Academic literature on the topic 'Educators' Self-awareness'
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Journal articles on the topic "Educators' Self-awareness"
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Nowakowska, Iwona, and Ewa Pisula. "Self-Advocates with Intellectual Disability about Their Work as Social Educators – a Qualitative Polish Study." Qualitative Research in Education 10, no. 1 (February 28, 2021): 1. http://dx.doi.org/10.17583/qre.2021.6063.
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The paper presents the opinions of self-advocates with mild intellectual disability about their work as social educators – public self-advocates raising disability awareness. Six semi-structured individual interviews were conducted. Data was analyzed within the framework of Interpretative Phenomenological Analysis. The themes which emerged from the interviews comprise: the motives of educators to work as self-advocates, opportunities to gain new skills and to raise public awareness about disability given by this activity, the difficulties they experience being social educators and ways to overcome them, the meaning of self-advocacy in their lives as well as the readiness to recommend this work to other people with disability. The gathered data suggests that, according to the self-advocates, being a social educator enhances the social status of self-advocates. It also provides an opportunity to develop skills, new social roles and sometimes positive identities, which is in line with the assumptions of the theoretical models of self-advocacy.
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Taufik, Taufik, and Ifdil Ifdil. "The conditions of self-awareness among faculty member on excellent academic services." JPPI (Jurnal Penelitian Pendidikan Indonesia) 5, no. 1 (December 26, 2018): 24. http://dx.doi.org/10.29210/02019313.
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Supposed educators can provide excellent service to consumers, in the academic community of Universitas Negeri Padang. Universitas Negeri Padang comes in at the 61st (sixty-one) out of the 100 (one hundred) best universities in Indonesia. Being one of the best universities in Indonesia’s educators should have excellent service to consumers who in this case are students. However, in fact, many educators still do not have self-awareness (self-awareness) awareness) in providing excellent service to consumers. This is evidenced by the identification of self-awareness conditions of respondents in the high category is still low compared to the medium category. The following report will describe the condition of self-awareness of educators.
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Feize, Leyla, and Catherine Faver. "Teaching self-awareness: social work educators’ endeavors and struggles." Social Work Education 38, no. 2 (September 23, 2018): 159–76. http://dx.doi.org/10.1080/02615479.2018.1523383.
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Jusufović, Naira, Anela Hasanagić, and Izet Pehlić. "KONSTRUKCIJA I VALIDACIJA SKALE ZA PROCJENU SOCIO-KOMUNIKACIJSKIH KOMPETENCIJA ODGAJATELJA." Zbornik radova 20, no. 20 (December 15, 2022): 223–49. http://dx.doi.org/10.51728/issn.1840-4448.2022.20.223.
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This paper was based on the fact that educators’ social communicative competences are insufficiently discussed in professional literature, and that there is no research instrument testing them. Therefore, the goal of this paper was to develop and then empirically validate the Scale for the Assessment of Educators’ Social Communicative Competences. The first version of the instrument consisted of the following subscales: Nonviolent Communication, Self-Awareness, Awareness of Others, Self-Management-Emotion Regulation, Self-Esteem, Nonviolent Conflict Resolution. The initial version of the scale contained 70 items. The instrument was applied to a sample of 243 respondents, educators from all over Bosnia and Herzegovina, and psychometric validation was carried out, which included an item analysis, a factor analysis to check the validity and reliability of the measuring instrument. Eventually, an instrument consisting of 32 items was obtained. The following 6 factors were confirmed: Nonviolent Communication, Self-Awareness, Awareness of Others, Self-Management-Emotion Regulation, Self-esteem and Nonviolent Conflict Resolution. The reliability of all the subscales except for the Self-Awareness subscale was found to be satisfactory: Non-violent Communication (5 items; α=.697), Self-Awareness (6 items; α=.487), Awareness of Others (4 items; α=.804), Self-Management-Regulation of Emotions (5 items; α=.817), Self-Esteem (7 items; α=.701), Nonviolent Conflict Resolution (5 items; α=.771). It was concluded that the developed research instrument intended for the assessment of educators’ social communicative competences has satisfactory characteristics.
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Yahşi, Ömer. "Examination of educators' self-efficacy for effective communication." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 451–67. http://dx.doi.org/10.18844/cjes.v16i2.5622.
