Journal articles on the topic 'Practice educators'
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Lowenhaupt, Rebecca, Dafney Blanca Dabach, and Ariana Mangual Figueroa. "Safety and Belonging in Immigrant-Serving Districts: Domains of Educator Practice in a Charged Political Landscape." AERA Open 7 (January 2021): 233285842110400. http://dx.doi.org/10.1177/23328584211040084.
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Drawing from a context of reception framework, this article asks the following questions: How do educators describe issues of safety and belonging in the context of a charged immigration policy climate? What practices have educators developed to support immigrant-origin youth? And, what are the relationships between educators’ perceptions of safety and belonging and educator practices? We analyze educators’ survey responses administered across six school districts in different contexts across the United States, including the Northeast, Midwest, South, and West. We synthesize four domains of educator practice: signaling affirmation, building shared knowledge and capacity, finding and mobilizing resources, and creating space for conversation. Through this work, we connect the domain of safety as a perennial theme to safety as a practice. We discuss the implications of this and the need for future work that critically analyzes educators’ practice in relation to immigrant-origin youth for more generative contexts—contexts of development, not merely reception.
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Abdi, Nimo M., Elizabeth Gil, Stefanie LuVenia Marshall, and Muhammad Khalifa. "Humanizing practices in online learning communities during pandemics in the USA." Journal of Professional Capital and Community 5, no. 3/4 (July 13, 2020): 205–12. http://dx.doi.org/10.1108/jpcc-07-2020-0066.
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PurposeIn this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and the potential challenges for equity work in education, during the COVID-19 pandemic.Design/methodology/approachThis reflective essay draws on lessons learned from the pedagogical practices of women of color, literature on teachers of color, as well as our experiences as educators of teachers and school leaders, as the authors think about new possibilities and challenges for anti-racist practice and living during the pandemic.FindingsThis essay describes community-oriented practice of women of color educators to be important in orienting teaching and learning toward more humanizing practice. The reflections highlight both possibilities and challenges that can be helpful reimagining the practice in teacher and leadership education, as the authors prepare educators for an uncertain future.Originality/valueThis essay offers valuable lessons from women of color educator practice that can offer humanizing approaches to teaching and learning as well as school leadership education.
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Ray, Dee, Kimberly Jayne, and Raissa Miller. "Master Counselors as Teachers: Clinical Practices of Counselor Educators." Journal of Mental Health Counseling 36, no. 1 (January 1, 2014): 78–94. http://dx.doi.org/10.17744/mehc.36.1.r71044x11x44tn5p.
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Using a mixed methods design, we surveyed 117 counselor educators to explore their clinical practices and their perceptions of the impact of clinical practice on teaching, supervision, research, and service. The results indicate that clinical practice had the greatest influence on their supervision and teaching. A negative relationship between years served as a counselor educator and hours engaged in counseling was found. Through qualitative analysis, we identified several themes related to counselor educators' decisions to engage in clinical practice, among them staying relevant, enhancing teaching and supervision, and staying current in the field. Implications for counselors and counselor educators are discussed.
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Barlow, Susan, John Crean, Alissa Heizler, Kathy Mulcahy, and Jane Springer. "Diabetes Educators." Diabetes Educator 31, no. 3 (May 2005): 359–72. http://dx.doi.org/10.1177/0145721705276572.
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A survey evaluating the professional characteristics and practice patterns of diabetes educators was distributed across the United States. The specific survey aims were to assess whether (1) there continues to be a growing trend among US health professionals who consider themselves diabetes educators to obtain certification as certified diabetes educators (CDEs), (2) duties/services associated with diabetes self-management training (DSMT) and medical/medication management differ between diabetes educators who are CDEs versus those who are non-CDEs, and (3) educator practice patterns differ across the major geographic regions of the United States. Of the 507 diabetes educators completing the survey, 83% identified themselves as CDEs. Diabetes educators responding to similar surveys done in 1992 and 1999, 51% and 63%, respectively, identified themselves as CDEs. In this survey, a similar percentage of CDEs and non-CDEs employed DSMT practices of relatively low complexity (eg, general diabetes education) whereas a significantly higher percentage (P< .001) of CDEs employed DSMT practices of relatively high complexity (eg, insulin pump training). Significantly (P < .001) more CDEs provided medical/medication management services compared to non-CDEs. Finally, the practice patterns among CDEs were minimally influenced by region of the country. These results suggest that (1) the trend toward increased certification among diabetes educators has continued, (2) certification is associated with a greater likelihood of delivering complex DSMT services and medical/medication management, and (3) this pattern is consistent across the nation as a whole.
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Harcourt, Deborah, and Lesley Jones. "Re-thinking Professional Development: Positioning Educational Documentation as Everyday Professional Learning." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 81–85. http://dx.doi.org/10.1177/183693911604100410.
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THE INTENT OF THIS PAPER is to explore the ways in which educational documentation—one of the many important key principles that challenge and sustain the educational theories and teaching practice of the Reggio Emilia Educational Project in Italy—supports the practice, principles and pedagogy of early years educators. In this particular context, documentation is positioned as both a strategy and a tool for examining the work of the individual and of the group, for both children and educators, with the aim of questioning the role documentation might play in supporting educators' professional learning. This commentary paper will examine the concept of documenting as a process that enables an educator's work to become visible and therefore support their evolving capacity as an educator, through ongoing reflective practice, as indicated in the Australian Early Years Learning Framework (DEEWR, 2009).
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Sheridan, Louise, and Matthew Mungai. "Teacher-Student Reflections: A Critical Conversation about Values and Cultural Awareness in Community Development Work, and Implications for Teaching and Practice." Education Sciences 11, no. 9 (September 9, 2021): 526. http://dx.doi.org/10.3390/educsci11090526.
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This reflective, autoethnographic piece provides some insights into our involvement with a program that promotes a value-driven approach to community development work. As a ‘conversation’ between a lecturer and a graduate, or Educator of Informal Educators and Informal Educator, we discuss the process of teaching and learning about values within day-to-day community development practice. We emphasise that a value-driven approach enables informal educators to celebrate cultural diversity, which can be complex in community settings. As the educator of informal educators (Louise), I reflect on the need to explore and demonstrate what value-driven practice looks like in day-to-day practice within community work and not simply state that values are important. This was prompted by self-reflection and the realisation that my teaching failed to illuminate how to bring values to life in all aspects of community work to achieve anti-discriminatory, inclusive and empowering practice. As an informal educator (Matthew), I consider how community development theories and values translate into meaningful practice that celebrates cultural diversity. Reflections are influenced by theories from Paulo Freire, with a focus on his notion that ‘educators should respect the autonomy of the students and respect cultural identities’. An example of Freirean dialogue, the article discusses our critical consciousness through praxis as educator and informal educator. Acknowledging that we are never fully complete—we are always ‘becoming’—we hope the article will be of interest to both Educators of Informal Educators and Informal Educators alike.
