficient, intermediate, low. The tools and methods for diagnosing the proficiency levels of the future preschool educators’ information culture have been proposed. The results of diagnosing the proficiency levels of the future preschool educators’ information culture have been presented. The analysis of the experimental work shows the effectiveness of the developed methodology aimed at the formation of the future educators’ information culture according to all the selected components.
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Ranirizal, Ranirizal. "HUBUNGAN PROFESIONALISME PENDIDIK TK DENGAN KINERJA PENDIDIK DI TK RAYON IV KOTA DUMAI." JURNAL PAJAR (Pendidikan dan Pengajaran) 3, no. 3 (May 8, 2019): 660. http://dx.doi.org/10.33578/pjr.v3i3.7235.

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Performance is the performance shown by educators, both in quality and quantity in carrying out their duties in accordance with the responsibilities given to them professionally. Educator performance development is a very decisive factor in the success of the education and learning process. In fact, in Kindergarten Rayon IV, Dumai City, there is still a low level of competency standards possessed by educators. The intended competency standard is from the standard academic qualifications and four competencies that must be possessed by a kindergarten educator, namely pedagogic, professional, social and personality competencies. This is evidenced by educators not yet mastering learning material with the maximum known when the learning process educators are not able to explain well the subject matter, and educators have not shown maximum performance in carrying out their duties and functions. The purpose of this study was to see whether there was an influence on teacher professionalism on teacher performance in Dumai IV Rayon Kindergarten. The results of the study prove that there is a significant relationship between the professionalism of Kindergarten educators and the performance of educators in Kindergarten Rayon IV, Dumai City. This is evidenced by the value of Sig (2-tailed) professionalism on educator's performance of 0,000, so the calculation shows 0,000 <0.05. This means that Ha is accepted, that is, there is a significant relationship between the professionalism of Kindergarten educators and the Performance of Educators in Kindergarten Rayon IV, Dumai City.
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Vlasii, Olesia, Olha Dudka, and Nadiia Ivanochko. "FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH." Educological discourse 33, no. 2 (2021): 185–204. http://dx.doi.org/10.28925/2312-5829.2021.2.13.

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In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.
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Chung, Deborah S., Eunseong Kim, Kaye D. Trammell, and Lance V. Porter. "Uses and Perceptions of Blogs: A Report on Professional Journalists and Journalism Educators." Journalism & Mass Communication Educator 62, no. 3 (September 2007): 305–22. http://dx.doi.org/10.1177/107769580706200306.

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As journalism educators prepare their students to succeed professionally, whether professional journalists and educators see eye-to-eye on emerging trends that influence current journalism practice is worth examining. A national online survey of journalism professionals and educators found that professionals use blogs significantly more than educators. Educators had similar views of blogs, but professional journalists' uses and perceptions of blogs varied depending on type of organization they worked for and occupational position in their news organizations. Educators are quick to catch on to national trends in journalism even though they do not routinely use blogs, as they are trained to assess the impact of critical trends in the discipline.
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Md-Ali, Ruzlan, Fuziah Shaffie, and Fahainis Mohd Yusof. "Soft Skills At Workplace: An Experienced Public University Educator’s Thoughts on Kemahiran Insaniah Competencies for Professional Development." Journal of Social Sciences Research, SPI6 (December 25, 2018): 768–75. http://dx.doi.org/10.32861/jssr.spi6.768.775.

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Public universities educators were probed to describe and share their notions, and personal viewpoints, on KemahiranInsaniah (KI) (softs kills) competencies within their profession, as part of the professional socialization of Public Universities (PUs) students towards becoming professionally and sociallycompetent human resources at their workplace. In-depth interviews were used as means of gathering qualitative data, which was fully transcribed and then thematically analyzed.This paper highlights the opinions of one very experienced PU educator on the notions and viewpoints pertaining to KI and PU educators, who insinuated that it is important for PU educators to embrace the notions of KI as also encompassing the aspects of thinking, ethics, personality, spirituality, scientific, intellectual, creativity, religiosity, rationalization, professionalism, humanity, truthfulness, skillfulness, wisdom and truthfulness. Embedding these elements within their teaching context is assumed as one of the possible ways of inculcating and cultivating soft skills among PU students. The results of the study provided significant insights into the notions and views of an experienced educator with regards to KI. The proposed elements that had emerged could contribute to the construction of a KI Reference Framework for educators to refer, adapt and adopt throughout their endeavour to educate and cultivate humane human resources, who possess substantial soft skills, at their upcoming workplace.
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Dissertations / Theses on the topic "Educatore professionale"

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OGGIONNI, FRANCESCA. "La supervisione pedagogica. Quadri concettuali, pratiche e criticità." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2012. http://hdl.handle.net/10281/28149.

