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.
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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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Cernohous, Steve, and Sharon West. "A Mandala: A Diagram of the Clinical Education Experience in Athletic Training." Athletic Training Education Journal 2, no. 1 (January 1, 2007): 10–15. http://dx.doi.org/10.4085/1947-380x-2.1.10.
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Objective: The objective of this paper is to present the practical use of a Mandala that: 1) provides opportunities for athletic training students to explore, reflect on and appreciate their clinical experiences; 2) provides educators with a model to understand and value athletic training student experiences; 3) organizes and captures factors and associated relationships that influence the athletic training student's clinical experience; and 4) provides impetus for further research and discussion between and among athletic training educators. Background: Athletic training educators often find it difficult to demonstrate and assess the behavioral component of learning. Creative teaching strategies and exercises that help athletic training students develop interpersonal competence, self-awareness, and self-reflection are needed in athletic training education. One approach to address this need is to employ the practical exercise of creating athletic training student Mandalas; portraits of self-expression and interpretation of their athletic training clinical experience. Description: The Mandala of Clinical Education depicts the individualistic and complex elements of the athletic training student clinical experience. It is a manifestation of a milieu of intrinsic and extrinsic elements, personal experience, and established research. The athletic training student is positioned in the center of the Mandala, embraced by contributing elements and the wholeness of the clinical experience. The artistic design reveals a series of gates, doors, and portals in which the elements of the student's experiences interact and serve as a point for self-reflection. Conclusion: Mandalas allow the athletic training student and educator opportunities to explore, understand, and value all clinical experiences in athletic training. Mandalas may also facilitate athletic training students developing interpersonal competence, self-awareness and self-reflection, all of which are key components to the foundational behaviors of professional practice.
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van Garderen, Delinda, Deborah Hanuscin, Cathy Newman Thomas, Melissa Stormont, and Eun J. Lee. "Self-Directed Learning to Improve Science Content Knowledge for Teachers." Intervention in School and Clinic 52, no. 4 (July 30, 2016): 236–42. http://dx.doi.org/10.1177/1053451216659476.
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Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are often solely responsible for teaching science to students with disabilities in resource settings and self-contained classrooms; while in inclusive settings, special educators may be called on to coteach or consult. Given their increased role in teaching this content, special educators may experience anxiety about their own science knowledge. This column provides special educators, via self-directed learning, with information and resources to enhance their science content knowledge and build awareness of students’ ideas in science so they can provide high-quality instruction in science for students with disabilities.
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Negi, Nalini J., Kimberly A. Bender, Rich Furman, Dawnovise N. Fowler, and Julia Clark Prickett. "Enhancing Self-Awareness: A Practical Strategy to Train Culturally Responsive Social Work Students." Advances in Social Work 11, no. 2 (October 27, 2010): 223–34. http://dx.doi.org/10.18060/482.
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A primary goal of social justice educators is to engage students in a process of self-discovery, with the goal of helping them recognize their own biases, develop empathy, and become better prepared for culturally responsive practice. While social work educators are mandated with the important task of training future social workers in culturally responsive practice with diverse populations, practical strategies on how to do so are scant. This article introduces a teaching exercise, the Ethnic Roots Assignment, which has been shown qualitatively to aid students in developing self-awareness, a key component of culturally competent social work practice. Practical suggestions for classroom utilization, common challenges, and past student responses to participating in the exercise are provided. The dissemination of such a teaching exercise can increase the field’s resources for addressing the important goal of cultural competence training.
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Newell, Ted. "Undeceiving Ourselves: Implications of Self-Deception for Teaching." Christian Education Journal: Research on Educational Ministry 16, no. 2 (April 8, 2019): 188–201. http://dx.doi.org/10.1177/0739891319837673.
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Romans 1 sees human beings actively resisting an awareness of a creator God that the characteristics of the created world presses upon them. Postmodern theorists add helpful insights. Educators aware of the educational significance of spiritual blindness and self-deception can appropriate strategies to challenge dominant ways of thinking with imagination and creativity. Christian educators can (1) adopt a parabolic approach, (2) mentor students in dangerous territory, and (3) conduct systematic reviews.
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Kuebel, Christa. "Health and Wellness for In-Service and Future Music Teachers: Developing a Self-Care Plan." Music Educators Journal 105, no. 4 (June 2019): 52–58. http://dx.doi.org/10.1177/0027432119846950.
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Researchers have published an increasing number of reports about undergraduate music students suffering from depression, anxiety, and stress as well as of in-service teachers’ experiences with burnout. Whether an undergraduate music student, a teacher, or a teacher educator, those in our profession need to increase awareness of the prevalence of stress and mental health concerns in music education. Along with presenting information to increase mental health literacy, this article discusses the use of self-care as a form of stress reduction among current and future music educators.
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McLean, Lorna R., and Hoa H. Truong-White. "Toward Self-Authoring a Civic Teacher Identity: Service-Learning in Teacher Education." Articles 51, no. 3 (May 2, 2017): 1081–101. http://dx.doi.org/10.7202/1039629ar.
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Previous scholarship has examined how teachers’ civic knowledge and conceptions of citizenship influence their goals, pedagogical practices, and confidence in teaching citizenship, but few studies have probed how teacher candidates develop identities as civic educators through community service-learning projects. This case study draws upon Baxter Magolda’s framework of self-authorship to investigate how teacher candidates in a Canadian university began to self-author their identities as civic educators through their experience of developing and delivering citizenship learning modules to youth through a community-based project. Our qualitative analysis of the data indicates that participating in change-oriented service-learning can lead teacher candidates to challenge their assumptions about youth engagement, increase their sense of self-efficacy as civic educators, and, to some extent, develop an awareness of self in relation to others.
