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Zulfakar, Zulfakar. "Educator Competencies as Proficient Educators." International Journal of Social Science Research and Review 5, no. 3 (March 1, 2022): 42–51. http://dx.doi.org/10.47814/ijssrr.v5i3.180.
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The educator may be a respectable and honorable calling since the autonomy of the Republic of Indonesia has been belittled by a couple of individuals in a number of nations within the world, Asia, and indeed Indonesia, as well as in other nations. a few zones number Lombok-West Nusa Tenggara-Indonesia. When seen from the impact of teachers as instructors on their understudies, it is exceptionally expansive, in this way on the off chance that instructive programs, strategies, and learning media don't bolster instructive works out and learning driven by instructors, at each level and level of instructing it is likely that understudies are another time of parental battle. within the family, which in parallel can be a human resource that's the premise of a nation's battle and will be overlooked by others, and from other nations within the world. ,as an institution. With the improvement of the times and all current media and technology-based learning devices, it is accepted that the competence of instructing staff can rapidly alter to the requests and advance that exists in all areas related to their commitments in learning. This article traces the significance of coaching staff in carrying out their obligations professionally, upheld by pro-educational courses of action, and everything related to it. from producers of approaches, and a set of learning media that underpins the advance and smoothness of instruction and learning plans instructors and understudies wherever they are, since in the event that instructors and understudies don't make strides learning instantly, they will normally be cleansed behind in learning. all ranges, in learning and in life.
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Goodlad, John I. "Ralph Tyler: The Educators' Educator." Educational Policy 9, no. 1 (March 1995): 75–81. http://dx.doi.org/10.1177/0895904895009001004.
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Lystopad, Natalia. "Formation of the future preschool educators’ information culture." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 177–82. http://dx.doi.org/10.33310/2518-7813-2019-65-2-177-182.
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The article deals with the problem regarding the formation of the future preschool educators’ information culture. It is substantiated that the information culture is a necessary condition for the modern education and subsequent successful professional activity of an educator in preschool educational institutions. It has been proved that under conditions of widespread use of modern information and communication technologies in the educational process of preschool educational institutions, the requirements to the future educators’ professional training are greatly expanded, and therefore the need to form the preschool educators’ information culture is originated from the real needs of renewing the preschool education system. The essence of the notion «preschool educator’s information culture» has been considered. It has been proved that the information culture of the future educator of a preschool educational institution is a qualitatively new form of the educator’s mental activity organization based on the use of information tools, which allows improving professional activities in preschool educational institutions. It has been substantiated that the definition of the «information culture» is multidimensional and diverse and is considered as a special type, as a subsystem of the preschool educator’s professional culture. The structure of the educator’s information culture is a synthesis of structural components (cognitive, axiological, behavioural) ensuring in their interaction the integrity and functioning of this type of culture. The necessity to develop the designated culture has been scientifically grounded and the formation peculiarities of the future preschool educators’ information culture have been revealed. The methodology aimed at forming future educators’ information culture while studying «Introduction to the specialty and basics of Pedagogy», «Preschool Pedagogy and the History of Preschool Pedagogy», «New information technologies in Preschool Education», «Computer technologies used in the work with children», professional methods, the bachelor curriculum in the specialty 012 Pre-school education has been proposed. The proficiency indicators of the educator’s information culture have been determined. The proficiency (development) levels of the future educators’ information culture have been specified: sufficient, intermediate, low. The tools and methods for diagnosing the proficiency levels of the future preschool educators’ information culture have been proposed. The results of diagnosing the proficiency levels of the future preschool educators’ information culture have been presented. The analysis of the experimental work shows the effectiveness of the developed methodology aimed at the formation of the future educators’ information culture according to all the selected components.
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Kaur Bagga, Manpreet. "Being, Becoming, and Belonging: Professional Identity of Teacher Educators." Education & Self Development 18, no. 3 (September 30, 2023): 38–49. http://dx.doi.org/10.26907/esd.18.3.03.
