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1
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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Eadie, Patricia, Penny Levickis, Lisa Murray, Jane Page, Catriona Elek, and Amelia Church. "Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic." Early Childhood Education Journal 49, no. 5 (May 10, 2021): 903–13. http://dx.doi.org/10.1007/s10643-021-01203-3.
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AbstractThe importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.In July 2020, members of a Research Network of EC Professionals—who previously identified educator wellbeing as a priority issue—were invited to participate in an online survey. The survey included two published, validated scales: the Early Childhood Professional Wellbeing scale (ECPW) and the Student–Teacher Relationship Scale (modified). Survey items about educators’ experiences during the pandemic were also included. Two hundred and thirty-two EC educators from across Australia completed the survey, mostly from Victoria where lockdowns were most severe. Linear regression analysis demonstrated stronger professional wellbeing was associated with less conflict in educator-child relationships and lower risk of staff turnover. This was more likely to be experienced by senior or more experienced staff. Although a negative impact of COVID-19 was reported, ECPW scores were relatively high, and organizational structures supporting professional wellbeing were most strongly associated with lower risk of turnover (r = 0.63, p < 0.001). Findings highlight that supporting EC educators’ wellbeing is essential for workforce retention, and for promoting quality educator-child relationships which are central to young children’s learning and development.
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Truskovska, Ženija. "Social Educator ' s Professional Competence Formation under Supervision Conceptual Model." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 295. http://dx.doi.org/10.17770/sie2014vol1.772.
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Nowadays prospective social educators must be able to commence their professional activity, quickly adapt to new and changeable circumstances, be able to use the acquired knowledge in practice, as well as educate and develop themselves in the context of lifelong education. The paper offers theoretically developed within the scientific research from 2008 to 2013 structural content and conceptual models forsocial educator's professional competence as a readiness for professional activity development under supervision.The research analysesthe problems of professional formation of the prospective social educators, studies the professional needs for educational support and opportunities to provide it under supervision within the study process in a higher education establishment. As a result of theoretical and personal experience definitions of professional competence and supervision for social educators are offered.
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Kovrey, Dora, and Olena Bobyrieva. "Professional competence of future educators: theoretical approaches to its formation on the basis of competence approach." Social work and education 8, no. 4 (January 14, 2022): 505–14. http://dx.doi.org/10.25128/2520-6230.21.4.7.
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The modern preschool educational establishment has been actively becoming an "institution of socialization", and the educator must be an example for children and have the appropriate level of professional competence. It has been established that from the psychological and pedagogical point of view a professionally competent educator has deep knowledge, has developed pedagogical abilities, perfect professional skills, formed professional self-awareness and pedagogical thinking, as well as skills of self-learning and self-improvement. It has been found that the main characteristics of the professional competence of future educators are: perfect mastery of theoretical knowledge; pedagogical skills; self-improvement and creative work on oneself; mastering cultural, ethno-spiritual potential; using of the newest methods of training and education of children of preschool age. There are five main functions in the professional activity of an educator: organization, planning, control and assistance, pedagogical analysis. To the range of main roles of an educator we include: teaching, helping children to acquire new knowledge, and educating on the basis of creative motivation. An important role in the professional competence of educators has given to personal qualities (openness, friendliness, empathy, sincerity). A modern educator must be an innovative researcher, organizer, facilitator, consultant, and coach.
The leading role in the formation of professional competence of future educators has been played by the competence approach. This approach is a fundamental methodological guideline, because it allows you to make a holistic, integrated view about the activities of the educator. Its implementation will provide knowledge, activity, and motivational readiness, promote the formation of creativity and encourage reflection. The competency approach will allow students to improve the methodology of implementation of didactic, educational, developmental and socializing interactive technologies in preschool educational establishments.
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Quinn, Brenna L. "Precepted Experiences for Doctoral Student Nurses." Creative Nursing 23, no. 2 (2017): 124–28. http://dx.doi.org/10.1891/1078-4535.23.2.124.
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Across many levels of nursing education, mentored experiences are an essential part of learning. To enhance understanding, learning, and comfort for those new to professional roles, experienced and skilled professionals provide motivation while teaching professional skills, demonstrating technical competence, and displaying behavior expected of a professional. Educator preparation topics such as curriculum development, evaluation, and lesson planning are not typically included in PhD programs, leaving PhD students feeling unprepared to teach (Hudacek & Carpenter, 1998; Ivey, 2007). The lack of educator pedagogy forces nurse faculty members to learn on the job (Gardner, 2014; Oermann, 2017). Preceptorships are among the faculty role development opportunities not commonplace for aspiring nurse educators; these opportunities for PhD students to observe and model nurse educators have been noted as limited (Gardner, 2014). Experts have called for more educator-focused learning experiences and preceptorship opportunities in PhD programs (National League for Nursing Board of Governors, 2002; Oermann, 2017). The purpose of this article is to describe a creative approach to introducing nurses enrolled in doctoral programs to the faculty role within the academic setting.
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Anggraini, Adela, Sutaman Sutaman, and Abdul Muntaqim Al Anshory. "Teacher's Personality as a Motivation in Arabic Learning: A Systematic Review Based on Five Professional Teacher Personality Frameworks." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 9, no. 2 (December 2, 2021): 145–54. http://dx.doi.org/10.23971/altarib.v9i2.3263.
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Studies on the factors that influence students' enthusiasm for learning Arabic are still focused on the strategies and media used. Therefore, this paper presents a systematic study of various educator personalities that can motivate students to learn Arabic. This research used a literature study approach. The articles were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach and were analyzed using a framework of five professional teacher personalities. In the results of this study, several essential findings were described: (1) a steady and stable personality is manifested by the conformity of the attitude of Arabic educators to the prevailing norms, (2) mature personality is implemented in a positive enthusiasm of learning interaction between educators and students, (3) an educator's prudent and wise personality in the Arabic learning process is implemented in the form of neutrality or equitable behavior towards all students, (4) an authoritative and polite personality is actualized in a comfortable and positive atmosphere when the Arabic learning process occurs, and (5) a noble character is manifested by the educator’s example who in his daily life is always active in using Arabic so that it affects the motivation of students to be active in speaking Arabic.