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Pedagogical supervision is a meta-reflective tool thanks to which professional educators can experience the generative potential of reflection, dialogue with colleagues and comparison between knowledge acquired on the field, theories founding their praxis and intervention strategies developed in relation to different subjects, contexts and institutional partners. It is a vocational tool where thought and learning about educators’ professional identity and role, analyzed by focusing on premises, practices and praxis, looking for coherence between planning actions and intervention methodologies. It is a fundamental tool in broadening educators’ professional culture, even though it is hardly recognized as essential and indispensable. The present study starts from the belief that educators’ professionalism has to be thought and must make use of tools able to activate and oversee reflective and dialogical processes of (self-)evaluation and practical transformation, leading to the development of theories. Pedagogically centered reflection shared within work teams, services and organizations enables educators to review their praxis in terms of intentional aims and educational projects; but, above all, it makes them able to conceptualize knowledge acquired on the field and strengthen their own professional identity. The scanty production of thought around pedagogical supervision is an indication of its complexity, as well as the pedagogue’s difficulty in recognizing and being recognized as "the" depositary of knowledge about education as a profession. This in turn leads to the consequent risk of delegating the task of expanding the interpretative framework in which educational events are included to professionals from different disciplines, thus losing sight of the specific pedagogical point of view and aims. This study takes part in an open pedagogical debate, useful for increasing knowledge, but especially focusing on the significance and recognition of pedagogical supervision as a practice for supporting and enhancing educational professionalism, since it is an essential tool for the development of educators’ professional culture. Supervision, first of all, has been observed as an object to clarify both on the level of praxis and meanings, making a methodological mixture between phenomenological approach and grounded theory. The research was carried out, therefore, keeping the plan of theorization and the plan of praxis in constant and recursive dialogue: literature analysis and comparison with subjects making use of supervision as a professional tool were carried out simultaneously, through frequent references and stimuli to further reflection and investigation. Literature has provided information concerning the functions and the possible structures by which the supervision process can be accomplished; in order to extract from practices the multiplicity of contents, methodologies and reflections circulating within socio-educational services, a series of interviews were carried out with people variously involved in the supervision process: educators, representatives of organizations, professional supervisors. Therefore, supervision was enriched with elements of concreteness taken from narrations of current experiences, that have further defined it as a dynamic process, modulated according to needs and functions defined by work teams, starting from the formulation of questions on meaning and from the negotiation of objectives and contents. Supervision is not focused on practical problems, although it produces significant effects on the praxis through the implementation of reflective processes that increase educators’ levels of awareness and professionalism. It is a support tool in the process of constructing a professional identity and role, transversal to different areas and contexts of intervention. The professional figure of supervisor appears crucial, not only because his/her conceptual frameworks direct the focus of attention on education processes, but also because his/her methods of constructing the setting and management of working groups determine the course and the effectiveness of the supervision process. He/she has to show complete mastery in specific knowledge and transversal skills for whose acquisition, currently, he/she has assumed autonomous responsibility of self-training. However, a second level learning and training course (for which a structure hypothesis has been formulated) as well as a professional lifelong learning process are highly desirable. Within socio-educational services, multiple meta-reflective experiences related to learning, counseling, coordination and research processes are performed; a comparison with supervision has been made, offering some thoughtful insights about potentially confusing overlapping areas. Finally, in order to complete the attempt of analysis and recomposition of complexity, supervision has been replaced within the composite picture of places of reflection on educators’ professionalism, alongside team meetings, communities of practice and meaningful informality of daily comparison with colleagues and clients, as well as the need for self-reflective processes. These are thoughtful places in which educators can gain multiple skills and knowledge, broadening their professional culture.
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GIANOTTI, FABIO. "EDUCATORI DI PROFESSIONE E RESILIENZA: STORIE DI MOTIVAZIONE IN PROSPETTIVA FENOMENOLOGICA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2014. http://hdl.handle.net/10280/2992.