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Teacher education plays an essential role in shaping the quality of education, and teacher educators are central to this process. The paper explores the personal and professional aspects that constitute the professional identity of teacher educators, shedding light on their journey from classroom teachers to facilitators of fellow educators' growth. This article delves into the intricate model of professional identity of teacher educators, examining the dimensions of being, becoming, and belonging within this dynamic role. The concept of ‘being’ a teacher educator encompasses the multifaceted roles and functions these educators undertake. The aspect of ‘becoming’ a teacher educator focuses on the transition from classroom teaching to teacher education. The paper examines the two prominent pathways into this role: the academic pathway, driven by advanced academic pursuits, and the practitioner's pathway, chosen by experienced educators seeking a shift from schools to training institutions. The concept of ‘identity shock’ during this transition is explored, along with the heightened intellectual engagement that emerges as teacher educator’s grapple with new challenges and opportunities. The theme of ‘belonging’ uncovers teacher educators’ affiliations with various communities, each shaping their professional identity. The paper highlights the role of collective affinities in shaping teacher educators' teaching methods, research endeavours, and leadership approaches.
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Ferretti, Federica, Francesca Martignone, and Luis J. Rodríguez-Muñiz. "Mathematics Teachers Educator specialized knowledge model." Zetetike 29 (June 8, 2021): e021001. http://dx.doi.org/10.20396/zet.v29i00.8661966.
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Our research focuses on Mathematics Teacher Educator specialized knowledge. By means theoretical tools driven from Mathematics Teacher Specialized Knowledge model (MTSK model) we focus on teacher educators’ specialized knowledge and carry out a qualitative study in order to identify specific dimensions and domains of mathematics teacher educators’ specialized knowledge. We explore an extension of the MTSK model that can characterize the teacher educator’s specialized knowledge (Mathematics Teacher Educator Specialized Knowledge model) - MTESK model. Specifically, our focus will be on the Pedagogical Content Knowledge of the MTESK model.
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Hamam, Doaa. "The AI-Resilient Educator (AIRE) Framework : Implications for Educators & TESOL Educators." Journal of AsiaTEFL 22, no. 1 (March 31, 2025): 173–79. https://doi.org/10.18823/asiatefl.2025.22.1.13.173.
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Farhan, Moh. "FORMULASI KODE ETIK PENDIDIK DALAM PERSPEKTIF PENDIDIKAN ISLAM." Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam 1, no. 1 (February 15, 2018): 85. http://dx.doi.org/10.30659/jspi.v1i1.2424.
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Being Educator is an honour profession in Islam. It is an essensial factor in the education system. Thus a dignity and an authority of this profession have to be maintained by the educators. The way to keep the honour of this profession can be done by conducting ethical codes as a guidence to conduct activities as the educators.In a modern era, an educator ethic has been formulated. However, it shows unoptimal to keep the educators’ dignity. Thus, a solution is needed to solve the problem. Part of the solution from Islamic education scholars during Islamic education hystory is the genuin thinking of those scholars. They have formulated the educator’s ethics codes. From their thinking and ideas, there are three ethic codes that can be understood: The First: related to the obligation to have a good intention as the educator by improving a quality of “taqwa” to Allah SWT because teaching is a worship. The second: the educators have to keep their profession by improving the personality with a good character (Akhlak). The third, keep improving the educators’ competences and professionalism.
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Juškienė, Vaiva, and Viktorija Voidogaitė. "An Encounter between a Teacher and Child with ASD in a Pre-School Environment." Acta Paedagogica Vilnensia 47 (December 30, 2021): 143–55. http://dx.doi.org/10.15388/actpaed.2021.47.10.
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The article focuses on the phenomenon of the first meeting between an educator and a child on the autism spectrum and the an educator’s experiences during the encounter. An analysis of the scientific literature shows that the number of autistic children in Lithuania is increasing. The text describes a meeting between a pre-school and a pre-primary school educator and a child with autism spectrum disorders. The analysis unfolds the experience of particular educators when they meet a child with ASD in an ordinary pre-school group. During a hermeneutical phenomenological analysis, the experience of the educators are based on two existential subjects: experienced relationship and experienced body. During the first meeting with a child with ASD, educators attempted to establish a relationship with the child. Although each participant of the analysis experienced this beginning individually, all of them were confronted with a challenge in communication while establishing these relationships. Autistic children avoided the methods of relation contracting that were usual to educators. When educators contacted with the autistic children, their experience unfolded through the children’s bodily experience (appearance and behaviour).