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Bai, Pulan, Ashleigh Thornton, Leanne Lester, Jasper Schipperijn, Gina Trapp, Bryan Boruff, Michelle Ng, Elizabeth Wenden, and Hayley Christian. "Nature Play and Fundamental Movement Skills Training Programs Improve Childcare Educator Supportive Physical Activity Behavior." International Journal of Environmental Research and Public Health 17, no. 1 (December 27, 2019): 223. http://dx.doi.org/10.3390/ijerph17010223.
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Background: Physical activity professional development programs for Early Childhood Education and Care (ECEC) educators are a viable strategy for improving preschool children’s physical activity behavior. This pilot intervention evaluated the effectiveness of ‘nature play’ and ‘fundamental movement skills’ (FMS) professional development programs on ECEC educators’ practices on physical activity. Methods: 148 ECEC educators from 20 ECEC centers took part in either the Nature play or FMS professional development programs in Perth, Western Australia. Educators self-reported their physical activity related practices at baseline and three months post-professional development training, using established items. Wilcoxon’s test and adjusted models using Mann–Whitney U tests were run at the individual educator level to examine the change between baseline and post-professional development educator physical activity behavior. Results: Educators’ self-efficacy to engage children to be active significantly increased in both the Nature play and FMS professional development programs (p < 0.05). In the Nature play professional development program, ECEC educators’ perceived time set aside for children to participate in nature-based play increased by 9.2%, and their perceived behavioral control for supporting general and nature-based play activities for preschool children increased by 5% and 10.3%, respectively (p < 0.05). However, these results were no longer significant after adjusting for educator socio-demographics. Conclusion: Both the Nature play and FMS professional development programs were effective in improving educators’ self-efficacy to engage children to be active in Nature play or FMS activities. Larger pragmatic trials are required to confirm the impact of these professional development programs on educator perceived physical activity behavior.
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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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Michels, Nicolette, Richard Beresford, Kate Beresford, and Karen Handley. "From fluctuation and fragility to innovation and sustainability: The role of a member network in UK enterprise education." Industry and Higher Education 32, no. 6 (October 15, 2018): 438–50. http://dx.doi.org/10.1177/0950422218805575.
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Enterprise education has been identified as suffering from fluctuating policy, inconsistent funding and faddish practice, thereby limiting the development of a sustainable community of scholar-practitioners. In view of these constraints, this article considers the position of often-isolated enterprise educators and focuses on the role networks play in supporting their sustainable professional development and hence the domain itself. A case-based analysis draws on social-constructivist concepts of networks and communities of practice (CoPs) to analyse a UK network, Enterprise Educators UK (EEUK). It is argued that the member-driven nature of EEUK is unique and important for providing a sustainable forum through which enterprise educators can engage, share practice, find identity, develop ownership of and deliver sustained innovation in enterprise education. Generating a rich picture of the enterprise educator’s ecosystem, the article makes a methodological contribution to network research by undertaking a longitudinal analysis of a decade of ‘Best Practice’ events. It extends the CoP theory of peripheral participation and identity in professional associations and derives practical implications for enterprise educator networks. Recommendations are made for future research and dissemination of enterprise educator practice at, between and beyond events to further the development of the international enterprise education domain.
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Thompson, Sharon E., and Ronald F. Bybee. "Professional Portfolios for Health Educators and Other Allied Health Professionals." Californian Journal of Health Promotion 2, no. 1 (March 1, 2004): 52–55. http://dx.doi.org/10.32398/cjhp.v2i1.581.
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A professional portfolio is a compilation of material that documents a health educator’s competencies. A portfolio can assist students relate academic assignments to the practical skills that are necessary for the practicing health educator (Waishwell, Morrow, Micke & Keyser, 1996). The portfolio should be conceptualized as a “living document” that is ever-changing with the increasing depth of knowledge and experience of the individual. During a Society for Public Health Education/American Association for Health Education Program Approval Process (SABPAC) visit, the site team recommended that students develop a portfolio as an assignment in an introductory health education course. By instituting this assignment earlier in their academic careers, students become oriented to the process of collecting and organizing assignments and material for their portfolio, as well as documenting volunteer experiences and/or health education in the community. This portfolio can eventually be used as a job-seeking instrument that gives potential employers an overview of an applicant’s strengths and experiences.
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Rebryna, A. A. "Features of professional and pedagogical activity and important professional qualities of a sports coach-educator." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 9(140) (September 30, 2021): 86–89. http://dx.doi.org/10.31392/npu-nc.series15.2021.9(140).19.
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The fitness industry of invasport is growing rapidly due to the physical rehabilitation of patients with coronavirus “COVID-19” and other diseases associated with their disability. At the same time, there is an increasing demand for highly qualified specialists, in particular fitness trainers of “Physical Culture and Sports”. Nowadays, some studies on the training of competitive sports coaches-educators and fitness trainers have been conducted. However, methodological guidelines have not yet been developed for coaches who deal with athletes recovered from coronavirus “COVID-19”.
These basic approaches to the quarantine in the condition of pandemic have been actualized modern scientific work.
The purpose of the study is to identify the features of the professional activity and important professional qualities sports coaches-educators.
The objectives of the study:
To analyze the sources for literature review on the
To study the features of professional activity of a sports coach-educator.
To identify important professional qualities of a sports coach-educator.
To find out the subjective understanding of the level of physical health and working capacity of a sports coach-educator.
The research methods are theoretical analysis, generalization and systematization of the main principles.
The research results and conclusions. Analysis of literature sources on the research problem was completed; the features of the professional activity and important professional qualities sports coaches-educators were revealed. Moreover, it was found that a high level of physical health has a positive effect on coach-educator physical skills. The content of health-improving physical culture of coaches-educators according to the peculiarities of their professional skills should be questions about improving the level of health and a healthy lifestyle; occupational diseases and using means of physical culture and sports aimed at the prevention of diseases in the XXI century.
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Flannery, Sinead, Karen Keaveney, and Frank Murphy. "An Exploration of the Professional Development Needs of Agricultural Educators within the VET Sector: A Mixed Methods Study." International Journal of Agricultural Extension 7, no. 3 (January 11, 2020): 247–56. http://dx.doi.org/10.33687/ijae.007.03.2988.