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Ojha, Gaurav. "Making of a Good Teacher: Transformative Expressions of Inner Life in Education Narratives of Living, Being and Knowing Together." Journal of Education and Research 7, no. 2 (October 4, 2018): 43–53. http://dx.doi.org/10.3126/jer.v7i2.21246.
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This research paper recollects transformative expressions of inner life in education using expressive language to reconstruct experiential narratives of educators following on with collaborative turn as encouraged in qualitative research. Similarly, this paper reflects on transformative expressions of inner life in education by putting together first person monologues of educators, generated through dialogues. This paper, in addition, reveals their lived pedagogical experiences, their stories, hopes, courage, convictions, creativity and struggles in an education system where educators are most often encouraged to suppress their inner self, somewhere clandestine rather than share the relational richness of their inner life with students. Besides, the paper argues that good teaching takes its reference from inner landscape of an educator. My research participants are aware that by making a difference in their inner life and by infusing transformative orientations of their inner life within their educational practices, they can also make a difference in the lives of their students. They are able to sustain transformative interpersonal relationships with their students, which encourage them to live a life of self-awareness, freedom, character, joy, appreciation, acceptance and creativity. Finally, the paper ends with a realisation that inner life of an educator, including his/her compassion, courage, concern and care, serves as a guiding force for a meaningful relationship that creates transformative possibilities in education.
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A. Nazarenko, Halina, Halyna I. Lomakina, and Tetyana V. Kolgan. "Formation of Democratic Confidence and Self-Awareness of Future Educational Staff of Preschool Education." Journal of Social Sciences Research, no. 54 (April 6, 2019): 862–68. http://dx.doi.org/10.32861/jssr.54.862.868.
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The development of the democratic foundations of Ukrainian society highlights the problem of formation of democratic confidence and self-awareness of future educators of pre-school establishments who should be prepared not only for the independent professional activity in the conditions of democracy, but also for social protection of the rights of pre-school children in cooperation with other subjects of a democratic society. The article outlines the essence, structural components, criteria and indicators of the formation of democratic confidence and identity of the student youth. The methodology and results of diagnostics of the level of democratic confidence and students’ self-awareness are presented. The actual aspects for modernization of the content of social and humanitarian training of future educators in pre-school educational institutions on the principles of human-centered philosophy and the theory of democracy as the power of the people are proposed. The results of the approbation of the author’s elective course “Democratic Principles of the Ukrainian State” are highlighted.
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A. Nazarenko, Halina, Halyna I. Lomakina, and Tetyana V. Kolgan. "Formation of Democratic Confidence and Self-Awareness of Future Educational Staff of Preschool Education." Journal of Social Sciences Research, Special Issue 5 (December 15, 2018): 522–28. http://dx.doi.org/10.32861/jssr.spi5.522.528.
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The development of the democratic foundations of Ukrainian society highlights the problem of formation of democratic confidence and self-awareness of future educators of pre-school establishments who should be prepared not only for the independent professional activity in the conditions of democracy, but also for social protection of the rights of pre-school children in cooperation with other subjects of a democratic society. The article outlines the essence, structural components, criteria and indicators of the formation of democratic confidence and identity of the student youth. The methodology and results of diagnostics of the level of democratic confidence and students’ self-awareness are presented. The actual aspects for modernization of the content of social and humanitarian training of future educators in pre-school educational institutions on the principles of human-centered philosophy and the theory of democracy as the power of the people are proposed. The results of the approbation of the author’s elective course “Democratic Principles of the Ukrainian State” are highlighted.
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Jongho, John, Meg Handley, Dena Lang, and Mike Andrew. "Engineering Leadership Development: Contribution of Professional Skills to Engineering Undergraduate Students’ Leadership Self-efficacy." International Journal of Educational Methodology 8, no. 1 (February 15, 2022): 69–80. http://dx.doi.org/10.12973/ijem.8.1.69.
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<p style="text-align: justify;">Corresponding to industry trends and changes in engineering education accreditation criteria, non-technical professional skills training is now seen as central to baccalaureate engineering education. Beyond simply developing good managers in the engineering fields, engineering educators have adopted a goal to prepare engineering students to be leaders who can provide vision to their organizations with strong ethical standards. This study investigated engineering undergraduate students’ leadership efficacy development associated with such professional skills as self-awareness, global competence, ethical awareness, creativity, and teamwork skills. Responding to an online survey, 247 engineering undergraduates who were enrolled in an engineering leadership course participated in this study. Results of this study indicated that there are positive associations among the five professional skills (e.g., self-awareness, ethical awareness, global competency, creativity, and teamwork skills), and engineering leadership self-efficacy for engineering undergraduate students. The five professional skills (self-awareness, ethical awareness, global competency, creativity, and teamwork skills) predicted 54% of the overall variance of engineering leadership self-efficacy.</p>
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Burbank, Mary D., Melissa M. Goldsmith, and Alisa Bates. "More Than Hoop Jumping: Making Accreditation Matter." LEARNing Landscapes 8, no. 2 (August 2, 2015): 59–75. http://dx.doi.org/10.36510/learnland.v8i2.696.