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La ricerca si occupa dei processi formativi degli educatori che lavorano con adolescenti. Nello specifico, l’oggetto delle ricerca intende mettere a fuoco come matura l’orientamento esistenziale degli operatori che si occupano di adolescenti e quale declinazione metodologica corrisponda, nella pratica lavorativa, a tale orientamento. Muovendo da un’istanza teoretica di tipo fenomenologico, la prima parte dell’elaborato affronta le questioni relative all’impostazione metodologica. Nella seconda parte la ricerca avvicina il lavoro di alcuni educatori e psichiatri di rilievo per ricostruirne, attraverso le loro opere, gli orizzonti di senso. Nella seconda parte la ricerca si avvarrà di un’indagine sul campo per sondare i passaggi significativi circa la crescita esistenziale di un campione di educatori.
The research deals with educators’ formative processes. In specific, how youth workers’ existential orientation takes shape and which consistent methodological declination these actors find in educational practice. Moving from a phenomenological approach, in the first part, the study focuses on methodological problems. In the second part, the research investigates some authors (important educationalists and psychiatrists) to reconstruct, through their writings, their meaning horizons. At least the study detects professional and personal experiences of an educators’ sample to identify revealing passages about their existential processes.
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GIANOTTI, FABIO. "EDUCATORI DI PROFESSIONE E RESILIENZA: STORIE DI MOTIVAZIONE IN PROSPETTIVA FENOMENOLOGICA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2014. http://hdl.handle.net/10280/2992.

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La ricerca si occupa dei processi formativi degli educatori che lavorano con adolescenti. Nello specifico, l’oggetto delle ricerca intende mettere a fuoco come matura l’orientamento esistenziale degli operatori che si occupano di adolescenti e quale declinazione metodologica corrisponda, nella pratica lavorativa, a tale orientamento. Muovendo da un’istanza teoretica di tipo fenomenologico, la prima parte dell’elaborato affronta le questioni relative all’impostazione metodologica. Nella seconda parte la ricerca avvicina il lavoro di alcuni educatori e psichiatri di rilievo per ricostruirne, attraverso le loro opere, gli orizzonti di senso. Nella seconda parte la ricerca si avvarrà di un’indagine sul campo per sondare i passaggi significativi circa la crescita esistenziale di un campione di educatori.
The research deals with educators’ formative processes. In specific, how youth workers’ existential orientation takes shape and which consistent methodological declination these actors find in educational practice. Moving from a phenomenological approach, in the first part, the study focuses on methodological problems. In the second part, the research investigates some authors (important educationalists and psychiatrists) to reconstruct, through their writings, their meaning horizons. At least the study detects professional and personal experiences of an educators’ sample to identify revealing passages about their existential processes.
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Marumo, Lesang Philadelphia. "The impact of in-service educator professional development programmes on grade 10 life orientation educators / Lesang Philadelphia Marumo." Thesis, North-West University, 2010. http://hdl.handle.net/10394/8253.

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The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system. The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study. Two distinct conclusions are drawn from the findings of the study, namely; • Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. • Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement. Four categories of recommendations are suggested, namely: • The responsibility of the Department of Education towards the professional in-service training programmes. • The teacher training institutions' responsibility towards the Life Orientation teachers. • The formation of support groups in the different regions in the Francis Baard District. • Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011
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Bryant, Christopher L. "PROFESSIONAL COLLABORATION: THE VALUE OF MEANINGFUL CONVERSATION FOR THE STUDIO ART EDUCATOR." UKnowledge, 2017. http://uknowledge.uky.edu/art_etds/14.