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Recent studies have highlighted the contribution of education to the productivity and viability of the Irish agricultural sector. This paper explores the training needs of agricultural educators within the vocational education and training sector by examining educators’ experience in their role based on educator qualification, availability of continuous professional development and opportunities for development. The study was conducted in Ireland using a mixed methods explanatory sequential design. The study sample consisted of the national population of agricultural educators within the vocational education and training sector, i.e. agricultural colleges. Data collection methods included a national survey and three focus groups. The findings highlight a challenge across Irish agricultural colleges in how educators are trained to teach, in their motivations for the role, and their long-term desire to remain teaching. It also demonstrates the importance of continuous professional development and the need to enhance training, particularly, pedagogical training, to agricultural educators. It can be concluded that stronger supports are required at both recruitment and throughout an educator’s career for development and progression. This study is one of the first studies in Ireland to investigate the continuous professional development needs of agricultural educators within the vocational education and training sector. The paper explores the pedagogical underpinnings of agricultural education, with the aim of developing teaching and learning needs in parallel to technical expertise.
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Rukajat, Ajat, Iwan Nugraha Gusniar, and Totoh Tauhidin Abas. "Workshop Peningkatan Kinerja Guru Pendidikan Anak Usia Dini di Desa Duren Kabupaten Karawang." Al-DYAS 1, no. 1 (October 20, 2022): 1–13. http://dx.doi.org/10.58578/aldyas.v1i1.569.
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The theme of this research is the Workshop on Improving the Performance of Early Childhood Education Teachers in Duren Village, Karawang Regency. Is a pre-school educational institution that prepares students to continue to the next level. The development of human resources, in this case educators, is a very decisive factor in encouraging teacher performance so that an increasingly urgent demand to make changes today's innovative performance becomes an increasingly urgent demand to be implemented by teachers. Educators have a very strategic role in the formation of knowledge, skills, and character of students. Therefore, professional educators will carry out their duties professionally so as to produce more qualified students. Becoming a professional educator will not just happen without efforts to improve their abilities. As for one way to realize the competence of educators is the party who has an important role including the principal, where the principal is a very important educational leader.
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McCaffrey, Tríona, Katrina McFerran, Gustavo Gattino, and Sumathy Sundar. "The Global Music Therapy Educators Network." British Journal of Music Therapy 34, no. 2 (November 2020): 80–81. http://dx.doi.org/10.1177/1359457520969322.
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Music therapy educators around the globe are united in their commitment to the development of the profession through the education of new professionals. Although different university programmes emphasise diverse approaches and are representative of their surrounding cultures, there is much that is shared between different programmes and educators. However, prior to the COVID-19 pandemic, there was minimal interaction between educators as a group, possibly due to time pressures and a lack of need to unite and celebrate our diversities. With the onset of the pandemic and the rapid transition to online learning, an unexpected space emerged for collective dialogue among the music therapy educator community. Brought together by the challenges imposed on professional training due to a global pandemic, a number of global educators united in discussion to seek a way forward.
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Theron, Linda, Stephan Geyer, Herman Strydom, and CSL Delport. "The roots of reds: a rationale for the support of educators affected by the HIV and aids pandemic." Health SA Gesondheid 13, no. 4 (December 9, 2008): 77–88. http://dx.doi.org/10.4102/hsag.v13i4.406.
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The nature of educators’ work has changed dramatically, in part because of the challenges of the HIV and AIDS pandemic. Despite these multiple and relentless challenges which educators contend with, and despite numerous calls for educator empowerment to cope with HIV -related challenges, little has been done up until now to support educators. By reviewing current literature, this article outlines the HIV-altered professional reality of South African educators and makes the argument that affected educators need support to cope. In conclusion, the support programme, Resilient Educators (REds), is introduced as one possible means of educator support.
Opsomming
Die aard van onderwysers se werk het dramaties verander, deels as gevolg van die uitdagings van die MIV- en Vigspandemie. Ten spyte van hierdie veelvoudige en onverbiddelike uitdagings waarmee onderwysers gekonfronteer word, en ten spyte van die talle oproepe tot onderwyserbemagtiging om die MIV-verwante uitdagings die hoof te bied, is daar tot dusver min gedoen om onderwysers te ondersteun. Deur middel van ’n literatuuroorsig beskryf hierdie artikel die MIV- veranderde professionele werklikheid van Suid-Afrikaanse onderwysers en word daar geargumenteer dat geaffekteerde onderwysers ondersteuning nodig het om die situasie te hanteer. Gevolglik word die ondersteuningsprogram “Resilient Educators (REds)” voorgestel as moontlike wyse van onderwyserondersteuning.
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Eslava-Suanes, María-Dolores, Ignacio González-López, and Carlota De-León-Huertas. "La voz de los profesionales de la educación social en España y Francia: la identidad autopercibida." Revista Española de Educación Comparada, no. 32 (December 29, 2018): 10. http://dx.doi.org/10.5944/reec.32.2018.22701.
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Even though the specialized education model in France is a reference in the definition of the training model of the first social educators in Spain, both training processes are developed in differentiated ways. Social education in Spain develops and acquires recognition in the university academic environment, when it is legally recognized in 1991 after the establishment of the official university degree of Diploma in Social Education. However, the training of the specialized educator in France does not take place in the university sphere but in Schools and Institutes of Social Work and concludes with the Diploma of State of Specialized Educator. Both studies were adapted to the European Higher Education Area, allocating a credit load of 180 ECTS, however, the Specialized Educator does not hold the same professional category as the social educator in Spain. Thus, the objective of this work is to know social education as a profession from the perception of its professionals through a comparative study between France and Spain, focusing attention on the training process. For this purpose, a qualitative study was carried out using the structured interview as an information collection instrument. The results show that the social educator in Spain recognizes himself more empowered by defining himself as a professional; both groups identify with the functions and competencies in which they have been trained; they emphasize formative deficiencies and show similar difficulties in the exercise of the profession. The conclusions show that professional recognition goes beyond professional identity, implying recognition or social prestige, as well as the need to design a permanent training plan that channels the training deficiencies of both professionals.
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Callejas Restrepo, Maria Mercedes, Norka Blanco-Portela, Yolanda Ladino-Ospina, Rosa Nidia Tuay Sigua, and Kenneth Ochoa Vargas. "Professional development of university educators in ESD: a study from pedagogical styles." International Journal of Sustainability in Higher Education 18, no. 5 (July 3, 2017): 648–65. http://dx.doi.org/10.1108/ijshe-02-2016-0031.