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This study provides a discussion of faculty perspectives on the impact of national accreditation on a teacher education program. Research questions from a three-year investigation examined the influence of accreditation on how teacher educators approach their work and whether meeting accreditation requirements contributes to ongoing, systemic self-reflection. Self-study survey data identified faculty perspectives on the influence of accreditation on planning, instruction, curriculum development, assessment, collaboration, reflection, and awareness of accreditation discussions. Accreditation as a form of self-study reveals both strengths and the inherent challenges of meeting the sometimes competing goals of accreditation requirements and meaningful examinations through self-reflection. Study implications underscore the need for conscious efforts to maintain self-reflection as central to program improvements and considerations for teacher educators’ work.
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Koenig, Adam, Susan Rodger, and Jacqueline Specht. "Educator Burnout and Compassion Fatigue: A Pilot Study." Canadian Journal of School Psychology 33, no. 4 (January 9, 2017): 259–78. http://dx.doi.org/10.1177/0829573516685017.
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Sixty-four Canadian educators from Southwestern Ontario took part in a 2-hr voluntary workshop about the emotional labor and consequences that may be experienced by educators. A focus on both burnout and teacher compassion fatigue (CF), an underresearched area with respect to Canadian educators, was taken. The current study hypothesized that this professional development would positively influence educators’ knowledge, skills, and awareness regarding burnout, CF, and self-care; furthermore, it was predicted there would be a positive correlation between burnout and CF. Results supported the efficacy of professional development and partial support was detected for the relationship between burnout and CF. Implications and future research are discussed.
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BOZGÜN, Kayhan, and Meltem AKIN KÖSTERELİOĞLU. "Self-Confidence as the Predictor of Metacognitive Awareness in High School Students." Participatory Educational Research 10, no. 1 (January 30, 2023): 375–88. http://dx.doi.org/10.17275/per.23.20.10.1.
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Metacognitive awareness is said to be reflected by self-confidence scores, and there exists a mutual relationship between them. This study was conducted to examine the role of self-confidence in predicting metacognitive awareness in high school students and to examine whether gender, grade point average, type of high school and father’s education level played a role in this relationship. The data were obtained from 390 high school students studying at two different types of high school (general and vocational) using two different scales. Research data were analyzed through hierarchical regression analysis method to determine the predictiveness. Results showed (i) the metacognitive awareness scores were moderately and highly correlated with the self-confidence level total score and sub-dimension scores; (ii) participants’ self-confidence scores explained 46% of the change in metacognitive awareness scores; (iii) the type of high school and grade point average had 9% effect on metacognitive awareness scores. It is recommended to examine the relationships of metacognitive awareness and self-confidence with different variables and to conduct experimental studies. The co-development of metacognitive awareness and self-confidence in students should be emphasized by families and educators. It is thought that the current study will be useful in relation to its results for understanding the importance of self-confidence and metacognitive awareness of high school and of those at other levels.
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Marjan, Masoodi. "Importance of Promoting Metacognitive Awareness at University." Vocational Training: Research And Realities 29, no. 1 (December 1, 2018): 3–18. http://dx.doi.org/10.2478/vtrr-2018-0002.
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Abstract The aim of this study is to furnish a reliable theoretical overview on metacognitive awareness. This research is carried out to (1) familiarize the researchers with the definition, components and sub-components of metacognitive awareness (2) discuss a brief outline of metacognitive awareness along with its origin and essence from the point of view of its historical development (3) link metacognitive awareness to a number of other constructs, including motivation (4) illustrate the features of self-regulated students and their recruited metacognitive strategies and (5) briefly examine the major challenges in the implementation of metacognitive awareness. In conclusion, this research reveals that the analysis of metacognitive awareness and its components gives rise to a new notion of auto-noetic (self) knowledge of learners through planning, monitoring and reflectively evaluating task performance, and creates higher levels of self-efficacy which provides students with different educational contexts in which they are able to have more self-confidence, get more positive feedback both from an instructor and classmates and cultivate in learners more self-regulatory characteristics that enable them to learn autonomously, be completely equipped with motivation and be welcoming to challenges. The study provides benefits to both learners and educators. Learners can receive guidance on how to foster metacognitive awareness for being more competent learners. Furthermore, it provides meaningful insights for curriculum developers to provide metacognitive awareness-based curricula.
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Moore, Linda S., David Jenkins, Tracy J. Dietz, and Julie Feuerhelm. "The Use of the MBTI as a Self-Awareness Tool in Undergraduate Education." Journal of Baccalaureate Social Work 2, no. 2 (April 1, 1997): 53–70. http://dx.doi.org/10.18084/1084-7219.2.2.53.
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This paper presents a model for using the Myers-Briggs Type Indicator (MBTI) as a self-awareness tool in baccalaureate social work education. The model is based on eight years of use in one Social Work Program. The paper also presents the results of an exploratory study done to assess the model. The MBTI is a scientific instrument used to indicate different preferences on four dimensions: source of energy, perception, decision-making, and relation to the external world. The development and purpose of the MBTI are discussed and a description of the components of the instrument is included. Techniques for effective and ethical testing and use in the classroom to promote self-awareness are provided. Implications for social work educators are also addressed.
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RACHMANIA, Rachmania. "Peer and Self-assessment for Learners in Higher Level of Education." Academic Journal Perspective : Education, Language, and Literature 6, no. 1 (May 30, 2018): 1. http://dx.doi.org/10.33603/perspective.v6i1.1085.
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AbstractThere has been increasing interest in the use of peer and self-assessment for learners in universities. Such interest is mostly due to the awareness of the significant importance of the two kind of assessments toward students’ learning outcomes. Educators suggest that peer and self-assessment could encourage learners to be more responsible and reflective. This paper will investigate the definition of peer and self-assessment, evidences that could justify the effectiveness of peer and self-assessment, and some numbers of principles of effective practice in the use of peer and self-assessment.