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Eno, Stuart, and Judy Kerr. "‘That was awful! I’m not ready yet, am I?’ Is there such a thing as a Good Fail?" Journal of Practice Teaching and Learning 11, no. 3 (May 28, 2013): 135–48. http://dx.doi.org/10.1921/jpts.v11i3.274.
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Failing students in practice placement is frequently viewed as a negative and emotionally challenging experience for students and practice teachers and, as such, a situation to be avoided. In this article the notion that failing is the ‘right thing to do’ is explored from the perspective of Senior Agency based Practice Educator and a University Course Director for Practice Learning and from their experience of supporting both students and practice educators in the process.Reasons for failure are considered and the concept of ‘reluctance to fail ‘is explored in the context of the expectations of assessment of practice. We argue that there is such a thing as a ‘good fail’ and that Social Work educators need to support the positive challenges of rigorous assessment rather than focus on the uncomfortable ‘feelings’ surrounding the notion of failure.Practice educators have an important gate keeping function which needs recognition in the process of assessing readiness to practise. We suggest that not only do practice educators and tutors need to embrace a fail recommendation as justifiable but also that students themselves are able to recognise a lack of readiness to practise and can acknowledge a sense of’ relief’ in a fail outcome.
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Michels, Nicolette, Richard Beresford, Kate Beresford, and Karen Handley. "From fluctuation and fragility to innovation and sustainability: The role of a member network in UK enterprise education." Industry and Higher Education 32, no. 6 (October 15, 2018): 438–50. http://dx.doi.org/10.1177/0950422218805575.
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Enterprise education has been identified as suffering from fluctuating policy, inconsistent funding and faddish practice, thereby limiting the development of a sustainable community of scholar-practitioners. In view of these constraints, this article considers the position of often-isolated enterprise educators and focuses on the role networks play in supporting their sustainable professional development and hence the domain itself. A case-based analysis draws on social-constructivist concepts of networks and communities of practice (CoPs) to analyse a UK network, Enterprise Educators UK (EEUK). It is argued that the member-driven nature of EEUK is unique and important for providing a sustainable forum through which enterprise educators can engage, share practice, find identity, develop ownership of and deliver sustained innovation in enterprise education. Generating a rich picture of the enterprise educator’s ecosystem, the article makes a methodological contribution to network research by undertaking a longitudinal analysis of a decade of ‘Best Practice’ events. It extends the CoP theory of peripheral participation and identity in professional associations and derives practical implications for enterprise educator networks. Recommendations are made for future research and dissemination of enterprise educator practice at, between and beyond events to further the development of the international enterprise education domain.
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Douglass, Anne L. "The Role of Relationships: An Exploratory Study of Early Childhood Educators Earning a Bachelor’s Degree." SAGE Open 9, no. 1 (January 2019): 215824401983783. http://dx.doi.org/10.1177/2158244019837830.
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Professional standards increasingly call for early childhood educators to hold a bachelor’s degree as one measure of educator quality. This has prompted many educators to return to college, creating both a need and an opportunity to better understand the factors that support educators to complete their degree and apply what they learn to their teaching practice. This qualitative study examined the higher education experiences of early educators enrolled in a public urban university early childhood teacher education program. Using a theoretical lens grounded in relational theory, this study explored how relationships in the university and the workplace influenced educators’ progress toward degree completion and their application of learning into practice. Data included in-depth individual interviews with educators and their workplace supervisors. This study shows how positive relationships with university faculty, staff, peers, and workplace colleagues and supervisors can support educators as they work toward earning their bachelor’s degree. The results revealed four characteristics of these relationships that influenced educators, as well as key barriers and challenges. In particular, the findings show how several negative relational dynamics may act as a barrier to educators’ efforts to apply new learning in the workplace. The paper concludes with implications for research and practice, and calls for increased attention to the relational contexts in which educators pursue their degree and make improvements in their teaching practices.
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Bates, Claire. "What influences practice educators in determining appropriate learning opportunities for social work students on their final practice learning placement?" Journal of Practice Teaching and Learning 15, no. 1 (January 26, 2018): 39–62. http://dx.doi.org/10.1921/jpts.v15i1.1123.
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Abstract: Within social work education in the UK practice education has been subject to regular and substantive change and continues to have the potential to be fragmented as a result of practice learning taking place in a variety of organisations and settings as well as students having on site and off site practice educators. In this pilot research study individual semi structured interviews were used to gather data from 6 experienced practice educators who supervised students across both the statutory and voluntary sector, including those practicing independently as ‘off site’, to establish what influences practice educators when determining appropriate learning opportunities for social work students on their final placement. Findings indicated that practice educators draw on a variety of influences to determine appropriate learning opportunities for final year social work students, not relying on a single tool or mechanism. The research was undertaken in order to hear the voice of Practice educators and develop a better understanding of the process of supervising students on placement and to work towards enhancing future practice.Keywords: practice education; practice educator; social work education; placements; pcf; learning opportunities
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Khizar, Asma Khizar, Muhammad Nadeem Anwar, and Mushtaq Ahmad Malik. "Reflection of Teacher Educator’s Professionalism on Prospective Teachers." Global Social Sciences Review IV, no. II (June 30, 2019): 298–306. http://dx.doi.org/10.31703/gssr.2019(iv-ii).39.
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Reflection of teacher’s own professionalism matters so the present study aimed to evaluate the reflection of teacher educator’s professionalism on their students. The survey was conducted to collect data by using two self-developed questionnaires one for teacher educators and others for prospective teachers. A sample of 155 teacher educators and 200 prospective teachers participated in this study randomly selected from one general university of Islamabad and seven universities of Punjab province. Analyses revealed that prospective teachers were highly reflecting professional attitude, professional practice and professional confidence while less professional commitment, professional ethics, and professional knowledge and competence. Teacher educators showed high level of professional commitment, professional leadership and supportive culture whereas less professional practice, professional ethics and professional knowledge and competence. Nevertheless, the prospective teachers were not properly acquiring teacher educator’s professionalism. Findings may be used in teacher education programs to enhance professionalism through organization of continuous professional development practices
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Brebner, Chris, Stacie Attrill, Claire Marsh, and Lilienne Coles. "Facilitating children’s speech, language and communication development: An exploration of an embedded, service-based professional development program." Child Language Teaching and Therapy 33, no. 3 (April 25, 2017): 223–40. http://dx.doi.org/10.1177/0265659017702205.
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Professional development can provide opportunities to develop new skills and knowledge, and to apply them to practice in a sustainable way. However, delivery of professional development needs to consider the philosophies and pedagogies of training recipients, and activities should be tailored to meet their needs. This article reports on an exploratory study of an embedded, service-based model of professional development for early childhood educators (educators), targeting children’s speech, language, and communication skill development. This innovative model, conducted by speech and language therapy (SLT) students and a SLT professional practice educator, utilized co-teaching strategies to facilitate the professional learning of educators and SLTs in this context. A qualitative research design was employed and data gathered through focus group interviews with educators and individual semi-structured interviews with centre directors. The data were triangulated with some observational data of educators’ practices with young children several months post program completion to explore their application of skills and knowledge that had been covered in the professional development program. The data contained four main themes: Communication, relationships, environment, and translating knowledge into practice. Observational data lent further depth and validation to the results by confirming the presence or absence of expressed practice values and experiences in the educators’ everyday interactions with children. The observational data supported the themes relationships and translating knowledge into practice. The results contribute to our understanding of educators’ and childcare centre directors’ perspectives on their knowledge, skills, and practice in response to this embedded professional development program. This model of professional development may be appropriate to facilitate knowledge and skill development about children’s speech, language, and communication skills for educators working with young children in a childcare setting. Benefits for educators and SLTs were found where good working relationships and communication had been established.