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Ranirizal, Ranirizal. "HUBUNGAN PROFESIONALISME PENDIDIK TK DENGAN KINERJA PENDIDIK DI TK RAYON IV KOTA DUMAI." JURNAL PAJAR (Pendidikan dan Pengajaran) 3, no. 3 (May 8, 2019): 660. http://dx.doi.org/10.33578/pjr.v3i3.7235.
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Performance is the performance shown by educators, both in quality and quantity in carrying out their duties in accordance with the responsibilities given to them professionally. Educator performance development is a very decisive factor in the success of the education and learning process. In fact, in Kindergarten Rayon IV, Dumai City, there is still a low level of competency standards possessed by educators. The intended competency standard is from the standard academic qualifications and four competencies that must be possessed by a kindergarten educator, namely pedagogic, professional, social and personality competencies. This is evidenced by educators not yet mastering learning material with the maximum known when the learning process educators are not able to explain well the subject matter, and educators have not shown maximum performance in carrying out their duties and functions. The purpose of this study was to see whether there was an influence on teacher professionalism on teacher performance in Dumai IV Rayon Kindergarten. The results of the study prove that there is a significant relationship between the professionalism of Kindergarten educators and the performance of educators in Kindergarten Rayon IV, Dumai City. This is evidenced by the value of Sig (2-tailed) professionalism on educator's performance of 0,000, so the calculation shows 0,000 <0.05. This means that Ha is accepted, that is, there is a significant relationship between the professionalism of Kindergarten educators and the Performance of Educators in Kindergarten Rayon IV, Dumai City.
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Salem, Mohamed Z., Sayeda M. Mohamed, and Amany S. Ayoub. "Difficulties in clinical nursing education: perspectives of nurse educators in a selected faculty of nursing." Egyptian Nursing Journal 21, no. 1 (January 2024): 16–25. http://dx.doi.org/10.4103/enj.enj_5_24.
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Background Clinical education is an essential part of nursing education. It aims to prepare students to be able to provide safe and quality nursing care. However, despite its significance, it carries many difficulties for responsible nurse educators due to its unique nature. Aim To determine the difficulties of clinical nursing education from nurse educators’ perspectives. Design A descriptive design was used. Setting The current study was conducted at the Faculty of Nursing, Cairo University. Sample A purposive sample consisting of 180 nurse educators who met the inclusion criteria were included in the study. Tools (a) Nurse educator’s characteristics sheet and (b) difficulties in clinical nursing education from perspectives of nurse educator’s questionnaire. Results The study results revealed that the difficulties from the perspectives of nurse educators included students/educator ratio (48.9%), availability of conference rooms (57.2%), availability of sufficient numbers of clinical settings (51.1%), availability of changing rooms for faculty staff members (48.9%), availability of needed supplies and equipment for training (45.0%), and overcrowding as a result of presence of students from other programs that result in lack of learning opportunities (46.7%). Conclusion There are many difficulties in clinical nursing education from the perspective of nurse educators. On top of these difficulties were the increasing number of students and the lack of educational facilities in clinical settings. Recommendation Faculty administration should plan carefully in relation to student/educator ratio as well as provide adequate facilities and resources to achieve educational objectives.
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McKinley, Mary G. "Go to the Head of the Class." AACN Advanced Critical Care 20, no. 1 (January 1, 2009): 91–101. http://dx.doi.org/10.4037/15597768-2009-1011.
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Facing that first day as an educator who is new to the role or new to the institution can be daunting. An organized orientation program can facilitate educators’ assimilation into their role and provide assistance in understanding their duties and responsibilities. Orientation should be individualized according to the learning needs of the new educator and should provide information on hospital expectations, structure, and environment. A part of the educator’s orientation should focus on understanding educational processes and resources available within the new institution. A well-structured and well-designed orientation process facilitates the development of the clinical educators so they truly can go to the head of the class.
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Pudi, T. I. "Educator roles for technology education teacher-educators." Africa Education Review 2, no. 1 (January 2005): 147–67. http://dx.doi.org/10.1080/18146620508566297.