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The aim of this study is to determine the perceptions of self-efficacy, effective communication skills of administratorsand teachers in Izmir. For learning processes to be effective, it is very important that educators have effective communication skills and develop their self-awareness in this regard. Determining the effective communication self-awareness of educators will contribute to the literature and guide higher policy practices. This study considers the following questions: Is there a significant difference in effective communication self-efficacy subscale scores according to educators’ task type and gender, years of service and branch? This study uses the scanning model, a quantitative research method. The data collection tool consists of two parts: first, personal information about the educators; second, the scale items of the Effective Communication Self-Efficacy Inventory. The Inventory was consists of 41 items. Four main results were obtained from the findings of this study. A significant difference was found in favor of managers in all three subscales of the inventory. This can be explained by the fact that administrators see communication as a more necessary requirement than do teachers, in order to better maintain the education process. Keywords: administrators, communication skills, self-efficacy, administrators-teachers.
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Feize, Leyla. "An exploration of social work educators’ personal experiences of self-awareness." Social Work Education 39, no. 7 (February 17, 2020): 907–21. http://dx.doi.org/10.1080/02615479.2020.1726315.
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Kikinezhdi, Oksana. "Development of the egalitarian personality of a future educator: history, achievements and prospects of the department of psychology." HUMANITARIUM 43, no. 1 (September 24, 2019): 7–22. http://dx.doi.org/10.31470/2308-5126-2019-43-1-7-22.
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The article deals with the problem of the egalitarian personality development of a future educator, upon which the staff of the psychology department of Ternopil Volodymyr Hnatiuk National University is working. The historical milestones of the development of the psychology department, its achievements and prospects have been described. In the context of humanistic and cognitive psychology theoretical and methodological aspects of the vocational training of future educators to create the egalitarian educational environment for children and youth which is relevant to the principles of gender equality and parity have been analyzed. A conceptual model, psychological and pedagogical conditions of the egalitarian personality development of a future educator have been presented. The implementation of the personal-egalitarian approach as a basic one for the formation of gender competence as a key in personal development and professional awareness of future educators has been methodologically substantiated. It has been founded that the Self-concept is a standard of personal and professional development of future educators in various aspects of life. The meaning of the concept of «egalitarian personality of the future educator» as a subject of self-creation, open, self-sufficient, gender-competent personality, which follows the principles of equality and parity of both sexes in personal and professional life has been defined. Gender and educational technics of psychological and pedagogical support of the professional formation of the future educator on the principles of gender equality (interactive methods of social and psychological education, educational and training programs with a gender component) have been developed. It has empirically proved that implementation of a model provides for the creation of the egalitarian and educational environment in a higher educational establishment, the activation of the self-determination of youth in gender issues, and development of gender sensitivity and tolerance of future educators.
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Chapman, Laura Roche. "Contemplative Pedagogy: Creating Mindful Educators and Classrooms." Perspectives of the ASHA Special Interest Groups 6, no. 6 (December 17, 2021): 1540–53. http://dx.doi.org/10.1044/2021_persp-21-00065.
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Purpose: This tutorial introduces communication sciences and disorders (CSD) educators to contemplative pedagogy (sometimes called mindfulness in the classroom). While contemplative pedagogy has considerable overlap with evidence-based teaching and learning, and aligns with values in the CSD discipline, there are few published reports investigating the role of contemplative pedagogy in CSD education. This tutorial outlines the potential benefits of contemplative pedagogy to CSD education and offers suggestions on how to create mindful educators and classrooms. Specific contemplative practices are described. Basic instructions, along with ideas and examples of how practices can be modified and contextualized in CSD classrooms, are provided. Conclusions: Educators can bring contemplative practices into CSD classrooms in many ways. Educators can cultivate a contemplative disposition through a personal practice that can enhance the development of self-awareness. Self-awareness can then inform critical reflection of teaching. Educators can select and design contemplative practices that integrate students' first-, second-, and third-person ways of knowing. As an addition to the pedagogical toolbox, contemplative pedagogy offers opportunities for educators and students to connect their own values and experiences with the process of teaching and learning.
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Purnomo, Novia. "Theological Review of Emotional Intelligence for Educators." Diligentia: Journal of Theology and Christian Education 2, no. 1 (January 31, 2020): 77. http://dx.doi.org/10.19166/dil.v2i1.2058.