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Renzaho, Andre M. N., and Matthew Clarke. "Introducing the D4 Diagnostic Quadrant as a targeting tool: developing a framework for the effectiveness of HIV/AIDS interventions in Tanzania and beyond." Australian Journal of Primary Health 19, no. 3 (2013): 219. http://dx.doi.org/10.1071/py12034.
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The current study develops and evaluates a tool to distinguish four different categories of educators for the effective delivery of HIV/AIDS health education using data from 548 randomly selected participants aged 16 years. The D4 Diagnostic Quadrant is based on HIV knowledge and sexual practice behaviours and indicates four distinct typologies of educator. The discerning educator has high HIV/AIDS knowledge and healthy sexual practices. The dissolute educator has high HIV/AIDS knowledge but employs unhealthy or risky sexual practices. The decorous educator has low HIV/AIDS knowledge but practices healthy sexual practices. The disempowered educator has low HIV/AIDS knowledge and employs unhealthy or risky sexual practices. The study found that the two categories that will result in the most effective behaviour-change interventions are those that target ‘discerning’ and ‘decorous’ individuals as the educators. Both these categories have underlying healthy practices that minimise the risk of HIV transmission. The D4 Diagnostic Quadrant tool provides information as to existing knowledge and beliefs about HIV/AIDS that can inform decisions relating to the allocation of scarce resources. The tool will be very useful in the selection process of would-be educators particularly in health-promotion interventions.
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Payne, Ellen K., Stacy E. Walker, and Stephanie M. Mazerolle. "Exploring Athletic Training Educators' Development as Teachers." Athletic Training Education Journal 12, no. 2 (April 1, 2017): 134–45. http://dx.doi.org/10.4085/1202134.
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Context: Little research is available on how athletic training educators develop their instructional styles over the course of their careers and what influences their teaching practices. Understanding the development of athletic training educators' teaching practices may help promote effective teaching in athletic training programs and help guide professional development. Objective: To gain a better understanding of how athletic trainers develop as educators and how their experiences as an educator influence their teaching. Design: Qualitative study. Setting: Higher education institutions. Patients or Other Participants: We interviewed 11 doctorally trained athletic trainers teaching in undergraduate professional athletic training programs. Main Outcome Measure(s): Data were collected through in-depth interviews, and additional artifacts (curricula vitae, syllabi, videotaped teaching lessons) were used to triangulate data collected during the interviews. We used a phenomenological approach to analyze the data and maintained trustworthiness through member checking, data-source triangulation, multiple-analyst triangulation, and peer review. Results: Two main themes emerged from the data: (1) role induction through role continuance and (2) teaching for student learning. Participants discussed how their teaching evolved over the course of their careers, how they valued their clinical practice, how they promoted student learning, and how they aimed to challenge students to transfer knowledge learned into clinical practice. Conclusions: From the data, we are able to understand that athletic training educators develop their teaching practices through engaging in their role as a teacher. This was an informal, continual process of learning how to be an educator.
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Blewitt, Claire, Amanda O’Connor, Heather Morris, Andrea Nolan, Aya Mousa, Rachael Green, Amalia Ifanti, Kylie Jackson, and Helen Skouteris. "“It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning." International Journal of Environmental Research and Public Health 18, no. 4 (February 5, 2021): 1530. http://dx.doi.org/10.3390/ijerph18041530.
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Early childhood educators play an important role in supporting children’s social and emotional development. While a growing body of research has examined the impact of curriculum-based social and emotional learning (SEL) programs on child outcomes, the approaches educators use to strengthen children’s social and emotional functioning through their everyday practices are less defined. This study explored Australian early childhood educators’ perspectives on children’s social and emotional development, the approaches educators use to encourage children’s social and emotional skills, the enablers and barriers to SEL within the preschool environment, and the additional support needed. Thirty Early Childhood Education and Care professionals participated in semi-structured interviews and focus group discussions. Findings suggest children’s social–emotional development is at the forefront of educator planning, practice, and reflection. Participants described utilising various approaches to support children’s social and emotional skills, embedded within interactions and relationships with children and families. Specifically, strategies could be grouped into four broad categories: a nurturing and responsive educator–child relationship; supporting SEL through everyday interactions and practice; utilising the physical environment to encourage SEL; and working in partnership with caregivers. There was, however, inconsistency in the variety and type of approaches identified. Time constraints, group size, educator confidence and capability, high staff turnover, and limited guidance regarding high-quality social and emotional pedagogy were identified as key barriers. Participants sought practical strategies that could be embedded into daily practice to build upon current knowledge.
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Mellizo, Jennifer M. "Demystifying World Music Education: From Guiding Principles to Meaningful Practice." General Music Today 32, no. 2 (October 17, 2018): 18–23. http://dx.doi.org/10.1177/1048371318805237.
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Over the past several decades, music education scholars have put forth a variety of convincing rationales for world music education. Yet the gap between theory and practice in this area persists. In theoretical ways, practicing music educators acknowledge the value of world music learning experiences, but many remain reluctant to fully embrace and embody this approach in practice. Through this article, one practicing general music educator shares her personal experience of writing, implementing, and subsequently observing another music educator use a new world music curriculum resource, inspired by the music traditions of the Fon people in southern Benin. As our understanding of world music pedagogy continues to evolve, more practicing music educators should share their unique perspectives and experiences. These “snapshots” from the field can help other (perhaps more hesitant) music educators envision what this pedagogical approach might look like in their own classrooms.
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Showan, Karen, Paula Walsh, Kristen Clogher, and Alison Warren. "NP Educators in Clinical Practice." Nurse Practitioner 30, no. 5 (May 2005): 11. http://dx.doi.org/10.1097/00006205-200505000-00004.
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Hudaya Hudaya. "Si Raja Smile” dalam meningkatkan kedisiplinan pendidik dan tenaga kependidikan di SMP Negeri 4 Depok." JISPENDIORA : Jurnal Ilmu Sosial, Pendidikan Dan Humaniora 1, no. 1 (August 8, 2022): 19–35. http://dx.doi.org/10.56910/jispendiora.v1i1.58.
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The principal is a leader as well as an influential manager in determining the gates of success and progress in all areas of life in the school environment. He has a dominant role in improving the quality of learning outcomes and the success of the school he leads so that the principal is obliged to foster, examine, measure the work of educators in the school he leads including to organize and manage personnel, advice and funds.