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Rizki, Febri Mira, and Chandra Halim. "Educator: To The Awesome Educators and Students." Journal of Social Research 2, no. 7 (June 24, 2023): 2583–87. http://dx.doi.org/10.55324/josr.v2i7.1514.
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Literacy has spread throughout Indonesia, especially in the world of education. This program was increasingly promoted after the Independent Curriculum was hammered by the government. Strengthening literacy competencies in madrasahs is also accelerating because educators are working so that this knowledge can be smoothly transmitted to students for their intake. Both in terms of theory and terms of practice. One of the products born in the name of literacy in Indonesian language learning is work. In one writing skill, for example: poetry, short stories, articles, essays, reviews, rhymes, prose, etc. With the work of educators and students, literacy in madrasas will be increasingly felt. This activity will make the madrasah trusted by the community because the ability of its educators can advance their students. So that from whatever point of view the madrasah is monitored it will shine.
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Toutkoushian, Robert K., Justin M. Bathon, and Martha M. McCarthy. "A National Study of the Net Benefits of State Pension Plans for Educators." Journal of Education Finance 37, no. 1 (June 2011): 24–51. http://dx.doi.org/10.1353/jef.2011.a448019.
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Although benefits can be a sizable part of an educator's total compensation, there has been little scholarly inquiry into the state pension plans for educators. Despite the fact that all defined benefit plans rely on the same basic formula for calculating annual pensions, they vary across states in the multiplier used, the method for calculating final average salary, the cost of participating in the plan, whether caps are imposed on first-year benefits, how cost-of-living increases are made, whether benefits are subject to state income taxes, and whether educators can retain Social Security benefits. All of these factors can influence the total pension received by educators. Educators are unlikely to know the net effect of the parameters used in each state's plan on their net benefits and how the net benefits compare across states. This study addresses this aspect of educator compensation by analyzing the differences among state-run defined benefit plans and how these plans can affect the net benefits for educators. The first portion of this article reviews the empirical and theoretical literature on retirement benefits and their effects on the labor market decisions of educators. The second section describes how to calculate the net benefits from state-run defined benefit plans, and how the components of these plans can affect an educator's retirement compensation. Next, data are used on the defined benefit plans for educators in 49 states to estimate the net retirement compensation for educators and demonstrate how the net benefits vary across states. Finally, this article concludes with some suggested implications of changes in pension systems for educators and directions for future research.
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Anitha, J., and R. Krishnaveni. "Professional characteristics of an educator: A survey of literature." Journal of Management and Development Studies 25, no. 1 (June 15, 2013): 1–22. http://dx.doi.org/10.3126/jmds.v25i1.24934.
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Literature has shown that various studies have dealt with different professional features of teaching and they have focused on one or few professional characteristics of educators. In spite of the immense amount of literature on educator characteristics, a comprehensive study that would encompass the vital professional characteristics of an educator in total is lacking. This has instigated the researcher to take up the study to identify the professional characteristics of an educator. An attempt was made in identifying the educators' characteristics using student outcome as a boundary criterion to select the characteristics from among several that are available in the literature. Therefore, a new model of professional characteristics of educators was proposed. This paper discusses in detail, the characteristics of a profession in general and the wide range of educator’s characteristics as studied in previous researches. The paper presents a wide scope for the models developed to be studied in depth to appreciate and investigate more about the professional characteristics identified through this review of literature. The models may also be tested empirically for further accumulation of knowledge in the field.
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Ertati, Ertati, Zainal Azman, and Muhammad Yunus. "Upaya Mengembangkan Model Profesionalisme Guru." 'Edification Journal 6, no. 1 (July 31, 2023): 53–73. http://dx.doi.org/10.37092/ej.v6i1.538.