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Brown, Elinor L. "The Relationship of Self-Concepts to Changes in Cultural Diversity Awareness: Implications for Urban Teacher Educators." Urban Review 36, no. 2 (June 2004): 119–45. http://dx.doi.org/10.1007/s11256-004-0616-0.
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Susanti, Fani, Afan Alfian Rizal, and Dwi Erni Febrianti. "ANALISIS PERMASALAHAN SIKAP PROFESIONALISME DALAM KINERJA GURU PADA SATUAN PENDIDIKAN." BASA Journal of Language & Literature 1, no. 2 (October 31, 2021): 20. http://dx.doi.org/10.33474/basa.v1i2.10579.
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This paper aims to find out the problem of professionalism in teacher performance in the education unit. This writing uses a descriptive qualitative approach in which to find relevant and valid reading sources to collect accurate data in an effort to support this writing. Basically the problem with professional attitudes arises a lot because of the number of teachers who only master knowledge but do not master some other aspects. So it only teaches but ignores the most important value in education itself. These problems arise due to a lack of self-awareness in an educator. Professionalism is an aspect of expertise in the field that is run. So that efforts to develop, improve, and self-evaluation in educators must be pursued and must be continuously improved. Considering educators are a central and key aspect in achieving educational goals. Teachers with good performance will produce human resources and outputs that will be very beneficial to the nation and the country. Some of the problems in this case are about professionalism towards legislation, professionalism towards peers, profeionalism attitude towards learners, and professionalism attitude towards superiors or leaders. That will be analyzed in this paper to find out the magnitude or small impact that resulted from this.
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Dettlaff, Alan J., Linda S. Moore, and Tracy J. Dietz. "Personality Type Preferences of Social Work Students: Enhancing Education through Understanding Personality Variables." Journal of Baccalaureate Social Work 11, no. 2 (March 1, 2006): 88–101. http://dx.doi.org/10.18084/1084-7219.11.2.88.
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Social work education emphasizes the development of self-awareness and the effective use of self One component of self-awareness is the understanding of personality variables and how these variables can affect relationships with others. Social work educators have the responsibility of helping students understand their own personality preferences in order to work effectively with clients of differing personality types. The purpose of this study is to identify the personality type preferences of social work students, as measured by the Myers-Briggs Type Indicator, and to determine if there are significant differences between social work students and students in other disciplines. Results of this study reflect significant differences between social work students and students in other disciplines in the Sensing-Intuition and Thinking-Feeling dimensions of personality type. Implications for education and practice and discussed.
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Manfra, Louis, and Adam Winsler. "Preschool children's awareness of private speech." International Journal of Behavioral Development 30, no. 6 (November 2006): 537–49. http://dx.doi.org/10.1177/0165025406072902.
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The present study explored: (a) preschool children's awareness of their own talking and private speech (speech directed to the self); (b) differences in age, speech use, language ability, and mentalizing abilities between children with awareness and those without; and (c) children's beliefs and attitudes about private speech. Fifty-one children between the ages of 3 and 5 completed a selective attention task from which a sample of private speech was video-recorded for use during a subsequent experimenter–child interview. Children also completed a standardized language assessment and a battery of mentalizing tasks. Roughly half of the children (54%) showed awareness of talking during the task, and 52% of the children who talked during the task stated that their speech was self-directed. Children who were aware of their private speech were significantly older, had greater expressive language skills, used more private speech, and had higher deceptive-box scores than children who were not aware of their private speech. Participants believed that private speech was positive and helpful. Implications of this work for researchers and early childhood educators are discussed.
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Ciesielkiewicz, Monika, and Oscar Garrido Guijarro. "Saharawi Women - Educators and Promoters of Peace." Issues in Social Science 5, no. 2 (September 11, 2017): 13. http://dx.doi.org/10.5296/iss.v5i2.11313.
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The purpose of this paper is to explore the role of Saharawi women as educators and promoters of peace. The study includes published research on the topic, as well as two interviews conducted with a Paz Martín Lozano, a Spanish politician who is an expert on Saharawi issues, and Jadiyetu El Mohtar, a Saharawi activist and representative of the National Union of Saharawi Women (UNMS) who was well known by the Spanish media due to the hunger strike that she went on at the Lanzarote Airport in 2009. Despite the unbearable extreme conditions, Saharawi people were able to organize their political, economic and social life in refugee camps in the middle of a desert, mainly thanks to the incredible Saharawi women who educate their children to fight for the liberation of the territory of Western Sahara in a peaceful and non-violent way. They are striving for the recognition of the Saharawi cause at the international level and raising awareness of their right to self-determination through a free and fair referendum. They provide an excellent example for their children and transmit the values of peace, non-violent resistance, and not despairing in the face of difficult circumstances.
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Rani, Suman, and Reena Jain. "GENDER BASED ANALYSIS OF TEACHER EDUCATORS EMOTIONAL INTELLIGENCEIN RELATION TO THEIR TEACHING EXPERIENCE." International Journal of Advanced Research 10, no. 04 (April 30, 2022): 516–23. http://dx.doi.org/10.21474/ijar01/14576.