Every school member must know the meaning and benefits of discipline. The will to carry out discipline must come from oneself and without coercion from others. However, if the school community does not yet have awareness in this matter, it is necessary to impose coercion or obligations from the principal who is responsible for implementing and maintaining the disciplined attitude of educators and education staff.
This Best Practice provides information about whether Si Raja Smile's strategy can improve the discipline and responsibility of educators and education staff at SMP Negeri 4 Depok? and How is the implementation of Si Raja Smile's strategy in increasing the discipline and responsibility of educators and education staff at SMP Negeri 4 Depok?
The results depicted in this best practice occur when Si Raja Smile is implemented around 83%, can increase educator participation in flag ceremonies and tend to increase attendance by 87%. The number of educators in the educator's room during the flag ceremony decreased by 60%, and absenteeism decreased by 50%. This means that Si Raja Smile is very effective in increasing teacher attendance at the flag ceremony. And in the second evaluation, it increased to 95% the number of educators who were in the field was 47 people, in the educator's room 1 person (sick) and the number of educators who were not present because of illness.
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Keating, Michelle K., Magdalena Pasarica, Mark B. Stephens, Joanna Drowos, Amy Clithero-Eridon, Jennifer Hartmark-Hill, Maria Syl de la Cruz, et al. "Promotion Preparation Tips for Academic Family Medicine Educators." Family Medicine 54, no. 5 (May 5, 2022): 369–75. http://dx.doi.org/10.22454/fammed.2022.414574.
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Background and Objectives: Promotion has historically valued the scholarship of discovery over the scholarship of teaching. The clinician-educator promotion pathway is an attractive option for academic family physicians engaged in significant teaching. However, clinician-educators are less often promoted than peers on other tracks. Family medicine educators face unique challenges in promotion due to clinical requirements and often less guidance on how to meet promotion criteria. Promotion recognizes achievements of faculty and is often tied to higher base salary. We aimed to identify promotion preparation tips for academic family medicine educators. Methods: We surveyed members of the Society of Teachers of Family Medicine (STFM) Medical Student Education Collaborative electronically on promotion preparation lessons learned in (1) curriculum vitae preparation, (2) personal statement preparation, (3) selecting external reviewers, and (4) identifying measurable achievements. This qualitative study used grounded theory and constant comparison. Results: Fourteen individuals from 13 medical institutions responded with tips for success in promotion preparation. The tips identified actionable steps for promotion preparation of academic family medicine educators. Several main themes emerged, including the importance of timely and thorough documentation, detailed planning, and being knowledgeable about institutional-specific criteria early. Conclusions: The tips provided in this study support family medicine educators in preparing for promotion and can be used as a tool for mentors, chairs and faculty development.
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Horuk, Nataliya. "Comparing the American and European perspectives on the roles of adult educators for the development of adult education theory and practice in Ukraine." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 53–61. http://dx.doi.org/10.30970/vpe.2021.35.11305.
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The article describes differences in the implementation of adult education practice in the American and European traditions (the USA and the UK mainly) and the competences of those who provide the adult education process. The study draws upon the existing theories on adult education which include continuing (the USA) or further (the UK) education, community education, recurrent education, non-formal education, popular education, lifelong education etc. This diversity makes it difficult to describe the profession of adult educators and their roles, because their activity defines itself in terms of their clientele. Comparative analysis reveals that in American and European countries adult educator’s roles have overlapping meanings, which depends mostly on the activity the educators perform. It is argued that in both analyzed countries researchers indicate a lack of training for adult educators, and a huge number of volunteers and part-time educators, who often do not view themselves as adult educators. Among the roles that are recognized in the UK, except the traditional teaching role, adult educators are often involved as tutors, organizers, administrators, managers, entrepreneurs, animators, advisors, campaigners, leaders of the group, moral leaders, and “change agents”. In the USA the roles of adult educators are distinguished within the context they appear in. Their spectrum is wider and the responsibilities are better defined. They include teaching, program development, training and human resources development, community actions, but those roles also mean active participation in the educational process, where educators of adults perform as critical analysts, provocateurs, co-learners, consultants, activators and “change agents”, whose responsibility is to empower. The description and comparison of those overlapping adult educators’ roles are vital and very important for promoting the concept of adult education “professionalization” in Ukraine. Those roles should be reflected also in training that adult educators receive. Keywords: adult education, adult educator, adults, adult educators’ roles and competencies.
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Karjalainen, Kati, Jonna Juntunen, Heli-Maria Kuivila, Anna-Maria Tuomikoski, Maria Kääriäinen, and Kristina Mikkonen. "Healthcare educators’ experiences of challenging situations with their students during clinical practice: A qualitative study." Nordic Journal of Nursing Research 42, no. 1 (November 7, 2021): 51–58. http://dx.doi.org/10.1177/2057158521995432.
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During clinical practice, students become acquainted with the key work tasks associated with their professions. Students need more support from healthcare educators during clinical practice learning, particularly in challenging situations. This study aimed to describe healthcare educators’ experiences of challenging situations during clinical practice placements. A qualitative study design was used to collect data through interviews with ten healthcare educators from two higher education institutions. The data were analyzed with inductive content analysis. The SRQR reporting guidelines were used to improve the transparency of the study. Educator reactions commonly involved emotional, goal-oriented and pedagogical support towards their students. The interviewed educators felt that mentors – when facing a challenging situation during clinical practice – are tasked with creating an atmosphere that supports student learning. Students faced challenges that were related to self-evaluation, goal-oriented activities, and their attitudes towards feedback. The building of a safe clinical learning environment involves collaboration between students, their clinical mentors and educators.
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Akram, Tanzeela, and Azhar Majeed Qureshi. "REFLECTIVE PRACTICES OF TEACHER EDUCATORS IN PUNJAB: A NARRATIVE PERSPECTIVE." Humanities & Social Sciences Reviews 9, no. 3 (June 21, 2021): 1038–47. http://dx.doi.org/10.18510/hssr.2021.93102.
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Purpose of the study: Reflective practices are considered very important and influential for teacher training and professional development. This study was conducted by using a narrative perspective. The main aim of this study was to explore the role of reflective practices in building teacher educators’ professional lives. Their stories were explored to understand what is needed to become an effective teacher educator.
Methodology: The current research involved six teacher educators from GCETs selected purposively as research participants. Semi-structured interviews were used as data collection instruments. Teacher educators who have a minimum of ten years of experience were interviewed. After gathering stories, the researchers build categories and themes from interview data. The narratives of teacher educators were reconstructed through analysis and discussion.
Main Findings: The findings of the current research reveal that reflective practices can play a very effective role in the professional grooming of teacher educators. The effective use of reflective practice tools is significant in building these practices. It is implicated by the study findings that novice teacher educators and future teacher educators can learn from the experiences of experienced teacher educators.
Novelty: This research will help the administration to know about problems that teacher educators face while using reflective practices. Future researchers can be helped to explore the ways that how the reflective practices-related challenges and problems can tackle. Moreover, how the reflective practices of school teachers and college teachers can be made more effective.