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<p class="abstracttextDILIGENTIA">Being a teacher is a rewarding yet challenging and demanding profession. Educators have complex roles because beside teaching knowledge, they must develop students’ skills (creativity, critical thinking, communication, and collaboration), attitudes, and values for work, citizenship, and life in the 21st century. In the 21st century, educators who are expected to be role models for students must develop their emotional skills. Different studies have showed that the key to success is not just cognitive intelligence, rather 80% of success in life depends on emotional intelligence.<a title="" href="#_ftn1">[1]</a> Emotional intelligence is evaluated as an important, valuable, and potential personal resource for coping with threats, challenges, and organizational setting related to tasks where emotional skill is required for successful performance such as school teaching. 4 competencies of emotional intelligence are self-awareness, self-management, social awareness, and relationship management. This paper aims at analyzing whether emotional intelligence is coherent to biblical concepts. Discussion will be started by analyzing presuppositions of emotional intelligence which have been used by scholars, then reviewing and reconstructing emotional intelligence theologically to keep it aligned with biblical truth.</p>
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Firdos, Sumera, Sara Hamid, and Saif Ullah. "Impact of Teachers (Educators) in Developing Self Help Skills with Intellectually Impaired Patients." IUB Journal of Social Sciences 4, no. 2 (December 31, 2022): 88–98. http://dx.doi.org/10.52461/ijoss.v4i2.1451.
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The primary goal of this research was to identify the impact that teachers (educators) on generating self-help skills with intellectually impaired students. This quantitative study had been adopted a simple random technique. Further, the research questionnaire was divided into three sections. For reliability analysis, Cronbach’s alpha had been used. For section 1 (awareness of teachers for self-help skills) .87 value had been determined. For section 2 (Importance of teachers’ training for self-help skills) and section 3 (Assessment of student’s progress in self-help skills), the values were derived .78 and .83. Findings of this research highlighted the high level of awareness among teachers for self-help skills. They also support that self-help skills are compulsory to lead their life independently. Therefore, teacher training for developing self-help skills among students must be conducted. The study suggests that government should facilitate in-service training programs at the district level.
Dissertations / Theses on the topic "Educators' Self-awareness"
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Culp, Aubrey G. "Disability Awareness: Knowledge, Attitudes, Behaviors, Self-efficacy, and Intentions among College Students." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1463130430.
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Gargiulo, Vincent J. "Assessment of K-12 educators' awareness and need for online self-publishing services in the classroom /." Online version of thesis, 2009. http://hdl.handle.net/1850/10981.
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Simonis, Joan Marie Anne. "Relationship between music educators' ethical awareness and students' sense of belonging and academic achievement." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1245351549.
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Carter, Tracey Bennett. "How Self-Awareness, Motivation, and Empathy are Embedded and Modeled in Community College Preservice Early Educator Online Courses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4429.
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Researchers have determined that early childhood (EC) educators need to have personal and social skills and competencies to address the emotional demands of the EC profession. Research is lacking regarding how preservice programs help prepare students emotionally for the EC profession and on whether online courses are a suitable environment for future EC teachers to learn these skills. The purpose of this study was to explore if and how personal and social emotional intelligence (EI) competencies were being embedded and modeled in community college preservice EC educator online courses. This qualitative multiple case study design was employed using a conceptual framework based on Goleman's EI theory and included 3 community college preservice EC faculty member participants. Research questions targeted self-awareness, motivation, and empathy competencies and data sources included faculty interviews, syllabi, assignment descriptions, asynchronous discussion forum prompts, and faculty feedback on student assignments. Data analysis included using values coding and the identification of relevant themes as related to Goleman's EI theory. Results indicated that while faculty perceived EI as important and that they modeled competencies in online discussions and feedback, there were not many embedded activities in the online courses that provided practice or helped to show growth in EI competencies. This study contributes to positive social change for EC faculty by acting as an impetus for the intentional incorporation of EI activities in online environments, leading possibly to better prepared EC teachers and therefore improved teacher quality of life and teacher retention.
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Ramalebana, Masilo Euclid. "Self-evaluation by the Venda adolescent." Thesis, 2004. http://hdl.handle.net/10500/2070.
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The fact that an understanding of the self determines one's self-esteem and that self-esteem is an important contributor to one's achievements is seemingly undisputed. Self-esteem is not only a product of how others evaluate an individual but also, and most importantly, how an individual evaluates himself or herself. At times people tend to evaluate themselves unrealistically while at other times they evaluate themselves realistically. Unrealistic self-evaluation is mostly a characteristic of adolescence and if this is not managed properly it can have a dire consequence for the adolescent's future.