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In the new millennium, teachers are challenged to educate students to fulfill the demands of an internationally competitive global society. This responsibility increases many times when we talk about teacher educators, which occupy a central position in the educational system. Emotional status is a controlling factor intheir teaching ability. Looking at the significance of emotional intelligence (EI) in the present scenario, the investigator is keen to study the influence of genderand teaching experience onthe EIof teacher educators in Northern India, especially Haryana.This study has been conducted to assess the EI of teacher educators in relation to their gender and experience. The emotional intelligence scale by Anukool Hyde, SanjyotPethe, and Upinder Dhar (2002) have used for analysis. Data obtained by stratified randomization was analyzed statistically using descriptive and test of significance analysis by One Way ANOVA. Results revealed no significant difference between the overall Emotional Intelligence of male and female teacher educators. However, each gender dominated in separated emotional intelligence factors wherefemale teacher educators mainly dominated in factors like managing relations, empathy, altruistic behavior, and integrity as compared to males. On the other hand, male teacher educators dominated mainly inself-awareness, self-motivation, emotional stability, integrity,self-development,and value orientation. Thus,overallEI is not gender-dependent,while different emotional intelligence factors varybetween male and female teacher educators depending on personality traits and living conditions. On the other hand, results have shown the positive impact of teaching experience on the total EI of teacher educators, where EI factors like empathy, self-motivation, managing relations, and integrity are enhanced with experience and thereby contribute to the enhancement of overall EI in both male and female teacher educators.Present study results will help embellish the subject matter of gender-based differencesin Emotional Intelligenceabout their experience.The outcome of this study would be beneficial fora further incremental increase of teacher educators EI by focusing on specific factors if teacher educatorsprogramsshould be prepared by considering all these effectors accordingly that would enlighten not only teacher education but also improve the impact of the Indian education system.
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Yurkiv, Yaroslava. "Characteristics of the Subject of Professional Training of Future Social Workers and Social Pedagogues to Work with Vulnerable Categories of the Population." Education and Pedagogical Sciences, no. 1 (179) (2022): 91–98. http://dx.doi.org/10.12958/2227-2747-2022-1(179)-91-98.
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The article reveals the generalized characteristics of the subject (researcher, stakeholders) of professional training of future social workers and social educators to work with vulnerable groups as a set of basic components: general professional (professional and academic qualifications according to the content of educational components of the educational program; professional positions as a set of formed attitudes and orientations, attitudes and assessments of internal and environmental experience; subsystem of individual psychological features - a combination of different structural and functional components of the psyche, which determine the individuality, style of professional activity, behavior and are manifested in the professional qualities of the individual); specialized requirements (awareness of the importance of training future social workers and social educators to work with vulnerable populations; awareness of the interdisciplinary nature of social work with vulnerable populations; creativity in solving problems of social work with vulnerable populations); innovation requirements (the need for self-improvement, improving professional skills, ability to innovate, etc.).
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Kondratets, Inna, and Maryna Naumenko. "Psychological and pedagogical support of educators-to-be in speech development of young children." Educological discourse 38-39, no. 3-4 (2022): 47–56. http://dx.doi.org/10.28925/2312-5829.2022.3411.
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The article defines the essence of the concept of "psychological-pedagogical support" as a complex system of activities for the organization of optimal conditions and partner support on the part of teachers, realizing opportunities for self-discovery, revealing the creative potential, abilities, inclinations, interests and motives, forming a sense of self-worth and striving for self-realization through the active application of scientific achievements for each student of higher educational institution. The main emphases of scientists regarding interaction with young children in the field of speech development, which should be taken into account by practitioners, are analyzed: the existence of two parallel spheres of speech communication: communication with adults and communication with children; the effect of imitating the speech of an adult; considering speech as an accompanying activity without which no other child's activity can take place fully. Numerous approaches that ensure the effectiveness of psychological and pedagogical support of educators-to-be in planning and organizing forms of interaction with young children are highlighted: reflexive, axiological, competence-based. The algorithm for psychological and pedagogical support of educators-to-be is outlined: determination of the level of ideas and awareness of the psychological characteristics of young children; awareness of the patterns of speech development of young children; understanding the differential selection of effective forms of interaction with children, giving preference to modern methods and techniques; modeling of forms of partnership interaction with parents of pupils; case testing of various forms of interaction during practical training in early childhood groups; presentation of positive experience in various educational circles. The peculiarities of modern forms of interaction with children are analyzed, attention on indirect and direct forms of interaction on the development of speech is focused.
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Olive, Caitlin, Karen Lux Gaudreault, and Adriana Lucero. "Strategies for Implementing Social-Emotional Learning in Adapted Physical Education." TEACHING Exceptional Children 54, no. 1 (September 2021): 63–69. http://dx.doi.org/10.1177/00400599211046279.
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Benefits of developing SEL skills can include improved academic success, emotional health, increased patience for problem solving, and enhanced emotional control and regulation (Ciotto & Gagnon, 2018). Physical education (PE) can be used as an avenue to teach SEL skills by connecting the affective domain (Ciotto & Gagnon, 2018) with the five SEL competencies of: (a) self-awareness, (b) social-awareness, (c) self-management, (d) relationship skills, and (e) responsible decision-making. We offer that SEL is important for all students and can support students with special needs, including those not in general education classrooms, when implemented with appropriate modifications. The purpose of this article is to provide adapted physical educators with two strategies for developing and implementing SEL within APE programs: Restorative Justice Circles (Anfara et al., 2013; Suvall, 2009) and TPSR (Hellison, 2003).
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Hepburn, Stevie-Jae, Annemaree Carroll, and Louise McCuaig. "Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience." International Journal of Environmental Research and Public Health 18, no. 17 (August 26, 2021): 9009. http://dx.doi.org/10.3390/ijerph18179009.