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Strickland, Christopher M. "The Way of the Artist Educator paradigm: Fusing artistic studio practice and teaching pedagogy." International Journal of Education Through Art 16, no. 2 (June 1, 2020): 227–44. http://dx.doi.org/10.1386/eta_00028_1.
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The purpose of this autoethnographic study is to examine the experiences of visual arts educators who identify themselves as Artist Educators. In particular, this article investigates how these Artist Educators perceive the fusion of their artistic studio practice with their teaching pedagogy, and how the perception defines their identity and impacts their creative and classroom practices. This study involved a focus group of six individuals, including the researcher. All the participants were practising artists, currently employed or recently retired K-12 visual arts educators certified in the states of Maine or New Hampshire, and members of the Kittery Art Association. This study used a combination of interviews and an arts-based method for data collection. All the data were analyzed and resulted in seven findings that culminated in the Way of the Artist Educator ‐ an alternative paradigm for a quality and holistic twenty-first-century visual arts education. This article presents the paradigm, discusses the study’s implications and offers suggestions for future research.
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Beecher, Ann, Janet C. Lindemann, Jeffrey A. Morzinski, and Deborah E. Simpson. "Use of the educator's portfolio to stimulate reflective practice among medical educators." Teaching and Learning in Medicine 9, no. 1 (January 1997): 56–59. http://dx.doi.org/10.1080/10401339709539813.
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Acosta, Melanie M. "“No Time for Messin’ Around!” Understanding Black Educator Urgency: Implications for the Preparation of Urban Educators." Urban Education 53, no. 8 (November 8, 2015): 981–1012. http://dx.doi.org/10.1177/0042085915613545.
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Studies of effective Black educators describe the teacher’s sense of urgency as the guiding perspective that manifests in their authoritative, insistent manner. Although the bulk of this work offers snapshots of insistence in practice, less is known about the perspectives that undergird Black educator urgency. Using collaborative inquiry methodology framed within an emancipatory theoretical perspective, this article describes the sociocultural factors that give rise to the sense of urgency perceived by Black educators. Findings revealed that the factors that contributed to Black educator urgency were rooted in the educators’ culture-specific perspectives. Discussion and implications for teacher educators conclude the article.
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Bell, Robin, and Heather Bell. "Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education." Journal of Small Business and Enterprise Development 27, no. 6 (October 2, 2020): 987–1004. http://dx.doi.org/10.1108/jsbed-01-2020-0012.
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PurposeExperiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.Design/methodology/approachThis paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.FindingsThis paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.Practical implicationsThe developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).Originality/valueThis paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.
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Suter, Jesse C., Michael F. Giangreco, and Susan A. D. Bruhl. "Special Education Personnel Absences in Inclusion-Oriented Schools: Implications for Building Effective Service Delivery Models." Remedial and Special Education 41, no. 6 (August 6, 2019): 341–51. http://dx.doi.org/10.1177/0741932519865617.
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This study explored relationships between special education personnel absences and demographic, policy, and practice variables to identify potential actions that could increase access to qualified personnel and continuity of instruction. Findings from 51 inclusion-oriented schools indicated that special educators and special education paraprofessionals were absent 12 days per year on average. Special educator absences were correlated with variables amenable to action by school leaders including special educator school density (i.e., ratio of special educators in full-time equivalents to total school enrollment) and special services concentration (i.e., ratio of special educators to special education paraprofessionals in full-time equivalents). Special education paraprofessional absences were not correlated with these variables. Implications for practice and suggestions for future research are discussed.
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Gilmore, Gary David, Larry K. Olsen, Alyson Taub, and David Connell. "Overview of the National Health Educator Competencies Update Project, 1998-2004." Health Education & Behavior 32, no. 6 (December 2005): 725–37. http://dx.doi.org/10.1177/1090198105280757.
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The National Health Educator Competencies Update Project (CUP), conducted during 1998-2004, addressed what health educators currently do in practice, the degree to which the role definition of the entry-level health educator is still up-to-date, and the validation of advanced-level competencies. A 19-page questionnaire was sent to a representative sample of health educators in recognized practice settings in all states and the District of Columbia. A total of 4,030 health educators participated in the research (70.6% adjusted response rate) resulting in the largest national data set of its kind, with 1.6 million data points. The model derived from the research was hierarchical (7 areas of responsibility, 35 competencies, and 163 subcompetencies), with three levels of practice (Entry, Advanced 1, and Advanced 2) differentiated by degrees earned and years of experience. The findings affect professional preparation, credentialing, and professional development.
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Rinker, Joanne, Jane K. Dickinson, Michelle L. Litchman, Ann S. Williams, Leslie E. Kolb, Carla Cox, and Ruth D. Lipman. "The 2017 Diabetes Educator and the Diabetes Self-Management Education National Practice Survey." Diabetes Educator 44, no. 3 (March 28, 2018): 260–68. http://dx.doi.org/10.1177/0145721718765446.
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Purpose The American Association of Diabetes Educators conducts the National Practice Survey (NPS) biennially to document current practice in diabetes education in the United States. The purpose of the study is to obtain insight about factors influencing the work of the diabetes educator. Method The 2017 NPS was comprised of 100 questions covering diabetes educator demographics, profile populations of people with diabetes, practice information, program accreditation, program curriculum, staffing, education delivery methods, data collection, and reporting. The basic survey consisted of 22 questions using branch logic, from which respondents were then directed to questions tailored to their particular practice setting, enabling them to answer only a relevant subset of the remaining questions. The web-based survey was sent to approximately 32 000 individuals who were either members of the American Association of Diabetes Educators (AADE) or Certified Diabetes Educators (CDE) with the National Certification Board for Diabetes Educators (NCBDE) but not AADE members. Weekly reminder e-mails were sent to recipients who had not yet responded. The outreach efforts resulted in the survey being completed by 4696 individuals, a 17% response rate yielding 95% confidence that these responses are within ±5% accuracy. Results Diabetes Self-Management Education and Support (DSMES) continues to be a field dominated by women (95%). Diabetes educators represent a diverse health care profession, with educators indicating most commonly that their primary discipline is nursing (48%), nutrition (38%), and pharmacy (7%). When asked about credentials, 82.6% indicated that they held a CDE, 3.8% held the Board Certified-Advanced Diabetes Management (BC-ADM) credential, and 16.5% held neither the CDE nor the BC-ADM. Nearly 75% characterized their role as a diabetes educator as providing direct patient care. DSMES continued to be provided in a varied array of settings to educationally, socioeconomically, and racially diverse patient populations. DSMES was delivered using a number of different educational strategies. Diabetes educators have direct influence in care and services that people with diabetes receive. Conclusions The results of the 2017 NPS demonstrate that diabetes educators are meeting the needs of varied populations in various practice settings. They are working with individuals with type 1 and type 2 diabetes, those at risk for diabetes, and women with gestational diabetes and are involved in recommending, implementing, and providing key referrals and recommendations for diabetes care, including insulin initiation, titration, medication adjustments, recommendations on devices, and technology. Identified areas for improvement include needs for increased racial and ethnic diversity in the workforce, recruiting young professionals, drawing practice approaches from related disciplines (eg, mental health and disability rehabilitation), and encouraging tracking of more areas of outcomes data. Diabetes educators are playing an increasingly central role within multidisciplinary care teams with people at risk for diabetes, those who have diabetes, and those with other chronic conditions.