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Purpose The aim of this paper is to present a vision for university educator professional development, based on self-analysis of pedagogical styles and production of knowledge about the practices that promote education for sustainable development (ESD). Design/methodology/approach The “STSE” course is part of the department’s Professional Development Program. The course aims to articulate the relationship between ESD processes and university educator training through reflection on their practices. To accomplish this objective, the course promotes interdisciplinary groups of educators from different backgrounds. These groups are encouraged to introspect regarding their pedagogical styles. A survey is applied to encourage self-analysis of the four pedagogical style dimensions. Findings University educators adopt their own pedagogical styles based on the evolution of their practices. This information is useful in generating education, formation and transformation of new professionals in their respective fields. This knowledge also raises questions about ESD, and the construction of processes, values and attitudes to aid this education. Research limitations/implications This paper only describes the characterization stage of the university educator pedagogical styles through practice-related self-analysis Originality/value This study builds pedagogical knowledge, promotes higher education transformation for sustainable development and strengthens the quality of university education.
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Samek, Linda. "Book Review: The Professional Teacher Educator: Roles, Behaviour, and Professional Development of Teacher Educators." Journal of Education and Christian Belief 18, no. 2 (September 2014): 258–60. http://dx.doi.org/10.1177/205699711401800227.
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Muzyka, Yana. "CHARACTERISCTICS OF PROFESSIONAL GROWTH OF FUTURE EARLY CHILDHOOD EDUCATORS IN USA." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 27, 2022): 79–86. http://dx.doi.org/10.31499/2307-4906.4.2022.270293.
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The article describes the process of professional growth of future early childhood educators in USA. The concept of “professional development”, “early childhood educator”, “teacher’s self-efficacy” in the context of the professional growth of preschool teachers is revealed. The importance of the process of professional growth of future educators is formulated as a significant factor in improving the educational process in preschool education institutions.In this article, we clarified the main goals of the professional growth of future early childhood educators, directions of work of preschool education institutions with the aim of improving the educational process. It has been investigated that the process of self-efficacy of a teacher includes the involvement of pupils in the educational process, knowing as classroom management, pupils’ engagement, and instructional practices. The importance of teaching future early childhood educators how to work with digital technologies in the aim of professional growth is characterized. Prepared the information of formal and informal activities, that early childhood educators can use in order to improve their professional skills. The study of scientists, who worked on the issue of professional growth of future early childhood educators was analyzed and summarized.The need for continuous education of future preschool teachers with the aim of modernization of educational process and improving its results is summarized in this article. Professional growth contributes to the progressive mastery of theoretical and practical knowledge, abilities, and skills of an future educator. As well, it has a strong impact on development of the preschool teacherʼs creative abilities, his/her critical thinking, and expanding professional horizons.
Keywords: professional growth; professional preparation; early childhood educator; institution of higher education; preschools; educational process; preschoolers; digital technologies; continuing education.
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Mukmin, Mas Nur, and Hesti Wulansari. "AKUNTABILITAS KINERJA AKUNTAN PENDIDIK BERDASARKAN KOMPETENSI AKUNTAN DAN ETIKA PROFESIONAL ( Studi Empiris Pada Perguruan Tinggi Swasta di Bogor )." JURNAL AKUNIDA 3, no. 2 (December 28, 2017): 56. http://dx.doi.org/10.30997/jakd.v3i2.979.
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This research has purpose to know influence of competence accountant educator, professional ethics accountant performance of educator accountant at private university in Bogor. Population that is accountant educator. Samples amounted to 75 respondents from 9 private universities Bogor. Sampling method this research using non probability sampling. The analytical method used this research validity test, reliability test, classical assumption test, multiple regression analysis, coefficient of determination (R2), F test and T test. Based the results the research, it is known that the competence of educators accountant simultaneously and partially influence the accountability of the accountant's performance of educators, professional ethics simultaneously influence but not partially influence the accountant's performance accountant accountability. Contribution amount influence of competence of educator accountant, professional ethics can use to explain accountant performance of 46.7 percent.Keywords: Competence, professional ethics, performance accountability
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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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Sutarsih, Eti, and M. Misbah. "Konsep Pendidikan Profesional Perspektif Undang-Undang tentang Guru dan Dosen." Jurnal Kependidikan 9, no. 1 (May 28, 2021): 69–82. http://dx.doi.org/10.24090/jk.v9i1.4762.
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Abstract
Educators must have an attitude in dealing with students so that they are in accordance with the teachings conveyed by Islam. Educators need to know and be aware of the profession that is taken as a calling for the soul to be able to achieve a maximum learning goal, they need to know and practice several tasks as professional educators. Professional educators are regulated in the Law on Teachers and Lecturers. Therefore, it is important for an educator to learn and implement it to become a professional educator. This research uses descriptive analysis method. This type of research is carried out on national and international literature review sources related to the concept of professional educators. Professional educators must carry out their duties as educators as stated in the law on teachers and lecturers. Professional educators must have educator competencies in carrying out their responsibilities in educating, teaching, guiding, assessing, training, and evaluating students. In addition, the quality of an educator will continue to improve, which in the end, the quality of educational institutions will also have quality. Professional educators will continue to strive to develop themselves according to the times. Has the nature and character that is in accordance with the duties or obligations as an educator
Keywords
Educators, Professional, and Law
Abstrak
Pendidik harus memiliki sikap dalam menangani peserta didik agar sesuai dengan ajaran yang disampaikan oleh agama Islam. Pendidik perlu mengetahui dan sadar akan profesi yang diambil sebagai panggilan jiwa untuk dapat mencapai sebuah tujuan pembelajaran yang maksimal perlu mengetahui dan mengamalkan beberapa tugas sebagai pendidik professional. Pendidik profesional sudah diatur dalam Undang-Undang tentang Guru dan Dosen. Oleh karena itu, pentingnya seorang pendidik mempelajari dan melaksanakan untuk menjadi pendidik yang profesional. Penelitian ini menggunakan metode analisis deksriptif. Jenis penelitian yang dilakukan pada sumber-sumber kajian pustaka nasional maupun internasional yang berhubungan dengan konsep pendidik profesional. Pendidik profesional harus menjalankan tugas sebagai pendidik yang telah tercantum di dalam undang-undang tentang guru dan dosen. Pendidik profesional harus memiliki kompetensi-kompetensi pendidik dalam menjalankan tanggung jawab dalam mendidik, mengajar, membimbing, menilai, melatih serta mengevaluasi peserta didik. Selain itu, kualitas yang dimiliki seorang pendidik akan terus meningkat yang pada akhirnya kualitas lembaga pendidikan juga akan ikut bekualitas. Pendidik profesional akan terus berusaha untuk mengembangkan diri sesuai dengan perkembangan zaman. Memiliki sifat dan karakter yang sesuai dengan tugas atau kewajiban sebagai pendidik.