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Background: work-related stress can have alarming physiological and psychological health impacts, which may permeate into personal and professional contexts. Teachers need to be supported to develop the skills and strategies to effectively identify how stress manifests and how to use simple, practical techniques to manage and reduce the impact of stress. Complementary interventions (CIs) for educators may provide stress management and assist with supporting wellbeing at the individual level. Methods: the convergent mixed-methods study included participant reflections, self-report measures for perceived stress, mindful attention awareness, and subjective wellbeing and biological measures (salivary cortisol levels). Data analysis: inductive thematic analysis and mixed-methods case study design. Results: the participants shared that they experienced benefits in personal and professional contexts, behavioural changes, increased awareness of the impact of stress, and a decrease in the stress response. The participant reflections provided contextual information surrounding the self-report and biological measures. The inferences generated were reflected in both datasets. The findings supported the proposed model linking the mechanisms present in the techniques from the system of yoga and the dimensions of wellbeing. Conclusions: the findings suggest that a CI for educators may provide strategies for supporting wellbeing and assisting with stress management.
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Cronqvist, Marita. "Academic Freedom in Teacher Education; Between Certainty and Uncertainty." Australian Journal of Teacher Education 47, no. 6 (June 2022): 55–68. http://dx.doi.org/10.14221/ajte.2022v47n6.4.
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In this study, academic freedom in teacher education is related to preservice teachers’ possibilities to develop critical and autonomous thinking in teaching practice. Self-awareness and self-confidence provide certainty to deal with the uncertain situation in teaching where creativity and judgment must be given priority over an instrumental teaching based on authorities, effective methods or ready-made solutions. Teacher educators thus need to promote academic freedom as both certainty and uncertainty. The aim of this paper is to provide enhanced understanding of the meanings and implications for teacher education of academic freedom, in the tension between certainty and uncertainty, based on a phenomenological study about preservice teachers’ experiences of professional ethics. The results show that teacher educators’ function as role models is crucial for preservice teachers’ academic freedom in developing their teaching. A consensus on fundamental values provides openness in discussions that promote the student's critical attitude.
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Rajendran, Charlene. "Becoming a FaciliActor: Playing at fiction on the borderlines of culture." Applied Theatre Research 8, no. 2 (November 1, 2020): 245–57. http://dx.doi.org/10.1386/atr_00041_1.
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This article interrogates the idea of the drama educator as a FaciliActor within the sociocultural and political context of Singapore, drawing on Jacques Ranciere’s (2015) notions of fiction and dissensus to examine how the FaciliActor can expand the potential of play-based embodied learning. The term FaciliActor, coined to combine facilitator and actor capacities, and thereby emphasize the acting skills involved in facilitating a dynamic drama process, points to imaginative options that drama educators negotiate when planning and executing their roles. In particular, it highlights an educator’s ability to play with experimental options and trust the ingenuity of imagination that prods a review of what is. This includes having theatrical presence, which commands attention and invites response. Given the escalating tensions of cultural difference in plural societies, the growing need for dialogic pedagogies that develop twenty-first century competencies such as critical thinking, empathy and self-awareness points to the FaciliActor as well placed to do this through play-based and creative frameworks that allow multiple perspectives. I consider how the FaciliActor can expand dialogic options for participants when creating and facilitating a drama process, and suggest that it is useful to engage with an ‘actor’s dramaturgy’ (Barba 2010) to gain critical skills when performing.
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Prisyazhnyuk, Larisa, and Olga Groshovenko. "PREPARING FUTURE EDUCATORS FOR THE IMPLEMENTATION OF TASKS OF THE ECOLOGICAL AND NATURAL EDUCATION OF PRESCHOOLERS IN THE CONTEXT OF UPDATING HIGHER EDUCATION STANDARDS." Educational Discourse: collection of scientific papers, no. 9(11-12) (December 27, 2018): 112–21. http://dx.doi.org/10.33930/ed.2018.5007.9(11-12)-10.
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The change of reference points in the ecological and natural education of preschool-age children actualizes the need for training teachers who are able to build the educational process in accordance with contemporary tasks and updated approaches. The list of special competencies that should be formed by the future educator for the successful implementation of the tasks of the ecological and natural education for preschoolers requires clarification. These competencies include: the ability of children to form primary ideas about the environment, the properties and relations of objects; development of self- awareness; the ability to form a value attitude to nature in preschool children, which is manifested in environmentally friendly behavior and activities in the environment. The results of student learning are also specified. Clarification of special competences and the results of preparing future educators allowed to design mechanisms for mastering the content.
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Pappa, Sotiria, and Josephine Moate. "Teacher Educators’ Professional Identity in English-Medium Instruction at a Finnish University." Center for Educational Policy Studies Journal 11, no. 3 (September 28, 2021): 9–33. http://dx.doi.org/10.26529/cepsj.1053.
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Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators’ orientation to their work and the different ways language impinges on the sense of self as the teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impinges on how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating addresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the ‘Englishisation’ of higher education.
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Arnold, Marilynn S., Patricia M. Butler, Robert M. Anderson, Martha M. Funnell, and Catherine Feste. "Guidelines for Facilitating a Patient Empowerment Program." Diabetes Educator 21, no. 4 (August 1995): 308–12. http://dx.doi.org/10.1177/014572179502100408.