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Tanner, Bronwyn. "Threshold Concepts in Practice Education: Perceptions of Practice Educators." British Journal of Occupational Therapy 74, no. 9 (September 2011): 427–34. http://dx.doi.org/10.4276/030802211x13153015305592.
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Bharat, P., B. Kiran, and S. Lekha. "Professional practice attributes among nurse educators." Journal of Nursing Trendz 9, no. 1 (2018): 12. http://dx.doi.org/10.5958/2249-3190.2018.00015.9.
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Dancza, Karina, Jodie Copley, and Monica Moran. "PLUS Framework: guidance for practice educators." Clinical Teacher 18, no. 4 (July 9, 2021): 431–38. http://dx.doi.org/10.1111/tct.13393.
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Wray, Julie, and Karen Wild. "Maintaining practice: Challenges for nurse educators?" Nurse Education in Practice 11, no. 1 (January 2011): 4–5. http://dx.doi.org/10.1016/j.nepr.2010.08.001.
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Wilson, Wesley J., Elizabeth A. Theriot, and Justin A. Haegele. "Attempting inclusive practice: perspectives of physical educators and adapted physical educators." Curriculum Studies in Health and Physical Education 11, no. 3 (August 11, 2020): 187–203. http://dx.doi.org/10.1080/25742981.2020.1806721.
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Lutfi, Dina A. M. "Broadening the Understanding of Art Education." Journal of Research in Philosophy and History 2, no. 2 (September 23, 2019): p146. http://dx.doi.org/10.22158/jrph.v2n2p146.
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This paper aims to explore the possibilities of approaching art education teaching methods with pragmatism. In the traditional sense, the role of the art educator has been to develop technical and visual skills of students. Today, the art educator is capable of developing teaching methods to enrich minds. Through thoughtful educational experiences, art educators may teach their students that works of art hold within them various social, cultural, personal meanings, and interpretations, which are an extension of the limitless possibilities explored by those who practice art making. Art educators must take into consideration students’ capacity in artistic learning. The understanding of art will differ as a result of students’ exposure to art, in addition to their understanding of everyday life. To arrive at new and renewed approaches, educators may pose questions, such as, how may art educators continue to teach traditional art, which is valuable when it comes to understanding the artistic styles that form diverse cultural and social fabrics, while also introducing contemporary art practices? In what ways may art educators engage with their students, share their experiences and knowledge, while simultaneously presenting them with new challenges?
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Teuscher, Dawn, J. Matt Switzer, and Tyler Morwood. "Unpacking the Practice of Probing Student Thinking." Mathematics Teacher Educator 5, no. 1 (September 2016): 47–64. http://dx.doi.org/10.5951/mathteaceduc.5.1.0047.
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Researchers have called on teacher educators to break down complex teaching practices to assist preservice teachers in learning these practices. In this article, we unpack the practice of probing student thinking while providing evidence that as sophisticated users of various teaching practices, mathematics teacher educators may be unaware of preservice teachers' varied and naïve images and understandings of teaching practices.
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Annemarie L. Horn and Marcia L. Rock. "Practice with Feedback Makes Permanent: eCoaching Through Online Bug-in-Ear During Clinical Experiences." Journal of Special Education Preparation 2, no. 1 (May 11, 2022): 58–69. http://dx.doi.org/10.33043/josep.2.1.58-69.
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Federal mandates (e.g., Every Student Succeeds Act [ESSA], 2015) require special educators to use evidence-based practices (EBP) when working with K-12 students. However, for this expectation to become a reality, teacher educators must make changes in educator preparation program (EPP) curriculum, policy, coursework, and clinical experiences (Kolb et al., 2018). The need for changesin EPP clinical experiences has been underscored by the Council for Exceptional Children’s (CEC’s) shift from knowledge to practice-based standards for special educators (CEC, 2020). Real-time performance feedback (PF) delivered via online bug-in-ear (BIE) technology is an EBP (Sinclair, 2020) for coaching and supervising during early, mid, and late clinical experiences. In this article,we offer a rationale for making widespread, digital-age changes to coaching and supervising, through online BIE; provide an overview of relevant research; and offer guidance and recommendations for successful online BIE integration during EPP clinical experiences.
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Rustad, Hilde, and Marit Skreiberg. "Dance Teacher Educators’ Identity." Nordic Journal of Dance 7, no. 2 (December 1, 2016): 4–15. http://dx.doi.org/10.2478/njd-2016-0010.
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Abstract This article investigates the professional identity of dance teacher educators by looking at one specific educator. We show how the practice-based dance knowledge acquired through the act of dancing creates a foundation for teaching dance and dance teaching, as well as theoretical dance subjects, such as dance pedagogy. Through this research, it has become apparent that there has been a lack of educator education in dance teacher education in Norway, and therefore, dance teacher educators can be understood to be self-taught. We show how, by making conscious choices, dance teacher educators have the possibility to enter and pursue educator education; how, through these choices, one gains new experiences; and how meaning making and experience are closely connected with identity construction as an ongoing process. The article adopts a phenomenological research approach inspired by Max van Manen, and the materials were gathered through interviews, conversations and textual readings.
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Apeah-Kubi, Diane. "Supervising fast track social work students on placement: examining the experiences of trainee practice educators." Journal of Practice Teaching and Learning 17, no. 3 (January 24, 2021): 47–63. http://dx.doi.org/10.1921/jpts.v17i3.1472.
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The last decade has seen the introduction of fast track (FT) social work training programmes as an alternative to 2-year postgraduate courses: Step Up to Social Work began in 2010, joined by Frontline in 2014 and finally Think Ahead, a mental health-focussed social work training programme, in 2016. With the popularity of these courses (Skills for Care analysis of HESA data, 2018), and the uncertainty around the continuation of bursaries, X University validated its own FT social work programme in 2017.
While there have been evaluations of the impact of the aforementioned FT training programmes, there is nothing publicly available examining the experiences of the practice educators who assess these students. Using end-of-placement feedback data from a sample of 14 trainee practice educators, this article will discuss their experience of assessing FT students, including how the students performed on placement and the educators’ views of their own training programme.
Some educators noted a physical and emotional impact on students and a struggle with some to engage in reflective practice. Comments regarding the fast pace of both the FT and practice education programme were also made. Recommendations for the training and support of practice educators supervising FT students will be identified and discussed.
Keywords: fast track, social work education, practice educator, placement
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Ottley, Jennifer R., Christan Grygas Coogle, Jon Ryan Pigman, Doug Sturgeon, and Sara Helfrich. "Online Clinical Teacher Preparation Programs in Special Education: Perspectives and Critical Components." Journal of Special Education Technology 34, no. 4 (March 4, 2019): 239–52. http://dx.doi.org/10.1177/0162643419833069.