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This thesis explores the strong support for collaboration in schools’ while synthesizing literature already conducted on the subject. The primary objectives of this thesis is to discuss possible scenarios as to why educators are not collaborating, explore characteristics and implementations of collaboration with three specific groups including colleagues, stakeholders, and practicing professionals, and identify four key benefits of collaboration which include improved health, pedagogy, autonomy, and time. Evidence supports the idea that teachers who work in isolation can hinder growth within their profession. Additional evidence provides conclusive evidence that supports the benefits of collaboration by adding responsibilities to key contributors by holding them accountable for student learning.
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Burton, Susan. "Self-perceived professional identity of pharmacy educators." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008352.

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The philosophy of pharmaceutical care, which defines a patient-centred approach to practice, has been embraced and upheld by national and international pharmaceutical organisations for two decades. However, pharmacists have been slow to change their practice and implement a pharmaceutical care approach. It has been suggested that amongst other factors, short-comings in pharmaceutical education have contributed to this reluctance of the profession to transform practice. Efforts to address these short-comings in pharmaceutical education have focused on the curriculum and pedagogic practices, and not on the pharmacy educators themselves. Palmer (1998) asserts that “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher”. In essence, "we teach who we are" and good teachers have one common trait: “a strong sense of personal identity that infuses their work”. This study identified, described and analysed the self-perceived professional identities of pharmacy educators within the South African context. This included ascertaining factors and contexts which contributed to participants’ self-perception of their professional identity. In an effort to understand the influence the educators have on practice and on changing practice and vice-versa, the attitudes, beliefs and behaviours of participants regarding the philosophy and practice of pharmaceutical care, and pharmaceutical education were also explored. Situated within a constructivist-interpretive, qualitative paradigm and making use of methodological triangulation, this study was conducted in three phases, each employing a different qualitative method to collect data. The first phase made use of narrative analysis to gain an in-depth understanding of pharmacy educators’ perceived professional identities and to explore how their experiences, across various contexts, have formed their professional identities. In-depth individual narrative interviews were used to provide a forum in which the participants could reflect upon and tell their professional life-story. This phase of the study also made use of the exploration of metaphors to further investigate the participants’ professional identity and, more particularly, their images of themselves as “teacher” and role model for students. A maximum variation, purposeful sampling approach was used to recruit eight pharmacy academics - one from each school or faculty of pharmacy in South Africa, as participants in this phase of the study. The second and third phases explored more widely, the insights gained from the first phase and the formation of professional identity, attitudes, beliefs and practices of pharmacy educators in South Africa. Two focus groups were employed during the second phase and the study sample was broadened to include a further ten pharmacy educators. In the third phase, a purpose-designed, qualitative questionnaire was used to extend the study sample to all pharmacy educators in South Africa. A convenience sampling approach was used in both the second and third phases of the study. Thematic analysis and interpretation of the narrative interview and focus group transcripts and the questionnaire responses were conducted using qualitative data analysis software – Atlas.ti®. A multiplicity of self-perceived professional identities was described. However, all of these were multi-faceted and could be situated on a continuum between pharmacist identity on one end and academic identity on the other. In addition, six key determinants were recognised as underpinning the participants’ self-perception of their professional identity. These included three structural determinants: expected role; knowledge base; and practice, and three determinants relating to the emotional dimensions and agency of professional identity: professional status; passions; and satisfiers. The professional identity of the participants had been formed through membership of multiple pharmacy-related communities of practice and continued to be sustained through a nexus of multi-membership. There was extensive support by the participants for the concept of pharmaceutical care; however, it did not impact extensively on their role as pharmacy educators. Furthermore, many expressed concern around the use of the term ‘pharmaceutical care’: its definition; its lack of penetration into, and implementation within the practice environment; and even its relevance to the South African healthcare context. Many of the participants perceived the professional development of future pharmacists to be integral to their role as educators, and was often their source of greatest professional satisfaction. However, concern was also expressed at the dissonance that students were perceived to experience, sometimes, because of the incongruities that they are taught and what they experience in practice. This study has afforded pharmacy educators in South Africa an opportunity to understand better “who” they are as professionals, and to reflect on their role as educators and as role models for future pharmacist. Moreover, the findings contribute to a collective understanding of the professional identity of pharmacy educators and socialisation of pharmacy students into the profession. The insights and recommendations emerging from the study have the potential to make academic pharmacy a more attractive career choice which may have positive implications for the future attraction and retention of pharmacists to academic posts within universities.
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Samson, Florence Georgina Down. "The personal/professional lives of women educators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0009/NQ41502.pdf.