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The traditional medical treatment model often ignores the emotional, spiritual, social, and cognitive aspects of living with a chronic disease such as diabetes. Empowerment programs address these psychosocial areas by helping individuals develop skills and self-awareness in goal setting, problem solving, stress management, coping, social support, and motivation. Although many diabetes educators have been taught to use an empowerment curriculum to facilitate self-management, there is minimal research concerning the actual process of providing such programs to patients. We evaluated an empowerment curriculum (Empowerment: A Personal Path to Self-Care) with a diverse group of individuals with diabetes to determine the key elements of planning and implementing a successful diabetes patient empowerment program.
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Ramsgaard, Michael Breum, Mette Lindahl Thomassen, Karen Williams-Middleton, and Helle Neergaard. "Mapping and navigating context for opportunity development: The Context Hive – a research-based framework." Industry and Higher Education 35, no. 4 (June 15, 2021): 325–35. http://dx.doi.org/10.1177/09504222211021311.
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Contextual elements play an important role in entrepreneurial activities and learning processes. However, context is often taken for granted rather than being viewed as an asset, which may lead to missed opportunities, missed potential solutions and missed learning. Entrepreneurship education should therefore prepare and empower students to act entrepreneurially in their individual, unique context. A student-centric pedagogical approach is required to build this metacognitive understanding and enable students to ultimately self-manage their own process, embedded in and influenced by context. This paper presents a framework, the Context Hive, which enables students to understand and work with the impact of context on their entrepreneurial activity. The Context Hive translates entrepreneurship and context theories into educational (and entrepreneurial) practice by structuring complexity and uncertainty in ways that help students to better grasp, adapt or adjust to contextual elements. Using the research-based framework facilitates dialogue, builds awareness and enables prioritization of actions based on contextual analysis. In this way, the classroom is no longer limited to one perspective and educator and student share responsibility for how learning is designed, which provides a means for educators and students to raise awareness of how context influences entrepreneurial activity, making it navigable.
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Dominik, Michael Thomas, and Devika Banerji. "US community college entrepreneurship educator practices." Journal of Small Business and Enterprise Development 26, no. 2 (April 23, 2019): 228–42. http://dx.doi.org/10.1108/jsbed-06-2018-0174.
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Purpose The purpose of this paper is to descriptively characterize the demographic profiles of entrepreneurship educators (EE) in US community colleges, and include descriptive and inferential examination of their pedagogical modalities, attitudes toward online modality, and use of teaching materials, tools and techniques, with resulting impacts and outcomes on students. Design/methodology/approach This paper analyzed data collected by the National Association for Community College Entrepreneurship on the national landscape of community college entrepreneurship education. The useable sample included 568 responding participants from 270 US community colleges, all of whom self-identified as faculty members who teach entrepreneurship. To enhance the understanding of the findings, a small panel of EE experts was solicited to offer perspective and future study suggestions. Findings Ten distinct findings are offered. These include EE teaching materials, teaching modalities, use of e-learning and alternative techniques, and their relation to modalities; and examination of five distinct entrepreneurial educational outcomes and their relationship to educator use of pedagogical materials, tools and techniques. Originality/value Understanding effective entrepreneurship educational practices is important to globally advancing entrepreneurship education. This paper concentrates on the profiles and practices of educators in the significant but under-researched domain of US community colleges, and offers an incremental contribution and awareness of effective entrepreneurship education teaching methods.
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Odobašić, Amina, and Anela Hasanagić. "Social and Emotional Competencies And Attitudes of Parents and Educators As Determinants of Abilities and Talents Perception of Preschool Children." Društvene i humanističke studije (Online) 6, no. 3(16) (July 27, 2021): 435–56. http://dx.doi.org/10.51558/2490-3647.2021.6.3.435.
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To ensure that the process of giftedness development runs smoothly, it is necessary to build adequate socio-emotional competencies related to the ability to use various social and emotional stimulation from the environment to achieve results that enable satisfactory and competent participation in groups, communities, and society to which individual belongs. The goal of this research was to examine whether and to what extent are socio-emotional competencies of parents and Kindergarten teachers are significant predictors of the perception of talents of preschool children. The sample consisted out of 100 participants from Zeničko-Dobojski kanton, 75 parents, and 25 educators. As instruments, we used: Questionnaire of general sociodemographic data (SD questionnaire), Giftedness Questionnaire (Von Krafft and Semke, 2008), and questionnaire of socioemotional competencies of educators (Jusufovic, unpublished paper). The results indicate that among all socio-emotional competencies of parents the only that is significant predictor is awareness of others for assessing the expression of one’s characteristics, for assessing the expression of talent and out of socio-demographic variables, the variable of age parents is significant, but only for assessing the expression of talents (older parents perceive less giftedness). Furthermore, in the case of educators, pure non-violent communication is important for socio-emotional competencies for the expression of one’s characteristics, then for the expression of talents significant factors are non-violent communication, awareness of others, emotion regulation, self-esteem, and the total score of socio-emotional competencies. Among socio-demographic characteristics, the important predictor is working experience for perceiving talents. In addition to this, there are statistically significant differences between parents and educators, in an expression of talent, and the results show that educators are better in the estimation of expression of talents.
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Zhurov, V. V., and N. A. Biienko. "Рhenomenon of states psychological self-regulation of teacher’s life activities." ScientifiScientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2021, no. 2 (November 1, 2021): 75–90. http://dx.doi.org/10.32755/sjeducation.2021.02.075.