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Online special educator preparation programs are growing in prevalence and popularity. Yet, implementing a clinical model of special educator preparation within online programs can be challenging. In this study, we explored the perspectives of the clinical model from a distance for school-based teacher educators and administrators. We conducted a survey followed by focus group interviews to identify perspectives regarding the clinical model from a distance approach and the components of a distance preparation program perceived to be critical for effective clinical practice. School-based teacher educators and administrators had favorable views of the clinical model (including clinical coaching) from a distance, indicating both feasibility and acceptability. Many perceived technology-related challenges were malleable aspects of online preparation programs that university- and school-based teacher educators can plan for in the implementation of their online program and clinical practice from a distance.
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Iszatt-White, Marian, Steve Kempster, and Brigid Carroll. "An educator’s perspective on reflexive pedagogy: Identity undoing and issues of power." Management Learning 48, no. 5 (July 10, 2017): 582–96. http://dx.doi.org/10.1177/1350507617718256.
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This article looks at reflexive pedagogical practice and the ‘identity undoing’ that such practice demands from educators. Such identity undoing is found to have strong connections to the impact on identity of power relations, resistance and struggle. A dialogic ‘testimonio’ approach is adopted tracing two of the authors’ experiences of attempting to introduce a reflexive pedagogy within a structured, accredited learning intervention. This approach analyses educators’ own reflexive dialogue to make visible the assumptions and tensions that are provoked between educators and students in a reflexively oriented learning process. In undertaking this analysis, we problematise the pursuit of a reflexive pedagogical practice within executive and postgraduate education and offer a paradox: the desire to engage students in reflexive learning interventions – and in particular to disrupt the power asymmetries and hierarchical dependencies of more traditional educator–student relationships – can in practice have the effect of highlighting those very asymmetries and dependencies. Successful resolution of such a paradox becomes dependent on the capacity of educators to undo their own reliance on, and even desire for, authority underpinned by a sense of theory-based expertise.
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Stanley, Mary Jo, and Carolyn Martin. "Training model for online nurse educators." Journal of Nursing Education and Practice 9, no. 6 (March 15, 2019): 82. http://dx.doi.org/10.5430/jnep.v9n6p82.
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Background and objective: Online instruction is very different from teaching in a face-to-face setting and educators may lack formal pedagogical training specific to online instruction; in addition, online instructors may feel isolated and have less access to direct support than their counterparts on campus. The objective of this study was to promote best practice in online education through faculty support and professional development; a structured online training process was created.Methods: Design: Instructors that teach in the online venue need teaching and training to feel comfortable with the technology and online pedagogy strategies that support best practice in online education. A structured training process was created to support novice online educators. Setting: Nursing faculty and Masters of Science in Nursing education track students co-taught one online class together. Participants: Faculty and senior level Masters of Science in Nursing education track students were asked to reflect on their one-year teaching and training experience as educators. Methods: Qualitative analysis using Denzin’s interpretive interactionism was used to elicit meaning from participant experiences.Results: Four themes emerged from the data; online pedagogy, knowledge acquisition, mentor-mentee role, and online nurse educator. These themes align with the scholarship of teaching, discovery, application, and integration, respectively. The Training Model for Online Nurse Educators was developed to show this relationship.Conclusions: Using Boyer’s model of scholarship as a framework for online training can prepare instructors for the online nurse educator role. Online instructional delivery is a mainstay in education necessitating nurse educators who are prepared to apply best practice strategies in online education.
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Salamon, Andi, Jennifer Sumsion, Frances Press, and Linda Harrison. "Implicit theories and naïve beliefs: Using the theory of practice architectures to deconstruct the practices of early childhood educators." Journal of Early Childhood Research 14, no. 4 (July 24, 2016): 431–43. http://dx.doi.org/10.1177/1476718x14563857.
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This article proposes utilising the theory of practice architectures to uncover and make explicit the beliefs and implicit theories of early childhood educators, as well as to examine the conditions out of which they have emerged. The beliefs and implicit theories of early childhood educators influence many early childhood practices and play a significant role in guiding the pedagogical experiences of children. Aimed at identifying elements of practice that constrain and enable praxis, the theory of practice architectures has been effectively applied in tertiary, secondary and primary education, but has had limited use in early childhood education contexts. The article explores its potential for helping educators better articulate their practices and applies the theory to examine a number of discursive, material and social influences that shape (and are shaped by) early childhood practice. Implications for early childhood educators’ praxis are framed in the context of contemporary challenges of early childhood education.
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Murphy, Catherine, Jan Matthews, Olivia Clayton, and Warren Cann. "Partnership with families in early childhood education: Exploratory study." Australasian Journal of Early Childhood 46, no. 1 (January 5, 2021): 93–106. http://dx.doi.org/10.1177/1836939120979067.
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CHILDREN LEARN in the context of relationships with important caregivers. The early childhood education and care (ECEC) sector increasingly recognises that supporting strong relationships between families and ECEC services is a powerful way to improve children’s educational, health and wellbeing outcomes. We report findings from a study which, via online surveys and focus groups with parents and educators, sought to understand (a) parents’ experiences of collaborative practice, (b) educators’ confidence in working with families, and (c) educators’ perceptions of training needs. The results suggest families commonly feel welcomed and respected but desire improvements in educator communication. Most educators reported high confidence to share children’s progress but less confidence to greet families by name, raise or respond to parent concerns, or work with families facing significant parenting stressors. These findings indicate a need for practice support and training to improve educators’ skills and confidence in partnering with families.
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Bieda, Kristen. "Taking Stock: MTE's Contribution to Building a Knowledge Base for the Practice of Mathematics Teacher Education." Mathematics Teacher Educator 5, no. 1 (September 2016): 3–7. http://dx.doi.org/10.5951/mathteaceduc.5.1.0003.
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When you link to http://www.nctm.org/Publications/mathematics-teacher-educator/About-Mathematics-Teacher-Educator/ to learn about writing a manuscript for publication in Mathematics Teacher Educator (MTE), one aspect of the call for manuscripts that likely stands out is the importance of informing the practice of mathematics teacher education. This directive in the call raises questions such as What is meant by “practice” in the MTE call, considering Lampert's (2010) unpacking of the various ways scholars use this term when talking about teaching? Why do we need work that speaks to the practice of mathematics teacher education? How is mathematics teacher education a practice? Over a decade ago, scholars fervently debated whether teaching, more broadly, is a practice (see Noddings, 2003) and, certainly, the issue is not yet settled. Meanwhile, the demand facing mathematics teacher educators to better educate teachers means more support is needed for those doing the work; mathematics teacher educators continue to face increasing pressure to prepare teachers to engage in more “ambitious teaching” (Newmann & Associates, 1996) than what was expected nearly three decades ago.