Adolescence is an important but also a difficult stage in the development of an individual. During this stage profound physical, emotional, psychological and cognitive changes occur. It is a period during which decisions about careerpaths and the demands that such decisions will place on the individual are made. It is therefore during this stage that realistic self-evaluation becomes critical.
This research study was undertaken in order to determine how the Venda-speaking adolescents evaluate themselves and whether such self-evaluation is realistic or not. The research was motivated by an observation that the school drop-out rate is high and that an increasing number of girl learners fall pregnant before completing Grade 12. It is assumed that these tendencies and behaviours are a product of the learners' self-evaluation.
A theoretical background on self-evaluation was then given through a literature review. In the process a link was established between self-evaluation and constructs such as self-concept, self-esteem, self worth, self-identity as well as personality. Different theories used to explain present and expected future behaviour were also discussed. After this review question items were drawn and compiled into questionnaires to be administered to randomly selected learners, teachers and parents. The question items, sixty in number, were categorised into the following dimensions of self-evaluation:
* Physical self
* Academic self
* Social self
* Value self
* Family self
* Psychological self
Each dimension was covered by ten question items which were tested for validity and reliability. The research study came up with the following findings:
* Parents and teachers agree in their evaluation of adolescents regarding the dimensions mentioned above
* Adolescents rate themselves significantly more favourably than teachers and parents evaluate them.
* Venda-speaking adolescents evaluate themselves unrealistically.
It is hoped that the findings and recommendations of this research will be beneficial to schools, policy-makers and parents. Learning areas such as Life Orientation can be used to help learners evaluate themselves more realistically. Programmes can also be developed to ensure that adolescent self-evaluation is congruent with present behaviour.Educational Studies
D. Ed (Psychology of Education)
Books on the topic "Educators' Self-awareness"
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Uruntaeva, Galina. Preschool psychology: a practical course. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/979875.
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The textbook is devoted to the problems of studying the mental development of preschool children (the specifics of the organization, principles, methods). It consists of three sections, which present methods aimed at studying the main activities of a preschooler (play, work, drawing, designing, communication of a child with adults and peers), cognitive processes (attention, speech, perception, memory, imagination, thinking), the most important areas of personality (self-awareness, will, emotional and moral development). Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the direction of training "Psychological and pedagogical education" (qualification "bachelor"), it can also be useful for practical psychologists, educators of preschool educational organizations and anyone who is interested in the mental development of a preschooler, the formation of his personality.
Book chapters on the topic "Educators' Self-awareness"
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Bens, Susan L. "Helping Students Resolve the Ambiguous Expectations of Academic Integrity." In Academic Integrity in Canada, 377–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_19.
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AbstractStudents find matters of academic integrity to be ambiguous. Many educators do not understand how this, and self-reported incidence of academic misconduct, can persist. Across Canadian higher education, students are alerted to policy via syllabus statements and awareness campaigns. Many faculty provide guidance and referrals to supports and resources. Yet, students report mixed messages that leave them unclear as to the real expectations. In this chapter, I offer an educational developer’s perspective on how matters of academic integrity confuse students. I make the point, through story and review of selected research, that students encounter wide-ranging teaching and learning contexts and approaches, especially in early years of study. Next, I examine the practical limits of initiatives like standardized syllabus statements and campus awareness campaigns. I recommend contextualized course-based instruction approaches that occupy a teaching and learning space between policy awareness and general academic skill building. I conclude that instructors ought to target and reinforce areas of greatest concern with more explicit instruction in their courses.
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Rose, Nurul Naimah, Aida Shakila Ishak, Fauziah Ismail, Siti Norayu Mohd Basir, and Nur Qurratul' Aini Ismail. "Self-Care and Stress Management for Educators in Public Universities." In Self-Care and Stress Management for Academic Well-Being, 157–74. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2334-9.ch010.
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The role of educators in public university is more than teaching in the classroom. An educator is responsible for teaching students and contributes to their learning development. In fulfilling the job responsibilities, many educators often ignore the practice of self-care and stress management. The lack of awareness to take care of the emotional aspects can lead to high levels of stress that affect educators' health and well-being, causing burnout, lack of engagement, job dissatisfaction, and poor performance. Having a good self-care and effective stress management may result in an excellent work performance and increases motivation in teaching and learning. Educators need to understand the stress phenomenon including the causes and effects as well as the coping strategy.