Kata Kunci
Pendidik, Profesional, dan Undang-Undang
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Mansir, Firman. "Urgensi Metode Ceramah dan Diskusi (Buzz Group) dalam Proses Pembelajaran di Madrasah." TADRIS: Jurnal Pendidikan Islam 15, no. 2 (December 31, 2020): 225–35. http://dx.doi.org/10.19105/tjpi.v15i2.3516.
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This research describes about the importance of lecture-discussion method in studying at Madrasa. Good education can lead students to achieve good outcome by using and prepare effective methods and having perfect teaching materials in order to achieve dynamic learning goals. This research aimed to achieve the effectiveness of learning that has been taught in order to facilitate students to obtain information about taught materials. Professional teachers professionals need to understand very well about how to do good learning. In addition, educators certainly have good teaching skills before assuming the task of educator. The skills of an educator are obtained from various training and learning experiences. Teaching strategies and methods are a component contained in the learning system, the components are: learning objectives, teaching materials, students, time and educators. Therefore, lecture-discussion method of buzz group is effective to use as learning method at Madrasa.
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Freeman, Kirsty J., Sandra E. Carr, Brid Phillips, Farah Noya, and Debra Nestel. "From clinician to educator: A scoping review of professional identity and the influence of impostor phenomenon." Asia Pacific Scholar 7, no. 1 (January 4, 2022): 21–32. http://dx.doi.org/10.29060/taps.2022-7-1/ra2537.
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Introduction: As healthcare educators undergo a career transition from providing care to providing education, their professional identity can also transition accompanied by significant threat. Given their qualifications are usually clinical in nature, healthcare educators’ knowledge and skills in education and other relevant theories are often minimal, making them vulnerable to feeling fraudulent in the healthcare educator role. This threat and vulnerability is described as the impostor phenomenon. The aim of this study was to examine and map the concepts of professional identity and the influence of impostor phenomenon in healthcare educators. Methods: The authors conducted a scoping review of health professions literature. Six databases were searched, identifying 121 relevant articles, eight meeting our inclusion criteria. Two researchers independently extracted data, collating and summarising the results. Results: Clinicians who become healthcare educators experience identity ambiguity. Gaps exist in the incidence and influence of impostor phenomenon in healthcare educators. Creating communities of practice, where opportunities exist for formal and informal interactions with both peers and experts, has a positive impact on professional identity construction. Faculty development activities that incorporate the beliefs, values and attributes of the professional role of a healthcare educator can be effective in establishing a new professional identity. Conclusion: This review describes the professional identity ambiguity experienced by clinicians as they take on the role of healthcare educator and solutions to ensure a sustainable healthcare education workforce.
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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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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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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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Husenko, Anzhela A., Iaroslav V. Petrunenko, Olha O. Kulinich, Liudmila V. Tokar, and Vita V. Herashchenko. "Professional Competences of Jurisprudence Educators." International Journal of Higher Education 9, no. 7 (August 10, 2020): 345. http://dx.doi.org/10.5430/ijhe.v9n7p345.
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Nowadays, the profession of Jurisprudence educator is one of the most relevant and top requested among all specializations; however, in order to become a high-skilled Jurisprudence educator, one should possess significant professional qualities, including being professionally competent in the context of teaching. Taking into consideration the above mentioned, as well as based on the subject matter of the scientific article, the purpose of the study is to reveal the theoretical and practical features of the professional competences’formation and development of the Jurisprudence educators. Methods of analysis, synthesis, observation, description, comparison and generalization have been applied to reveal the purpose of the scientific research. It has been established that modern Jurisprudence teachers should possess the following professional competences: to be fluent in modern legislation and other legal norms; to rely on the features and qualities of leading scientists, working in this field; to be able to interconnect private and public interests and allocate responsibility to individual cases; to be well-versed in legislative practice and to act by law in unexpected situations; to encourage students to actively participate in the learning process, while avoiding delays in classes or even truancies; to expect knowledge from their studentsin a positive light; to enlist the respect and trust of students; to treat students positively and with respect, regardless of their religious, cultural, social or linguistic background; to cooperate with parents and other students’ custodial persons; to think critically and professionally; to prepare for classesto a full extent, using modern innovative teaching methods to teach material in the classroom;to take an active part in activities organized by the tertiary educational institution, local community, etc.; to be engaged in professional development, constantly improve one’s own competences. Based on the results of the conducted study of the theoretical and practical features of the professional competences’ formation and development of Jurisprudence educators it has been established that these competences begin to form and develop even at the stage, when students (future Jurisprudence educators) study at the tertiary legal educational institutions.
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Niyazova, Amina Abtrakhmanovna, Tatiana Vladimirovna Korotovskikh, Anastasia Alekseevna Bobrova, German Olegovich Savateev, and Iuliia Maratovna Gibadullina. "Development of the creative orientation of the future educator personality through leading social and pedagogical practices." SHS Web of Conferences 101 (2021): 03044. http://dx.doi.org/10.1051/shsconf/202110103044.