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Sharp, Sara J. "Standardized Professional Development Content Validation for Educators." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646183.

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Educators in a low socioeconomic urban school district have been concerned with the quality of professional development (PD) training provided by the district. This issue affects students, parents, and teachers. Guided by the educational philosophy of inquiry and community, which hold that empowering teachers with validated PD could improve teacher pedagogy and perhaps academic outcomes, this project study examined (a) what benefits a standardized professional development content validation program for the 21st century can provide and, (b) what standardized professional development content validation for the 21st century looks like. A sequential exploratory mixed-methods design was used on a purposive sample of 8 teachers, who participated in semistructured, open-ended interviews. A quantitative questionnaire collected perceptions of teachers at the school. Interview data were analyzed via an inductive analysis approach, and survey data were analyzed via descriptive statistics. The findings of this sequential mixed methods research revealed that the content of PD activities often lacked structured validation for teachers to master important skills in their content area, new skills were undiscovered, and their pedagogy was underdeveloped. The outcome was a 3-day workshop designed to provide PD content validation for educators in 1 district in Washington State. Positive social change implications include teachers who can engage students in an informed, confident, professional manner, and increased teacher satisfaction at the research site as well as in other rural schools. Implementing this workshop will provide useful knowledge for policymakers, educators, and other researchers who are looking for a clearer definition of PD content for the 21st century.

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Hovatter, Rhonda. "Ohio Physical Educators’ Perceived Professional Development Needs." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243865667.

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Lanman, Sarah Ann. "Counselor Educators: Clinical Practice and Professional Identity." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313686817.

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Books on the topic "Educatore professionale"

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Alberto, Tinarelli, Pietrantonio Gina, and Emilia-Romagna (Italy). Assessorato formazione professionale e lavoro., eds. L' Educatore professionale: Dall'esperienza al progetto. Milano, Italy: F. Angeli, 1990.

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Blezza, Franco. Pedagogia della vita quotidiana: La formazione del pedagogista professionale, un aiuto per chiunque sia educatore. Cosenza: L. Pellegrini, 2001.

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Winning ways for early childhood professionals: Being a professional. St. Paul, MN: Redleaf Press, 2012.

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Lunenberg, Mieke, Jurriën Dengerink, and Fred Korthagen. The Professional Teacher Educator. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-518-2.

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Martha, Green, ed. Professional development guide for educators. Washington, D.C: National Education Association of the United States, 2000.

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1950-, Williams Patricia, ed. Responsibilities of the professional educator. 5th ed. Dubuque, Iowa: Kendall/Hunt, 1998.

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1950-, Williams Patricia, ed. Responsibilities of the professional educator. Dubuque, Iowa: Kendall/Hunt, 1991.

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Oregon. Teacher Standards and Practices Commission., ed. The Ethical educator & professional practices. Salem, OR: Teacher Standards and Practices Commission, 1999.

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Vanderlinde, Ruben, Kari Smith, Jean Murray, and Mieke Lunenberg. Teacher Educators and their Professional Development. Edited by Ruben Vanderlinde, Kari Smith, Jean Murray, and Mieke Lunenberg. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge research in teacher education: Routledge, 2021. http://dx.doi.org/10.4324/9781003037699.

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Society, Oncology Nursing, ed. Nursing professional development for clinical educators. Pittsburgh, Pennsylvania: Oncology Nursing Society, 2016.

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Book chapters on the topic "Educatore professionale"

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Keay, Jeanne, and Christine Lloyd. "Empowering Educators through Professional Learning." In Empowering Educators, 109–25. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137515896_7.

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Vanderlinde, Ruben, Kari Smith, Jean Murray, and Mieke Lunenberg. "Teacher educators’ professional development." In Teacher Educators and their Professional Development, 158–71. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge research in teacher education: Routledge, 2021. http://dx.doi.org/10.4324/9781003037699-13.

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Macrae, Claire, Susie Schofield, and Rola Ajjawi. "Professional Development for Medical Educators." In Educating Health Professionals, 297–310. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_26.