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One variable of deciding nature of instruction is instructor's job. As a calling, educators are required have the option to develop and foster as per improvement of science and innovation. The improvement of science and innovation that quickly has a major effect on advancement of instruction so there are requests for expanded quality instructive administrations to understudies. In this manner doing educators proficient advancement in ceaseless and supported by the necessities of the educators, gatherings of educators and institutions is vital. To instructors can foster their expert, educators should be acquainted with different models of instructors proficient advancement so they can comprehend and carry out. Different models of instructors proficient improvement really has been concentrated by specialists of schooling that educators can have a wide information on the calling. Understanding educators on proficient advancement model is supposed to prod them become proficient educators in playing out their obligations. Educators proficient advancement should be finished as per the requirements of instructors with the goal that they proceed to develop and create. Different reports in the field shows that there are a few impediments in the execution of educators proficient improvement since educator proficient improvement models don't in light of needs of educators. This article looks at models of instructors proficient advancement fully intent on giving decision to educators to work on their incredible skill. In the event that the educator's expert ascent, absolutely the nature of training can be expanded too.
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Vlasii, Olesia, Olha Dudka, and Nadiia Ivanochko. "FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH." Educological discourse 33, no. 2 (2021): 185–204. http://dx.doi.org/10.28925/2312-5829.2021.2.13.
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In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.
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Djibu, Rusdin, and Ummyssalam Duludu. "Effects of Web-Based Learning and Cultural Literacy Towards Non-formal Educator Performance." Journal of Nonformal Education 7, no. 1 (February 28, 2021): 71–82. http://dx.doi.org/10.15294/jne.v7i1.28171.
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The purpose of this research is to find out: (1) the influence of Web-based learning with the performance of Educators, (2) the influence of cultural literacy with Educators' performance (3) the influence of Web-based learning and literary culture together with performance Educators. The method used in this study was with a quantitative approach with the ex-post-facto method. The population in this study was all non-formal educators working in the Gorontalo City learning activities workshop amounting to 107 people, while samples were 59 people using proportional random sampling. Data is collected through poll deployments. The conclusion to this research is (1) there is a positive influence on Web-based learning on educators' performance, which means that the better web-based learning is better for educator performance. (2) there is a positive influence on the cultural literacy of the educator's performance, meaning that both the literate culture is also the higher the performance of educators. (3) there is a positive influence on web-based learning and cultural literacy together to the performance of educators working in the Learning Activities workshop in Gorontalo city, this means that the higher the implementation of Web-based learning and culture of literacy, the higher the performance of non-formal educators.
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Salvador, Jordan T., Friyal M. Alqahtani, and Rima S. Sareh Al-Garni. "Development of Filipino Nurse Educator’s Wellbeing Survey (FNEWS): An Exploratory Sequential Mixed Methods Study." Open Nursing Journal 13, no. 1 (August 31, 2019): 139–52. http://dx.doi.org/10.2174/1874434601913010139.
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Background: The role of a nurse educator is a vital component in the management process of teaching and learning development of students. Ensuring excellent wellbeing for nurse educators may lead to increased job satisfaction and work performance. Objective: The objective of this study was to develop a survey tool that measures the wellbeing of Filipino nurse educators working in four Gulf Cooperation Council (GCC) countries. Methods: Three-phase sequential approach was obtained. The investigation started with a qualitative investigation of 20 Filipino nurse educators based from Saudi Arabia, United Arab Emirates, Oman, and Bahrain followed by a development of survey tool measuring the Filipino nurse educator’s wellbeing. The survey tool was distributed among 112 participants in Saudi Arabia. Data were analyzed and interpreted by means of a Colaizzi method for qualitative and descriptive statistics using SPSS for quantitative measures. Results: All the themes emerged from the qualitative phase were discussed from the gathered review of literature and studies. Themes, contextual categories, and significant statements were used as survey constructs measuring the wellbeing of the participants. Moreover, a valid and reliable survey tool called ‘Filipino Nurse Educator’s Wellbeing Survey’ (FNEWS) was developed and surveyed among the Filipino nurse educators in Saudi Arabia, revealing an ‘acceptable’ level of wellbeing. Conclusion: Knowing the level of wellbeing of nurse educators will be an effective way to provide the competency needed to address burnout, low job satisfaction, and compassion fatigue, thereby increasing the likelihood of safeguarding the welfare of the nurse educators.