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The transformations taking place in modern society necessitate the professional training of a mobile, creative educator who is able to creatively approach the development, implementation and development of innovative technologies in the pedagogical process. The Federal State Educational Standard of Higher Education and the Occupational Standard of an Educator make demands on the personality of a modern educator who has creative abilities and the ability to solve pedagogical problems in practice outside the box. Among the competencies of the 21st century personality, its creativity, which actualizes the process of developing the creative orientation of the future educator, is designated. One of the means of developing the creative orientation of the future educator personality is social and pedagogical practices that ensure the formation of professional skills and the development of creative thinking and cognitive creative activity of future educators. The forms of social and pedagogical practices were volunteer and pedagogical teams, in which socially significant and project activities, developing a creative orientation, creative thinking, and introspection of creative activity, have been identified. The components of the development of the personality creative orientation have been designated: motivational, intellectual-cognitive, reflexive, which formed the basis of the experimental research. The purpose of the research: to theoretically substantiate and to experimentally test the influence of social and pedagogical practices on the creative orientation development of the future educator personality. Research methods: theoretical (analysis of literature, regulatory documents); empirical (study of experience, pedagogical experiment); survey and diagnostic (map of the pedagogical assessment of the educator's abilities to innovative activity (V.A. Slastenin, L.S. Podymova), diagnostics of creative thinking in solving educational problems (I.A. Verchenko, K.Yu. Galushchak, E. Oleinik), the Assessment and Self-Assessment of Professionally Important Qualities technique (N.K. Sergeeva, V.V. Arnautova)); mathematical (methods of statistical processing of research results (F-test (Fisher's criterion))). Research results: the theoretical and methodological approaches to the development of the individual creative orientation have been highlighted; the components of the creative orientation of the future educator personality are developed, positive dynamics has been revealed, and the effectiveness of the use of social and pedagogical practices in the creative orientation development of the future educator, taking into account the methods of mathematical statistics, has been proved. Practical significance: the materials of the paper will be useful to the professional community of lecturers of pedagogical universities and researchers dealing with the problems of developing the creative orientation of the future educator personality.
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Gauci, Stephen. "Addressing the Industry’s Expectations from Educators in a Professional Higher Educational Institution." MCAST Journal of Applied Research & Practice 4, no. 1 (July 1, 2020): 150–68. http://dx.doi.org/10.5604/01.3001.0014.4404.
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This study aims to address the aviation industry’s expectations from educators in a professional higher educational setting. Ongoing research reveals the need for the educator to minimise the gap regarding employability skills within the stakeholders’ group. Although educators need to embrace a holistic approach in order to cater for all types of students, being an educator in a higher education institution demands getting to know and addressing the industry’s expectations. This study aims to reduce the aforementioned gap by acting as a link between the industry and MCAST. The rigorous process of data acquisition and data analysis ensured that a theoretical model was compiled and discoveries were explained. The findings and the model attempt to put forward the ideal pedagogy and suggestions for educators’ consideration. This pedagogy guides and helps the students to experience the necessary soft skills and transversal skills demanded by the industry and, aids students to understand knowledge and its relevance, offering a more holistic approach in pedagogy for educators to consider. By acting as a role model with the right attitude, the educator can greatly impact the student. Supported by MCAST and the aviation industry itself, the educator can present a well-prepared, valued, and employable student.
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Visković, Sunko, and Mendeš. "Children’s Play—The Educator’s Opinion." Education Sciences 9, no. 4 (November 4, 2019): 266. http://dx.doi.org/10.3390/educsci9040266.
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The educator’s personal role in understanding children’s play is a key factor in planning organization of educational process in kindergarten. An educator´s personal paradigm is assumed to be an experiential and educational construct. This research examines the possible correlation of educators’ personal paradigms (N = 291) and contextual factors in the region of Dalmatia (Croatia). A questionnaire Q-EOCP (α = 0.78) was designed for this research. Research findings suggest that most educators are reluctant to introduce information and communication technology /ICT into the educational process (M = 2.25; SD = 1.02) or work with children with disabilities (M = 2.03; SD = 1.33). There was a slightly positive correlation between the educator’s professional work experience and the view that children with disabilities /CWD should be taught how to play (r = 0.35; p ≤ 0.05). Work experience is slightly negatively correlated with the opinion that natural materials encourage creative play in children more than the didactic toys (r = −0.29; p ≤ 0.05) and with the assessment of daily play in nature (r = −0.21; p ≤ 0.05). The research measured the correlation of assessments of daily play in nature and the educators’ level of education (F = 3.47; p ≤ 0.05). Findings suggest that early childhood and preschool educators need additional education on children’s play and the possibilities of augmentative technology.
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Egorov, I. A., Ye S. Yamburg, M. E. Akhapkina, A. A. Volkova, O. N. Katrenko, S. S. Kocherejko, and N. N. Odintsova. "Professional-Public Mechanisms Assess the Qualifications of Educators." Psychological-Educational Studies 10, no. 2 (2018): 55–63. http://dx.doi.org/10.17759/psyedu.2018100205.
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The article describes the progress of work on the project "Professional and public mechanisms for assessing the qualifications of educators " implemented by the Pedagogical Association «XXI century educator» using the grant of the President of the Russian Federation for the development of civil society provided by the Foundation for Presidential Grants (No. 17-1-008266) and its main results. Based on the current achievements of Russian and foreign pedagogical science and practice, in accordance with the professional standard of the educator and taking into account the current formation and introduction of the national system of teacher growth, proposals have been developed for assessing the qualifications (labor actions) of educators in the form of draft normative legal act and methodological recommendations. The necessity of active and wide participation of the professional pedagogical community in the organization and evaluation of the qualification of pedagogical workers as a necessary condition for building an effective system ensuring the professional growth of educators is substantiated.
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Khizar, Asma Khizar, Muhammad Nadeem Anwar, and Mushtaq Ahmad Malik. "Reflection of Teacher Educator’s Professionalism on Prospective Teachers." Global Social Sciences Review IV, no. II (June 30, 2019): 298–306. http://dx.doi.org/10.31703/gssr.2019(iv-ii).39.
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Reflection of teacher’s own professionalism matters so the present study aimed to evaluate the reflection of teacher educator’s professionalism on their students. The survey was conducted to collect data by using two self-developed questionnaires one for teacher educators and others for prospective teachers. A sample of 155 teacher educators and 200 prospective teachers participated in this study randomly selected from one general university of Islamabad and seven universities of Punjab province. Analyses revealed that prospective teachers were highly reflecting professional attitude, professional practice and professional confidence while less professional commitment, professional ethics, and professional knowledge and competence. Teacher educators showed high level of professional commitment, professional leadership and supportive culture whereas less professional practice, professional ethics and professional knowledge and competence. Nevertheless, the prospective teachers were not properly acquiring teacher educator’s professionalism. Findings may be used in teacher education programs to enhance professionalism through organization of continuous professional development practices
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Kozilova, Lidiya Vasilievna. "Professional self-development of the educator in pedagogical university in the conditions of transformation of educational environment." Педагогика и просвещение, no. 4 (April 2020): 106–21. http://dx.doi.org/10.7256/2454-0676.2020.4.34752.