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Hickman, Desiree, Wykeshia Glass, and Brandy West. "Voices of Educators." In Handbook of Research on Active Learning and Student Engagement in Higher Education, 153–73. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9564-0.ch008.
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Teaching and learning practices in higher education are undergoing a number of changes that have significant implications for the nature of students' learning experiences in classroom settings. In the last several decades, various modes of active learning have been introduced in efforts to enhance student engagement and deepen student pedagogical knowledge. Active learning is considered to be the connection of what knowledge we already possess to the knowledge we desire to acquire. The ultimate goal in active learning is to balance personal motivation for self-fulfillment with group capacities so that we are able to make high impact contributions to the world. This chapter examines instructors' understanding of active learning strategies and the benefits of implementing these strategies in classroom settings. The information presented focuses on forms, methods, and models of the active learning process and is meant to raise interest and awareness on the importance of students' active participation in their learning process.
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Tunc, Emine, Nausheen Hossain, Ambereen Haq, and Yetkin Yildirim. "The Need for Social and Emotional Learning and Teacher Training During the COVID-19 Pandemic." In Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era, 18–32. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8298-5.ch002.
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In the spring of 2020, the rapid spread of COVID-19 caused schools in the U.S. to shift to online education. With the drastic change to online learning, the transition caused many issues that negatively impacted students' and educators' social and emotional learning (SEL) that helped ensure educational productivity. Social and emotional learning includes five competency areas: self-awareness, relationship skills, social awareness, self-management, and responsible decision making. Virtual learning has shifted the attention of educational institutions away from these competency areas due to the limitations of digital classrooms and the prioritization of academic intelligence over emotional intelligence. The chapter provides recommendations to address the social and emotional learning of educators.
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Huber, Tonya, Elizabeth R. Sanmiguel, Lorena P. Cestou, and Mayra L. Hernandez. "Preparing Globally Competent Educators Through Critically Engaging in Service-Learning." In Research Anthology on Instilling Social Justice in the Classroom, 940–62. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch054.
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As teacher-preparation programs educate and evaluate candidates to become globally competent instructional leaders, special attention should be given to international service-learning. Immersing teacher candidates in real-world experiences beyond their comfort zone is a cornerstone of this theoretical inquiry, including self-reflection strategies grounded on Paulo Freire's liberatory pedagogy for social justice. The research team reviews self- and cultural-awareness experiences, dispositions, and profiles of university teacher candidates, during a semester of curriculum studies affording opportunities to engage in local, local to global, and/or global/international service-learning. The discoveries will inform teacher educators as they develop and strengthen critical inquiry and service-learning components of their own courses.
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Huber, Tonya, Elizabeth R. Sanmiguel, Lorena P. Cestou, and Mayra L. Hernandez. "Preparing Globally Competent Educators Through Critically Engaging in Service-Learning." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 480–502. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch026.
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As teacher-preparation programs educate and evaluate candidates to become globally competent instructional leaders, special attention should be given to international service-learning. Immersing teacher candidates in real-world experiences beyond their comfort zone is a cornerstone of this theoretical inquiry, including self-reflection strategies grounded on Paulo Freire's liberatory pedagogy for social justice. The research team reviews self- and cultural-awareness experiences, dispositions, and profiles of university teacher candidates, during a semester of curriculum studies affording opportunities to engage in local, local to global, and/or global/international service-learning. The discoveries will inform teacher educators as they develop and strengthen critical inquiry and service-learning components of their own courses.
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Hur, Jung Won. "Developing Educators' Global Leadership Competencies through Intercultural Immersion Experiences." In Encyclopedia of Strategic Leadership and Management, 131–42. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch011.
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The purpose of this chapter is to examine the global leadership competencies that today's school leaders should demonstrate and identify ways to promote them. In order to lead globally competent future citizens, educators need to develop key leadership competencies, including self-awareness, inquisitiveness, empathy, and social skills. It is also important for school leaders who work with people from different cultures demonstrate a high level of cultural intelligence, the ability to interpret unfamiliar cultural behaviors or signals and respond in an appropriate way. Scholars have emphasized that a professional abroad experience is an effective way to promote global leadership competencies, and this chapter introduces a program, Global Studies in Education-South Korea, designed to enhance such skills for educators. The program evaluation study demonstrating the impact of the program is also presented.
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Pizzuto, Daria. "Teaching SEL Through Literacy in Foundations of Language." In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education, 431–52. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7464-5.ch020.