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Based on the structural and system analysis, the article considers the need for self-regulation for teachers, substantiates and provides statistics on the negative psychophysical states of educators, which they acquire as a result of professional activity. One hundred teachers were interviewed in order to define the mastering level of their self-regulation and the need to educate teachers in the theory and practice of these aspects. Based on the data obtained, it is obvious that educators need education on this issue, and the level of assimilation of this information and skills still needs to be better. The necessity of developming the motivational system of self-regulation mastering by teachers through the following components of this motivation is substantiated in the article: it can be made through a condition of psychophysical health; because of the culturological need of educators and because of the need not to expose others, in particular children, according to the negatives of their emotional deviations; due to the need for pedagogical competence, which has the competence of the psychological spectrum, which determines the professional status; because of the need for the teacher to be a proactive person. Since teachers are mostly motivated to learn self-regulation mainly because of health and the effectiveness of such motivation is limited, we conclude that there should be several motivational areas, where each specialist will find what he needs. The article analyzes and systematizes theoretical principles of self-regulation of mental states of the personality in order to bring this information in an adaptive form for teachers. In this context, the periodization is made considering the research on self-regulation by scientists from foreign and national physiological and psychological schools. The meaningful information of theoretical bases of regulation is structured and systematized. The necessity of a regular system of education on the theory and practice of self-regulation is substantiated and in this perspective the article gives the basics of such education. In our publication the authors offer the term, forms of work and its content. Conclusions are made on improving the awareness of educators of the practical acquisition of knowledge, skills and abilities on the problem. Key words: self-regulation of personality mental states; motivation, mastery of self-regulation of mental states by the teacher; systematization of theoretical principles of self-regulation; basics of the teacher education project on self-regulation issues.
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Kāposta, Iveta. "REFLECTION AS A MEANS FOR LEARNING SKILL IMPROVEMENT IN STUDENTS." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 425. http://dx.doi.org/10.17770/sie2014vol1.780.
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Self-regulation is one of the criteria in good or competent learning. Self-regulated learning means that the learning person understands the process of one's learning i.e. understands what one needs; understands what happens to one during such learning; one is responsible for own learning; one has acquired and independently applies learning skills. Many scholars regard reflection as being means for improvement of competent learning. Reflection in pedagogy is to be understood as a process of awareness the performance and / or action which took place in educational process or any part. Reflection is based on analysis of one's actions and/or activities. Reflection may differ both in terms of the goal as well as in terms of the subject across various stages of learning process and activities. Russian educator and psychologist A. Stepanova classifies reflection in accordance with the subject of reflection (Степанова, 2009): mood and emotional status reflection; reflection of learning content; learning activity reflection. Mood and emotional status reflection and learning content reflection are often applied in Latvian schools; while reflection on learning activities has enjoyed little recognition. Educators in Latvian schools often offer students use questions and visualisation as methods of reflection (latter is used in work with younger students), but negotiations are offer relatively rare. Educators recognise reflection better according to the actions but they lack knowledge on reflection during action thus not offering it to students. Nevertheless, some secondary education students use reflection during action in an unaware manner. Reflection on average is given 5 - 10 minutes during a lesson.
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Rivers, Damian J., Michael Vallance, and Michiko Nakamura. "Metacognitive Knowledge and the Self as Socially Distanced Online Learner: A Virtual Reality Assisted Analysis of Academic Self-Concept." Journal of Educational Technology Systems 50, no. 1 (March 18, 2021): 87–111. http://dx.doi.org/10.1177/0047239521999779.
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With online learning solutions responding to the novel coronavirus pandemic, it is important for educational technologists and other practitioners to understand how learners are experiencing the demands of socially distanced online learning and how they conceive of themselves within distant spaces and digital communities. Research into the metacognitions of learners provides a non-technocratic focal point through which such information can be extracted. Framing learner self-beliefs as a form of metacognitive knowledge, the current article presents a virtual-reality-assisted thematic analysis into the self-appraisals of 210 socially distanced online learners at a Japanese university. The study focuses on the discursive rationalizations expressed in service of the academic self-concept. Four themes were identified in the data: formal assessment, affect and emotion, self-regulation, and transformative awareness. Such research provides educators with a platform for pedagogical intervention and course design considerations relative to the challenges of the online learning experience.
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Habibulloh, Muh, and Binti Maunah. "Kecerdasan Emosional Guru Dalam Membina Moralitas Peserta Didik." Realita : Jurnal Penelitian dan Kebudayaan Islam 13, no. 1 (May 20, 2022): 125–37. http://dx.doi.org/10.30762/realita.v13i1.57.
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The research in this thesis is motivated by moral aspect rather than overlooking learners, particularly learners who are experiencing puberty, when their curiosity raging-nggebu with things that are foreign to them. Technology is the most dominant factor in supporting their curiosity. For example, technology delivers everything instantly, software that enables google search of all knowledge, knowledge that can be both positive and negative. Subsequently, this fact affects the young who employ such technology improperly, especially those who are students. The rise of the porn video that has spread in cyberspace make this negative impact worse to those who are still studying. Thus, this situation requires teachers who are emotionally intelligent and have good morality in order to produce reliable output. Teachers who become educators at both institutions already have experience of EQ tests in collaboration with other universities psychiatrist. Emotional intelligence determines our potential to learn the skills - practical skills based on five elements: self-awareness, motivation, self-regulation, empathy and skills in developing relationships with others. This is associated with emotional intelligence as a teacher educator, who have the ability to recognize emotions, self-control, self-motivation, empathy and fostering hunbungan to provide a forum for students to pay more attention to their behavior. Students will indirectly follow what the teacher do.
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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." Issues in Informing Science and Information Technology 14 (2017): 101–19. http://dx.doi.org/10.28945/3702.
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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.