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Loftus, Stephen, and Tania Gerzina. "Being a Health Professional Educator." In Educating Health Professionals, 3–14. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-353-9_1.

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Sharrock, John, Andy Begg, and Ellen Mandinach. "Professional and Personal Integrity." In Handbook for Teacher Educators, 67–77. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-695-0_5.

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Lunenberg, Mieke, Jurriën Dengerink, and Fred Korthagen. "Introduction." In The Professional Teacher Educator, 1–4. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-518-2_1.

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Lunenberg, Mieke, Jurriën Dengerink, and Fred Korthagen. "Conceptual Framework." In The Professional Teacher Educator, 5–7. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-518-2_2.

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Lunenberg, Mieke, Jurriën Dengerink, and Fred Korthagen. "Method." In The Professional Teacher Educator, 9–18. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-518-2_3.

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Lunenberg, Mieke, Jurriën Dengerink, and Fred Korthagen. "Results." In The Professional Teacher Educator, 19–61. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-518-2_4.

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Lunenberg, Mieke, Jurriën Dengerink, and Fred Korthagen. "Conclusions and Discussion." In The Professional Teacher Educator, 63–77. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-518-2_5.

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Conference papers on the topic "Educatore professionale"

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Spyropoulou, Natalia D., and Achilles D. Kameas. "STEM Educator challenges and professional development needs: the educators’ views." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125131.

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Lilly, Sarah. "Educators' Professional Networks." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578858.

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Gillard, Sharlett, Ernest Nolan, and Denice Bailey. "Ten Reasons for IT Educators to Be Early Adopters of IT Innovations." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3004.

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Professionals in the information technology field are bombarded with an incessant stream of innovations in hardware and software as well as practices, methods, and techniques. IT educators are among the first targets in the market and must decide if and when to adopt these innovations in their instruction of students and professional endeavors. The risks are not small: educators must weigh the impact on budgets, time management schedules, instructional strategies, and student recompense. Some educators lag behind in adopting IT innovations and find that they have become pawns in the change process, vainly resisting the inevitable, while those on the front end of the adoption curve have eagerly embraced their role as change agents. This paper examines various factors that influence IT adoption among IT educators. More specifically, it presents ten reasons why educators should adopt, as soon as feasible, applicable IT innovations introduced into the marketplace.
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Dolgova, Valentina. "Early Childhood Educator Professional Development." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.33.

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"Exploring the Development of a Framework for Informal E-mentoring of Online Health Education Students: A Formative Evaluation [Research in Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4156.

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Aim/Purpose: The purpose of this pilot case study is to provide details on developing a framework for e-mentoring graduate level online health education students as an added component of an online health education course. Background: E-mentoring gives faculty the opportunity to share professional knowledge with students and impart practical experiences. In addition, faculty can show how the course content is teaching skills applicable to student’s personal and professional goals. There is an abundance of research and professional literature that includes mentoring of graduate students, but this literature base has not shown a development in a theory and models used in e-mentoring. As yet, however, literature dealing with e-mentoring the future health educator is scarce or nonexistent even though technology such as mobile apps, email, listservs, chat groups and conferencing could enhance the e-mentoring process. Methodology: The framework is described in the context of a curriculum development and a program planning model. Following the steps designed in this framework, mentees are guided through a course that begins with setting goals and ends with an evaluation process. The steps are similar to what health educator’s use in the program planning process, which is also a component of building a community program. The model uses both psychosocial variables that help build identity and coaching functions as a guide and to obtain measurements. Contribution: The study ends with a mix of evaluations that include the formative and sum-mative evaluations. A formative evaluation is conducted throughout the pro-cess. A summative evaluation will be conducted at the end to gain feedback. For the summative evaluation, constructs from the mentoring scale will be used. Findings: This case study was prepared to serve as a basis for discussion rather than to illustrate either effective or ineffective e-mentoring process for health educators.
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Mathien, Lorena D. "Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.