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The chapter discusses how social-emotional learning areas underpin specific reading, writing, and comprehension strategies in Foundations of Language, an 8th grade half-year course that teaches middle school students language and study skills to be successful in high school world language classes. The chapter provides ready-to-use pedagogical strategies for practicing world language educators and other fields. Literacy in areas of phonemic awareness, vocabulary recognition, cognate work, reading fluency, and text comprehension is practiced daily and is intertwined with SEL skills: self-awareness, self-management, relationship skills, social awareness, and responsible decision making. The author proposes applicable activities and thematic units that merge literacy work with areas of SEL. The chapter concludes with recommendations for nurturing all five areas of social-emotional learning in middle school settings and beyond.
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Moore, Maia Niguel, and Michele D. Smith. "Multicultural Critical Consciousness." In Research Anthology on Culturally Responsive Teaching and Learning, 565–78. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9026-3.ch031.
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Students across America are observing as racial and cultural tensions rise to what some argue are reminiscent of the Jim Crow south. This chapter will explore how caring can be demonstrated to address cultural conflict in the classroom by training multiculturally conscious student affairs staff and educators to teach and model multicultural critical consciousness to their students. Furthermore, the authors will provide practical strategies for educators to use by drawing from and extending upon current culturally responsive pedagogy practiced in PreK-20 education and explore the ways in which multicultural critical consciousness can be used as a tool to promote a recursive process of self-reflection, cultural awareness, advocacy, and learning among students from all grade levels.
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Moore, Maia Niguel, and Michele D. Smith. "Multicultural Critical Consciousness." In Creating Caring and Supportive Educational Environments for Meaningful Learning, 36–49. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5748-7.ch003.
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Students across America are observing as racial and cultural tensions rise to what some argue are reminiscent of the Jim Crow south. This chapter will explore how caring can be demonstrated to address cultural conflict in the classroom by training multiculturally conscious student affairs staff and educators to teach and model multicultural critical consciousness to their students. Furthermore, the authors will provide practical strategies for educators to use by drawing from and extending upon current culturally responsive pedagogy practiced in PreK-20 education and explore the ways in which multicultural critical consciousness can be used as a tool to promote a recursive process of self-reflection, cultural awareness, advocacy, and learning among students from all grade levels.
Conference papers on the topic "Educators' Self-awareness"
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Shih, Hui-Ru, Wei Zheng, Pao-Chiang Yuan, and Richterica Tukiya Ford. "Development of Self Regulation Skills and Academic Self-Efficacy Beliefs." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50343.
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In engineering and technology education, increasing concerns about student retention have led educators to pursue possible explanations for students’ academic successes and failures. Educators need to maintain students’ learning interest and motivation and increase their self-efficacy and learning persistence. Self-Regulated Learning (SRL) is a specific form of learning. “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior. SRL is guided by meta-cognition, strategic action, and motivation to learn. With SRL, students can evaluate their study and learning strategies. Self-regulated learners also hold incremental beliefs about intelligence and attribute their successes or failures to factors within their control. The application of self-regulation to learning is a complicated process involving not only the awareness and application of learning strategies but also extensive reflection and self-awareness. Training programs that promote SRL have been found to be beneficial for students’ learning. This paper describes the design and development of the SRL instructional strategies, their implementation, and the evaluation of their effectiveness. Students also learned about the brain and how it forms new connections every time they learn something new. The outcomes are provided and recommendations are discussed.
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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3701.
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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.
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Petrovic, Jelena, and Dragana Dimitrijević. "EMOTIONAL EDUCATION IN 20th CENTURY SERBIAN PEDAGOGY." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.111p.
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Emotional education, although recognized in pedagogical science as a relatively young scientific concept, has always been a significant aspect of educational activity. The development of this aspect of educational activity was especially intense at the beginning of the 20th century, only to become a subject of scientific research in the 1980s. The aim of this paper is to investigate the development of the concept of emotional education in Serbian pedagogy, and the relation of Serbian educators to this educational concept. The method of theoretical analysis with content analysis technique was used in the paper. The main works of the most influential Serbian educators of the 20th century and the most important textbooks used in the education of pedagogues and teachers throughout the 20th century were analyzed. The point of analysis was emotional education viewed from the perspective of contemporary definitions of emotional education: as a pedagogical action that involves understanding and appreciating emotions in the process of education, developing self-awareness, self-discipline and independence, and helps children achieve positive interpersonal relationships. Despite the opinion that emotional education was under-represented during the 20th century, we found out that Serbian educators did pay attention to this aspect of education, but they didn’t consider it as a special phenomenon, but within the already defined scientific concepts of moral education and family pedagogy. Finally, we found that they understood it in accordance with their pedagogical orientations and social needs.