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Rizal, Ruri Syamsul, Akhmad Alim, and Ahmad Ahmad. "PROGRAM PENDIDIKAN AKHLAK UNTUK PENDIDIK SETINGKAT SMP DAN SMA DI PONDOK PESANTREN." Tarbiyatuna Kajian Pendidikan Islam 7, no. 2 (September 25, 2023): 280. http://dx.doi.org/10.69552/tarbiyatuna.v7i2.2081.
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Ideally, an educator in a pesantren should be a good role model for his students. However, in reality, today there are many cases of morals in Islamic boarding schools which are carried out by an educator. Beating students, extortion, to immoral acts against students and female students. The purpose of this research is to research and develop a moral education program for educators by returning an educator's certificate. This research uses a qualitative approach with a type of field research. The process of collecting data is used by observing, interviewing, and documenting. Data analysis techniques obtained by the process of searching and systematically compiling data? obtained from the results of interviews, field notes and documentation. The results of the study show, first, the moral education program for educators at the As-Syifa Subang Islamic boarding school has the goal of strengthening the spiritual competence of educators, sharpening the vision, mission and goals of the Islamic boarding school, reviving the heart, and others. Strategies used with ta`lim, habituation, exemplary, reward and punishment, discipline, and enforcement of rules, evaluation system by including all these activities in the performance of educators and competency tests. Second, the moral education program for educators at Daarut Tauhiid Bandung has the goal of strengthening the spiritual competence of an educator through the habit of worship, equating HR quality standards, having BAKU (good and strong) character/morals, Daarut Tauhid culture. The strategies used are ta`lim, habituation, exemplary, reward and punishment, discipline, and enforcement of rules. Evaluation system by including all these activities in educator performance and competency tests. Third, the Moral Education Program for educators in Islamic boarding schools has a goal, namely: strengthening the spiritual competence of an educator who has a straight and strong faith, true worship, broad-mindedness, and noble character. The strategies used are ta`lim, habituation, exemplary, reward and punishment, discipline, prayer and enforcement of rules. Involvement in performance entry activities and competency tests.
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Lee, Wendy Saeme. "Emotional Sensibility Observation Scale: Measuring Quality Relationships and Early Childhood Educators’ Emotional Perceptibility in Responding to Children’s Cues." Education Sciences 13, no. 1 (December 21, 2022): 9. http://dx.doi.org/10.3390/educsci13010009.
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An educator’s ability and willingness to be perceptive and responsive to the cues of children in Early Childhood Education and Care (ECEC) settings can affect the quality of the relationships built. Although several instruments that aim to measure quality relationships currently exist, these instruments are often not exclusive to the educator–child dynamic, fail to be context-sensitive, and do not mitigate scope for observer subjectivity. The Emotional Sensibility Observation Scale (ESOS) was developed in collaboration with ECEC stakeholders (teachers, educators, centre directors, and researchers) in Australia to address the aforementioned gaps while acknowledging the unique relationships between educators and children in ECEC settings. It is proposed in the paper that the ESOS may serve as a useful tool for researchers and educators to assess Early Childhood (EC) educators’ ability to accurately read and respond to children’s cues and to measure the quality of relationships built over time.
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Arace, Angelica, Laura Elvira Prino, and Donatella Scarzello. "Emotional Competence of Early Childhood Educators and Child Socio-Emotional Wellbeing." International Journal of Environmental Research and Public Health 18, no. 14 (July 18, 2021): 7633. http://dx.doi.org/10.3390/ijerph18147633.
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Background: Early childhood educators are attachment figures for babies and play an important role in emotion socialization. This study aims to analyze the role of educators as emotional socializers and its relationship with infants’ social competence and attachment security, considering various characteristics of educators (age, years of experience, level of knowledge of development and parenting) and the context (day-care center–family communication). Methods: 563 infants attending day-care centers (age: M = 25.98 months SD = 5.41) and their 223 early childhood educators (age: M = 42.61 SD = 11.02) took part in this study. The educators completed: CEESQ—Crèche Educator Emotional Style Questionnaire, Information Sources Questionnaire, two sub-scales of KIDI—Knowledge of Infant Development Inventory, QRS-F—Questionnaire on the Relationship between Services and Families, QPI—Questionnaire on Peer Interactions, and AQS—Attachment-Q-Sort. Results: Results showed that the educator’s coaching style has a relationship with attachment security and social skills and is positively correlated with the educators’ emotional self-efficacy and with the level of communication between day-care centers and families, while the correlation with knowledge of parenting is weak. Conclusions: These findings highlight the importance of enhancing not only educators’ knowledge about educative strategies, but above all their emotional competence to promote children adaptation to day-care centers.