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With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and support this reality. Understanding that we must learn to be good instructors, even as teaching is devalued, led our School of Professions to reflect on how we can develop strategies for becoming effective educators while still fulfilling our research (and service) agenda. With the Master Educator (MEP) program, our school is developing internal talent via instructional coaching between our School of Education (SOE) and our School of Professions (SOP). Research indicates that traditional forms of professional development are not effective. In turn, research on instructional coaching in K-12 setting has indicated a much higher implementation rate than traditional approaches to professional development; however, to our knowledge, there have been no attempt at implementing instructional coaching at the university level. The MEP is the first program to implement this practice at the university level.
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Poce, Antonella, Mara Valente, Maria Rosaria Re, Francesca Amenduni, and Carlo De Medio. "Professional development of in-training museum educators: an experience of curriculum improvement in time of a pandemic." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12881.

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The present paper aims to illustrate the reorganization of two post-graduate courses, “Museum Education. Theoretical aspects” and “Advanced Studies in Museum Education” promoted by CDM (Center for Museum Studies) - Dept. of Education at Roma Tre University, carried out during the Covid-19 pandemic, and to analyze the education strategies adopted in terms of museum professionals development to face the Covid-19 museum and universities 2020 Italian lockdown.The results emerging from the quantitative evaluation of the module “Museum and Social Networks”, taking into consideration the activities and digital tools proposed, show the efficacy of the courses reorganization, in terms of transverse and professional skills development in university students, critical thinking and collaboration in particular. Moreover, the data analysis give useful indications in term of university online lectures, laboratory activities and practices in e-learning mode, evaluation tools and methodologies aimed at solliciting professional development of in-training museum educators in university learning context.
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Motley, Mandy. "P-227 Practice educators – the dual professionals." In People, Partnerships and Potential, 16 – 18 November 2016, Liverpool. British Medical Journal Publishing Group, 2016. http://dx.doi.org/10.1136/bmjspcare-2016-001245.248.

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Rashetina, S. A. "Personal Contexts Of Social Educators Professional Training." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.59.

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Thompson, Tobi, and Ingrid Massey. "Preparing Effective Literacy Educators Through Professional Development." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8246.

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Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken the SSAT and 4 full-time reading and language arts faculty members who participated in semistructured interviews. Analysis of coded data indicated themes of preference for experiential learning, intensive strategy instruction, and a review of tested content. Based on study findings, a 3-day professional development training was created to provide students a review of tested subject matter through embedded strategy instruction and opportunities for hands-on application of learning.
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Reports on the topic "Educatore professionale"

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Noakes, Sierra, Allison Modica, and Kristyn Palazzolo. Edcamp Design for Learning Series: A New Bridge Between Research and Professional Learning. Digital Promise, February 2022. http://dx.doi.org/10.51388/20.500.12265/149.

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In the face of a worldwide pandemic, educators rose to the challenge of engaging students and families remotely to not only continue learning but also to provide as much normalcy as possible at a time of chaos and uncertainty. Many educators were looking for quick, meaningful ways to learn new skills to effectively teach remotely and connect with learners from afar. The Edcamp Community by Digital Promise saw this as an opportunity to further demonstrate how the Edcamp model of professional learning paired with learning sciences research could quickly meet the needs of educators and create spaces for shared learning and networking. The Edcamp team created the Edcamp: Design for Learning (DfL) series. Supported by the Chan Zuckerberg Initiative and in partnership with Transcend, a national nonprofit organization focused on innovation in school design, we refined our model for online Edcamps to emphasize bringing together learning sciences expertise within Digital Promise and educator context and pedagogy expertise from the Edcamp Community to co-design a series of four online Edcamps. This report shares the key lessons learned from that series.
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Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, March 2022. http://dx.doi.org/10.5399/osu/1153.

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The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.
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Anderson, Ingrid. Early Childhood Educators' Perception of Oregon's Professional Development System: A Hermeneutic Phenomenological Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2078.

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Савченко, Карина Юріївна. The Content of Professional Training of Future Educators at Children's Institutions: Competency Building Approach. Scientific World, Ltd., 2016. http://dx.doi.org/10.31812/0564/645.