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Czaplinski, Iwona, Christine Devine, Martin Sillence, Andrew Fielding, Oliver Gaede, and Christoph Schrank. "Active learning in the time of the pandemic: Report from the eye of the storm." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0107.
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This study investigated second- and third-year science students’ perceptions of the effectiveness of their learning practices during the COVID-19 pandemic. The study focused on the concept of active learning, with special attention paid to self-regulation and self-direction. The data collected through mixed research methods provided evidence of students’ flexible adjustment to the exceptional circumstances. However, the data also revealed a relatively limited range of learning strategies reported by respondents. Thus, this paper identifies an important need for further investigation of students’ practices to enhance their awareness of learning strategies, as a way of becoming active learners. Finally, the study also made salient the need for teacher training in effective teaching strategies, as a complementary strategy to promote students’ active learning. The conclusions from the study reach beyond the current circumstances, as they suggest implications for learning design in terms of educators’ training and designing for active learning.
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Gerli, Fabrizio, Sara Bonesso, and Laura Cortellazzo. "Nurturing students’awareness of their behavioral competencies: The Competency Lab experience." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9232.
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Behavioral competencies, also defined emotional and social competencies (ESCs), are considered to be increasingly important for graduates’ workplace readiness. Drawing on studies that adopt the “whole person” learning approach and the Intentional Change Theory (ICT), this paper illustrates a teaching approach that higher educational institutions should implement, across different curricula and disciplinary fields, in order to improve students’ awareness of their behavioral compentecies and to direct their development coherently with the future professional and personal objectives. In doing this, we give an illustration of the lessons learned from an educational initiative, Competency Lab, designed by a research center of a public university in Italy, that was devoted to master’s students. From the analysis of the students’ learning outcomes, the paper shows the positive impact of : i) proposing the ICT approach, through which students assume personal responsibility for the development of ESCs; ii) integrating multiple learning methods and tools with a specific application of experiential methods to stimulate self-reflection and active experimentation; and iii) encouraging students’ engagement through web-based technologies. We provide implications for educators illustrating how students can self-define the ESCs to develop, following a rigorous method that is tailored to their specific level of maturity and personal motivation.
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Larson, Michael C., Benjamin H. Thomas, and Peter O. Leviness. "Assessing Creativity in Engineers." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0632.
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Abstract This study investigates how well certain popular psychological written tests aimed at assessing creativity relate to the performance of undergraduate mechanical engineering students engaged in a design competition. There is a growing awareness of the need to stimulate creativity in students. A valid standardized test would be useful for educators to develop curricular components aimed at bolstering student creativity and to measure the success of efforts to instill creativity. The Myers-Briggs Type Indicator1, the Torrance Tests of Creative Thinking2, and the Revised Minnesota Paper Form Board Test3 were administered to students enrolled in a sophomore-level engineering design course at Tulane University. In addition, a modified Ypma’s Biographical Questionnaire4 was used to gather personal data from each student. The design competition served as a basis for evaluating the individual’s applied creativity in an open-ended, yet constrained, engineering design activity. For the particular group tested, the three tests were poor indicators of the engineering creativity embodied in the students’ designs. It may be that the attributes which contribute to creativity in an engineering exercise differ from those which contribute to creativity in a more general sense, for example in art and literature, and which are measured by the tests. Responses to the biographical questionnaire suggest that, while the whole class shares a similar socioeconomic background, the students judged to be creative in the design activity possess certain qualities which distinguish them from the rest of the group. Noteworthy in this regard is the difference in the self-perception of creative ability — the creative students see themselves as being less creative than the other students see themselves. It may be worthwhile to follow up this small-sample investigation and undertake a larger study using the biographical questionnaire to collect information about personal experiences (presumably something that can be addressed in an engineering curriculum). This present study, although limited in scope, indicates that great care should be taken before the engineering community embraces a diagnostic test for creative potential.
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Rachmah, Dwi Nur, and Muhammad Aditya Ais Purnama. "Self Awareness of Adolescent Girl Students on Their Educations in Banjar Regency Indonesia." In Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccite-18.2018.15.
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