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Brush, Candida, Birgitte Wraae, and Shahrokh Nikou. "Understanding influences on entrepreneurship educator role identity." Education + Training 66, no. 10 (January 16, 2024): 1–28. http://dx.doi.org/10.1108/et-01-2022-0007.
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PurposeDespite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.Design/methodology/approachDrawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.FindingsThe findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.Originality/valueThe novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.
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Zaytseva, O. Yu, N. Yu Yablontseva, and O. N. Babitinskaya. "COLLABORATIVE EDUCATIONAL ACTIVITIES IN PRE-SCHOOL EDUCATION: VALUE-ORIENTED ASPECTS." Pedagogical IMAGE 14, no. 4 (2020): 545–55. http://dx.doi.org/10.32343/2409-5052-2020-14-4-545-555.
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Abstract. Introduction. Cooperative activity of an educator and preschool children is a priority form of education in the modern preschool organization. The purpose of the article is to conceptualize the definition of “Collaborative Educational Activity” and a humanitarian diagnostics of the preschool teachers’ readiness for designing this activity and its realization. Study materials and methods. The components of preschool teachers’ readiness to design and to realize variable forms of collaborative activities with children were subjected to diagnostic study. Purpose of the research is to determine the problems of FSES practical realization in the point of the requirements to the organization of collaborative educational activities in the context of a holistic preschool educational process. As well as to define the role of methodological support in preschool educational institution from the senior educator’s position in the development of educator’s readiness for open cooperation in educational activities. Results. In the process of analyzing theoretical and methodological positions in the field of collaborative activity of educators and children, the authors conclude that the importance of humanitarian methodological support in understanding this phenomenon. The results of educators’ self-analysis of organizing collaborative activities with children are presented for discussion. It turned out that most of educators have difficulties in selecting the content of collaborative activities; difficulties in designing the technological component, difficulties in implementing reflection of collaborative activities. Conclusion. The significance of the presented research materials is determined by the importance of increasing the readiness of educators for productive collaborative activities with children. In the future, these studies can serve as a basis for further research on the problems of educator and child’s collaborative activities. Keywords: holistic educational process, a collaborative educational activity of an educator and preschool children, an open cooperative action, social constructive didactic model, the educational situation, preschool education.
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Visković, Sunko, and Mendeš. "Children’s Play—The Educator’s Opinion." Education Sciences 9, no. 4 (November 4, 2019): 266. http://dx.doi.org/10.3390/educsci9040266.
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The educator’s personal role in understanding children’s play is a key factor in planning organization of educational process in kindergarten. An educator´s personal paradigm is assumed to be an experiential and educational construct. This research examines the possible correlation of educators’ personal paradigms (N = 291) and contextual factors in the region of Dalmatia (Croatia). A questionnaire Q-EOCP (α = 0.78) was designed for this research. Research findings suggest that most educators are reluctant to introduce information and communication technology /ICT into the educational process (M = 2.25; SD = 1.02) or work with children with disabilities (M = 2.03; SD = 1.33). There was a slightly positive correlation between the educator’s professional work experience and the view that children with disabilities /CWD should be taught how to play (r = 0.35; p ≤ 0.05). Work experience is slightly negatively correlated with the opinion that natural materials encourage creative play in children more than the didactic toys (r = −0.29; p ≤ 0.05) and with the assessment of daily play in nature (r = −0.21; p ≤ 0.05). The research measured the correlation of assessments of daily play in nature and the educators’ level of education (F = 3.47; p ≤ 0.05). Findings suggest that early childhood and preschool educators need additional education on children’s play and the possibilities of augmentative technology.
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Yuniarini, Putu Dina, Anak Agung Gede Agung, I. Putu Wisna Ariawan, and Ni Luh Gede Erni Sulindawati. "Self-regulation and motivation teacher in non-formal education: A systematic literature review." Edelweiss Applied Science and Technology 9, no. 4 (April 30, 2025): 3035–49. https://doi.org/10.55214/25768484.v9i4.6722.