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This article examines the problems faced by the educators in the conditions of transformation of modern educational environments, which are associated with the need for identification of factors that contribute or impede professional self-realization. The transformation of educational environment of a university mainstreams the processes of goal-setting and possibility of personal becoming of an educator. The object of this research is the process of professional self-development of the educator in pedagogical university in the context of transformation of educational environment. The subject of this research is the key characteristics of goal-setting within the structure of planning professional future of the educator in the conditions of transformation of educational environment. The author defines the valuation levels (low, middle, high) of goal-setting for the professional pedagogical self-development of the educator in pedagogical university with consideration of its structural components, i.e. indicators (realization of the need for professional pedagogical self-improvement, strategic planning, precision of goal-setting, etc.). Assessment of the levels was conducted taking into account the indicators within its structure (dyads), which are logically interrelated and reflect the professional pedagogical self-development of the university educator. The overall potential of self-development of the educators in pedagogical university is enhanced by such semantic modalities as flexibility in achieving the set goals and creativity of planning professional future. The scientific novelty consists in the need for determination of fundamental characteristics of goal-setting within the structure of planning of professional future of the educator considering the requirement for their professional pedagogical self-improvement and transformation of modern educational environment. It was established that among the educators in pedagogical universities with regards to activation of development of potential of the pedagogue 65% of respondents noted that the professional pedagogical self-improvement is attended only if required by the university administration; 35% of respondents stated their willingness for self-improvement in the sphere of pedagogical professional, as well as outside it.
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Impedovo, Maria Antonietta, and Sufiana Khatoon Malik. "Pakistani Teacher-educator Professional Learning Through an International Blended Course." Open Praxis 11, no. 2 (June 22, 2019): 157. http://dx.doi.org/10.5944/openpraxis.11.2.928.
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International teacher-educator learning supports a more complex vision of teacher professionalism for both developed and developing countries. The aim of this paper is the analysis of Pakistani teacher-educator professional learning after attending an international blended course, considering the impact of online and face-to-face participation and the main competencies involved in their professional learning. The blended learning course attended by the Pakistani Teacher-educators is part of an international project between Europe and Asia. The analysis is carried out using written traces in the online platform; 47 questionnaires at the end of the face-to-face training sessions in Pakistan and 10 deep-interviews with Pakistani educators; the written traces, open questions, and deep-interviews were qualitatively analyzed. Additionally, the educators’ technological, pedagogical and instructional design and interpersonal and intercultural skills were also analysed. The paper considers how international learning could affect the professional learning of teacher-educators in Global South and the centrality of the design of innovative learning courses for today’s environment of international globalization.
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Жанна Баб’як and Наталія Щур. "THE PECULIARITIES OF ENHANCING PROFESSIONAL COMPETENCE OF FOREIGN LANGUAGE LECTURERS IN THE USA." Problems of Modern Teacher Training, no. 2(22) (October 1, 2021): 12–20. http://dx.doi.org/10.31499/2307-4914.2(22).2020.219371.
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The article deals with studying the American experience of educator professional development. To carry out this research the following methods have been applied: content analysis, systematization and theoretical generalization of scientific literature, standards, technical assistance documents and samples of the individual professional development plan (IPDP) for educators. Having conducted the research, the following results and conclusions have been drawn. The primary goal for professional learning is to help educators develop and apply the knowledge and skills necessary to help students to learn foreign languages more effectively and efficiently. Therefore, the planning and designing of professional learning include defining the SMART goals of professional learning drawn from analysis of student and educator learning needs, which are determined by examining data on student learning outcomes. To achieve these goals those who are responsible for professional learning should select the appropriate job-embedded and external forms of professional learning, which allow the educators to satisfy student learning needs, bridge the knowing-doing gap and integrating new ideas and skills into practice. An IPDP is a tool serving as a guide for the professional learning. IPDP enables educators to chart their goals and to plan learning activities that improve their competencies in order to enhance their students’ performance. Completing the IPDP includes setting the goals based on student learning needs, deciding on the professional methods/strategies, tapping possible resources, setting the time-frame, identifying success indicators. After having been accomplished, the IPDP is evaluated by the person in charge. Evaluation of professional learning provides the opportunity to monitor the process of embedding the new learning into practices by observing and assessing changes in educator practice and increases in student learning.
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Angelo, Elin. "Lærerutdannerens profesjonsforståelse En innfallsvinkel til å profesjonalisere lærerutdannerfeltet." Acta Didactica Norge 10, no. 2 (March 31, 2016): 108–31. http://dx.doi.org/10.5617/adno.2354.