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Morzinski, Jeffrey, Deborah Simposon, Karen Marcdante, Linda A. Meurer, Mary Ann Gilligan, and Tess Chandler. "Evaluating the Career Impact of Faculty Development Using Matched Controls." Family Medicine 51, no. 10 (November 7, 2019): 841–44. http://dx.doi.org/10.22454/fammed.2019.195240.
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Background and Objectives: Faculty development (FD) is required for medical educators, yet few studies address its long-term career impact on graduates. This project presents the impact of FD on career development, as perceived by physician faculty graduates of a longitudinal primary care FD educator program, compared to nonenrollees. Methods: Between 2011 and 2016, 33 physician faculty from three departments participated in monthly half-day in-class FD for 20 months, emphasizing educator skills and career development. After physician-graduates were stratified by year, 10 were randomly selected and matched with 10 nonparticipants (controls) by specialty, gender, academic rank, and time in academic medicine. Narrative responses from semistructured interviews were recorded in a common template. Qualitative analysis methods identified themes, with agreement obtained by researchers. Results: Median time in academic medicine for FD graduates (50% male) was 5.5 years; controls 7.5 years (40% male). Common themes across all respondents included that they: value their roles as clinical teachers; define success as training high-quality, competent physicians; align their professional aims with organizational priorities; manage commitments; develop and sustain colleague networks; and seek continued growth. Within themes, FD graduates differed from controls, detailing greater perceived success and growth as educators, placing higher value on scholarly products and academic promotion, and having more expansive local and national colleague networks. Conclusions: FD graduates, compared to matched controls, report expanded clinician-educator scope and roles, and a greater value on scholarly activity. This evaluation provides the groundwork for further investigations.
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Swaran Singh, Charanjit Kaur, Nor Azmi Mostafa, Dodi Mulyadi, Noor Alhusna Madzlan, Eng Tek Ong, Siti Shuhaida Shukor, and Tarsame Singh Masa Singh. "Teacher educators' vision of an 'ideal' teacher." Studies in English Language and Education 8, no. 3 (September 16, 2021): 1158–76. http://dx.doi.org/10.24815/siele.v8i3.19355.
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There is no clear definition of what constitutes an ideal teacher educator, particularly from the perspective of Malaysian educators. Developing teacher educators’ vision of an ideal teacher ensures that teachers have high levels of professional, personal, and contextual dimensions in teaching practices, including competence in the practice of professional teaching, knowledge, and understanding. Therefore, the objective of this study was to find out the range of visions of what it is to be a good teacher educator in a Malaysian teacher education institution. Seventeen teacher educators from an established university in Malaysia participated in the study. A survey consisting of eight questions was used as the research instrument. The data obtained from the questionnaire were analysed by using descriptive and textual analysis techniques. The findings reveal certain criteria of an ideal teacher such as possessing sound subject matter knowledge, mastery of both generic and content-specific pedagogy, and hands-on teaching skills. The teacher educators shared that they have to adjust their goals to attain their vision, namely the need to adapt to the current policies, new ideas, and the ever-changing educational trends. The findings also show that an ideal teacher is the one who is responsible to nurture and bring about the best learning experience for students. This research has unfolded the teacher educators’ vision of the ideal teacher and pedagogical implications reflected in every facet of their educational practices.
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O’Connor, Anne, and Arlene McCurtin. "A profile of physiotherapy practice educators and practice tutors in the Republic of Ireland." Physiotherapy Practice and Research 41, no. 2 (January 11, 2021): 193–99. http://dx.doi.org/10.3233/ppr-200427.
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BACKGROUND: Limited evidence exists regarding practice educators’ and practice tutors’ experience of, and training in, student supervision in the physiotherapy workplace. This knowledge would inform universities of their learning needs and help to enhance the practice-based experience for physiotherapy students. OBJECTIVE: The aim of this study was to create a profile of physiotherapy practice educators’ and practice tutors’ student supervision experience, university support available to them during practice placement and training undertaken by them. This study was undertaken in the Republic of Ireland. METHODS: An online survey was designed and circulated via the Irish Society of Chartered Physiotherapists’ database of physiotherapy members. RESULTS: One hundred and ninety-two practice educators and 71 practice tutors participated. Findings indicate that the 1:1 model of practice education is the predominant model of practice education employed in the Republic of Ireland. 70% of practice educators currently receive support from a practice tutor. Fifty-five percent of practice educators undertake student supervision 2-3 times per year. However, 56% of practice educators and 48% of practice tutors had not undertaken training in student supervision in the year prior to the study. A decline was also noted in the uptake of student supervision among clinicians with 16–25 years clinical experience. CONCLUSION: This study provides an insightful profile of physiotherapy practice education in the Republic of Ireland. Findings are encouraging, with data highlighting that most practice educators are supported by practice tutors. Recommendations include the need for further investigation of the apparent decline in student supervision among experienced clinicians. Consideration of the learning needs of practice educators and practice tutors is encouraged as well as a review of the accessibility and flexibility of training resources provided.
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Warhuus, Jan P., Per Blenker, and Stine Trolle Elmholdt. "Feedback and assessment in higher-education, practice-based entrepreneurship courses." Industry and Higher Education 32, no. 1 (January 21, 2018): 23–32. http://dx.doi.org/10.1177/0950422217750795.
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When educators teach entrepreneurship experientially in higher education, a need arises for different procedures for assessment, evaluation and feedback, and the legitimacy of this type of course is often questioned. In traditional courses, students accumulate knowledge and the educator’s primary concern is what students learn. When learning ‘through’ practising entrepreneurship, students and educators must also care about how students learn. While research brought awareness to this area of concern more than a decade ago, feedback and assessment in entrepreneurship education have received very limited attention. This article addresses these issues both theoretically and empirically. The findings allow the authors to map out the feedback mechanisms needed in experimental entrepreneurship education and to provide an embedded two-by-two model that describes the purpose and outcome of the feedback. The findings also suggest an approach for design and assessment that may help resolve the pedagogical and legitimacy challenges of such courses. These contributions are directly relevant for students, educators and administrators involved with entrepreneurship courses, and they may be applicable to a wider range of process-based courses.
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Parris, Kaitrin, and Jacqueline Ann Moss. "From Clinical Practice to Nursing Education." International Journal for Innovation Education and Research 4, no. 5 (May 31, 2016): 146–50. http://dx.doi.org/10.31686/ijier.vol4.iss5.546.
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Transitioning from an expert clinical nurse to a novice nurse educator can be challenging. Skills used in both positions are not always apparent. Skills that were transferable were identified using Benner’s (1984) competency themes and seven domains of an expert clinical nurse. Identifying skills that the expert clinical nurse is already comfortable with assists in the ease of transitioning to the novice nursing educator role. Realizing that the skills that the expert nurse has been using and is confident with allows for the application of these skills to the new realm of teaching. This knowledge will foster confidence and lay the foundation for a successful transition into the novice educator role. Identifying ways to assist in this transition will promote retention of new educators as well as satisfaction with the role change. Finding ways to assist the expert clinical nurse will allow for a faster progression to expert nurse educator.