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The article considers the problems of the competence approach. And the ability to distinguish between academic disciplines and areas of training of future teachers through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional. The list of subjects for each directions of training foresees different volume and content appropriately designed specialization. Competency building approach provided the ability to distinguish between academic disciplines and areas of training the future teacher through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional.
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Luke, Christina, and Viki M. Young. Integrating Micro-credentials into Professional Learning: Lessons from Five Districts. Digital Promise, October 2020. http://dx.doi.org/10.51388/20.500.12265/103.

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This white paper captures experiences and insights from educators and administrators as their districts integrated micro-credentials in support of professional learning around computational thinking as part of the Computational Thinking for Next Generation Science Standards (NGSS) Challenge Collaborative.
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Martino, W., J. Kassen, K. Omercajic, and L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and the barriers to fostering gender diversity in schools. Educators’ recommendations and advice on improving education about trans inclusivity in schools are also reported. Key findings revealed that there continue to be systemic and structural impediments to supporting trans inclusion and gender diversity in schools, in terms of both the failure to enact policy and to provide adequate support, education, and resourcing for educators. Recommendations are outlined which relate to the need for further development of policies that identify the allocation of resources for both professional development and curriculum development as central to the necessary provision of support for trans students and creating gender-affirming schools. The report also stipulates the necessity for sustained accountability measures to be established by governing bodies, such as the Ontario Ministry of Education, for supporting gender diversity and trans inclusion with the explicit objective of supporting school boards fiscally in the provision of professional development and development of resources. Teacher Education faculties also need to be committed to ensuring that teacher candidates are provided with the knowledge and understanding of trans inclusion and what trans affirmative education entails.
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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/138.

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Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.
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Alzahrani, Sarah G., and Joy M. Kozar. Fostering the Professional Development of Saudi Female Students: Implications for Educators in Apparel and Textiles Programs in Saudi Arabia. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-57.

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Pautz Stephenson, Stefani, Rebecca Banks, and Merijke Coenraad. Outcomes of Increased Practitioner Engagement in Edtech Development: How Strong, Sustainable Research-Practice-Industry Partnerships will Build a Better Edtech Future. Digital Promise, June 2022. http://dx.doi.org/10.51388/20.500.12265/158.

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A new participatory research model, Research-Practice-Industry Partnerships (RPIP), presents a unique value proposition. Design processes have typically placed professional designers, not the end users, at the center of the work. RPIPs create an intentional feedback loop that transforms the knowledge, action, or goals of all involved parties (Baker et al., 2022). RPIP aims to create better designs for scalable technologies that both meet the needs of educators and incorporate research from the learning sciences. This yields a product more likely to be used, used appropriately, and have the desired impact for learners. Digital Promise partnered with edtech startup Merlyn Mind and the University of California, Irvine (UCI) in an RPIP. This white paper describes our engagement and suggests that this model can yield positive impacts and new learning for all participants. Surveys and interviews with participants showed that engagement was mutually valued among all parties, practitioners learned more about AI and edtech in general, and Merlyn Mind staff learned more about working with schools and educators. Practitioners also benefited from the networking and collaboration that participation in the RPIP brought and felt it helped them grow professionally.
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Mahat, Marian, and Vivienne Awad. The 2022 Sophia Program. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124373.

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The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report provides a summary of aggregated findings around teacher efficacy, teacher mind frames, student learning and student engagement, perceptions of students on the prototype learning environments and furniture, as well as overall evaluation of the program by participants in the inaugural cohort. Lessons learnt from the Sophia Program have found seven important characteristics of effective professional learning. In summary, effective professional learning is one that is: ● contextualised, i.e. aligned with school goals, priorities and values, and addresses the learning needs of staff and students. ● includes the engagement of a strong leader with a committed group of educators. ● is longer in duration, reinforced over a longer period of time. ● includes establishing a prototype that enables educators and students to test and evaluate both design and pedagogy. ● includes multiple forms of active learning. ● includes forms of action research that enable evidence-based improvements. ● can be delivered virtually and face-to-face. In essence, the world-first Sophia program illustrates what a high-quality professional learning could look like—one that is ongoing, connected to both content knowledge and teacher practice, incorporates active learning and research-based practices, and encourages networking, collaboration, mentoring and time for practice, feedback, and reflection. The report concludes with directions for future practice that provides important school- and system-level implications.
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