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SammendragHva er lærerutdannerens ekspertise og mandat – og hvem avgjør det? I denne artikkelen foreslås profesjonsforståelse som en tilnærming til å kvalifisere og profesjonalisere lærerutdannerpraksis, og som et refleksjonsverktøy for å diskutere kvalitet i lærerutdanningene i det 21. århundre. Begrepet profesjonsforståelse er utviklet i et doktorgradsarbeid om musikklærere og musikklærerutdannere (Angelo, 2012a), og handler kort sagt om oppfatningen av hva utdanneren kan og skal. Dette dreier seg om kunnskap og identitet betraktet som sammenvevde størrelser, regulert av ulike typer makt. I artikkelen blir profesjonsforståelse diskutert på individuelt, kollektivt, institusjonelt og politisk nivå. I lærerutdanninger trekkes forståelsen av ekspertise og mandat i mange retninger, noe som kan henge sammen med blant annet utdanningsinstitusjonens profil, hvilke fellesskap som er av betydning for utdanneren, og om lærerutdanneren ser seg selv som for eksempel fagutøver, forsker, klasseromsekspert eller politiker. Lærerutdanningsfeltet er så langt lite formelt regulert, og det er mye opp til den enkelte lærerutdanner å bestemme hva slags kunnskapsutvikling og identitetsutvikling som lærerstudentene skal tilbys, og å avgjøre hvilke kvalitetsnormer som får gyldighet. Denne autonomien har fordeler og ulemper, og den er også truet i utdanningslandskapet. For å styrke og videreutvikle lærerutdanningene i det 21. århundre trengs det refleksjonsrammer som tar utgangspunkt i et særlig viktig aspekt i lærerutdanningene – nemlig lærerutdannerne. I denne artikkelen foreslås profesjonsforståelse som en innfallsvinkel til nettopp dét, og dermed også som et refleksjonsverktøy for å kunne diskutere kvalitet i lærerutdannerpraksisene.Nøkkelord: lærerutdanning, lærerutdannere, lærerutdannerprofesjonen, profesjonalisering, utvikling, lærerprofesjonalitet AbstractWhat expertise and mandate do teacher educators have, and who decides this? This article proposes professional understanding as an approach by which to professionalise and develop the field of teacher educators and to access the difficult topic of quality in the teacher education of the 21st century. The term professional understanding was developed in a research study of music teachers and music teacher educators (Angelo, 2012a) and concerns the perception of what educators can and should do. This concerns both knowledge and identity, which are regulated by diverse types of power. In the article, professional understanding is discussed on an individual, collective, institutional and political level, at which different mechanisms stretch perceptions in various directions. The teacher educator’s perception of his/her expertise and mandate might be affected by their institution’s profile, what collectives are significant for the educator and whether the teacher educator sees him/herself as a subject performer, researcher, classroom expert or politician. Such conditions influence his/her goals and the communities he/she wants to (or not to) be part of. The field of teacher education has little formal regulation, and individuals therefore have a great ability to decide upon their own expertise and tasks, and to judge what is seen as good or poor professional practice. This autonomy has both advantages and disadvantages. Notably, it is threatened in the educational landscape. To strengthen and develop teacher education in the 21st century, one needs frames for reflection that start with a particularly important aspect of teacher education—teacher educators. This article proposes professional understanding as an approach to strengthening teacher education, and as a tool for reflecting and discussing quality in teacher education practices.Keywords: teacher education, teacher educators, the profession of teacher educators, professionalisation, development/transformation, teacher professionalism
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Ninoersy, Tarmizi. "Integritas Pendidik Profesional dalam Tinjauan Al-Qur’an." JURNAL EDUKASI: Jurnal Bimbingan Konseling 1, no. 2 (March 30, 2016): 113. http://dx.doi.org/10.22373/je.v1i2.601.
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Educators, in the whole education processes, are one of the essential factors in directing pedagogical and characteristic activities to achieve educational goals. To this end, their professionalism are supposed to accommodate students’ necessities in various aspects, such as spiritual, intellectual, morality, ethics as well as their basic needs. Educators are also called for to understand professional ethics in performing their duties. Furthermore, professional educators, in person, must have possessed quality and character integrity with which they will gain potential and ability to illuminate and demonstrate authority and honesty. Focusing on professional educators’ integrity, this journal highlights all issues regarding the professionalism degradation. From the results of observation and community perceptions, it was indicated that educators’ professionalism has brought about some problems, either in input aspect, distribution, academic quality, scientific activities or their feasibility. The emergence of this problem indicates that educators, in performing their duties, were not able to show a reserved integrity. For this reason, in this journal, the writer analyses professional educators integrity from Quranic perspective as an attempt to solve the preceding problems and as comprehensive scientific development of Quranic terminologies about educators’ professionalism integrities
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Potapchuk, Tetiana, and Nadija Kravets. "FORMATION OF SELF-EDUCATIONAL COMPETENCE FUTURE EDUCATORS PRESCHOOL EDUCATION INSTITUTIONS." Educological discourse 32, no. 1 (2021): 180–93. http://dx.doi.org/10.28925/2312-5829.2021.1.12.
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In the article self-education as a component of professional training acts as a way to implement it. In this context, the self-education of future educators, we mean the process that ensures the continuity of raising the educational level and expanding the information field of professionals, improving the quality and raising the level of their competence and professionalism, related to personal development and participation in general and pedagogical culture. Serves to form a worldview, because the student is the subject of management of their own educational activities during professional training. Based on the analysis of different approaches to the definition of "self-educational competence" in the context of this study, we consider this term as an integrative phenomenon characterized by stable internal motivation, the formation of professionally significant personal qualities, skills and abilities to organize cognitive personality. search activities aimed at a continuous process of professional development; and is an integral part of the professional competence of the specialist and an indicator of the success of his professional activity. Given the above, it is possible to state the close connection between the concept of "self-education" and the concept of "vocational training"; self-education should be understood as a way to implement this training, which, accordingly, aims to form a skilled worker capable of developing strategies for professional development as a result of self- education. This is one of the most important prerequisites for further professional realization of him as a specialist In this regard, higher education faces the task of developing more effective learning technologies and creating conditions that would be focused on stimulating students' self- education. The purpose of the article is to theoretically substantiate the key concepts "educator", "future educator", "self-education", "competence", "formation of self- educational competence". Methods: analysis, systematization and generalization of psychological and pedagogical literature in order to clarify the state of development of the research problem and clarify the conceptual apparatus.
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Rocha, Joana Antonieta, Catarina Oliveira Santos, Vânia Peixoto, Fátima Maia, and Rita Gama Alegria. "Speech language pathology Clinical Education: perceptions and experiences of clinical educators and students." Revista de Investigación en Logopedia 10, no. 2 (July 10, 2020): 123–33. http://dx.doi.org/10.5209/rlog.65677.
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For the purposes of professional development clinical education is crucial to speech-language pathologists (SLP). There is limited information about clinical education of SLP students in Portugal. The aim of this study was to describe and compare the mutual perceptions of Portuguese SLP’s clinical educators and students’ of SLP in a Portuguese private University Clinic.
Five SLP clinical educators and nine students participated in a one on one semi-structured interview. Content analysis was used to explore interview data. The analysis led to the identification of four themes shared by both groups.
Findings from this study provided an insight about clinical education characteristics and challenges reported by clinical educators and students in Portugal and to compare those results with others mentioned in other countries.
The findings of this study suggest that clinical educators and students identify, in general, similar characteristics regarding effective/non-effective clinical educator profile and benefits regarding clinical education process. The sample provides preliminary data on Portuguese clinical educator’s and student’s experience of clinical education.
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Szymanski, Antonia (Toni), and Michelle Lynch. "Educator Perceptions of English Language Learners." Journal of Advanced Academics 31, no. 4 (May 13, 2020): 436–50. http://dx.doi.org/10.1177/1932202x20917141.
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This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators on the myriad of ways giftedness may manifest itself.