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This study aims to analyze the relationship between self-regulation and teaching motivation for educators in non-formal education. Being an educator is a very noble profession, regardless of the burdens and responsibilities held. Teaching is about transferring knowledge to students and transforming knowledge for students. To form a supportive learning environment for students, educators must certainly have aspects of self-regulation and high motivation in the teaching process. These two aspects are important because they are interconnected and affect an educator's teaching and learning process; this is the main focus of this study. The study used the systematic literature review approach with the PRISMA model based on literature relevant to the study's focus. The literature study results provide an idea that self-regulation has an important relationship with increasing educator motivation. Educators with good self-regulation are more motivated in teaching, able to control emotions and pressure, and better able to form a comfortable learning environment. The study's results also found that efforts in developing self-regulation are very important because they are directly related to strengthening the quality of education. The results of this literature review can provide important insights into the aspects that affect educators in teaching, especially in non-formal educational institutions.
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Willis, Kanequa Dismuke. "Student Performance on End of Year State Assessments and Correlation to Teacher’s Worth." Journal of Education and Culture Studies 4, no. 2 (May 25, 2020): p139. http://dx.doi.org/10.22158/jecs.v4n2p139.
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This study explored how accountability over the years has shifted with attention mainly focusing how well students are performing on their end of the year assessments and how that determines a teacher’s worth. Through these assessments, the teachers are being told of their worth if a student meets their goal or being told of their ineffectiveness when the teachers and students fail to measure up. Teachers were considered to have value-added as an educator when their students attained their goals. Other educators faced dismissal or reassignment when their students did not meet their goals. The focus is placed upon the educator and the educator’s career is heavily impacted by low test scores and even the high test scores. With teacher value being associated with test scores, other problems came to the surface of the research. High teacher turnover rates, discourse amongst peers when scores were being compared or incentive pay being offered, and educators becoming teachers that teach to the test. The goal was determine how educators and those studying this new shift felt and reacted.
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Nyikó, Ewa Krystyna. "Peer violence and bullying – experiences and coping methods of teachers of grades IV–VIII." Educational Psychology 71, no. 29 (November 12, 2024): 155–71. http://dx.doi.org/10.5604/01.3001.0054.8411.
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Introduction: The study aimed to describe the role, experiences and strategies used by educators of classes IV–VIII in the face of peer violence and bullying. The study focused on actual actions and experiences supported by the educator’s own practice. Method: Seven participants were interviewed in semi-structured interviews. Data analysis was carried out using a reflexive thematic analysis methodology. Results: Five main themes were identified: the role of the educator; peer violence and bullying; intervention activities; prevention activities; and good advice. Interventions most often include conversations with students, disciplinary interventions and cooperation with the educator, parents and other teachers. Preventive actions mainly follow the guidelines in the school curriculum and a number of socalled own activities. In addition, the analysis made it possible to distinguish two groups of educators, the so-called ‘subject’ and ‘relational’ educators, who differ significantly in their approach to students, the strategies used and the perception of their own role. Conclusions: The data collected shows that female educators, when confronted with peer violence, use a wide variety of both intervention and prevention measures. The study points to the need to verify the effectiveness of the measures and solutions presented, while taking into account the impact on relationships and classroom climate, in the short and long term. In order to increase the reliability of the study, as well as the effectiveness of the implemented measures, it is worth placing more emphasis on the distinction between the roles played by teachers at school: educator vs. subject teacher. A limitation of the study is the small research group, which did not allow for the diversity of educators’ experiences and the contexts in which violence and bullying occur.
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Olvy Mailandari and Sutipyo Ru’iya. "Mengembangkan Kepribadian Empati Guru Pendidikan Agama Islam dalam Kurikulum K13 di SDN 06 LALAN." SALIHA: Jurnal Pendidikan & Agama Islam 5, no. 2 (July 27, 2022): 206–20. http://dx.doi.org/10.54396/saliha.v5i2.364.
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In education, professional educators are needed in their attitudes, one of which is the personality of the educator in being empathetic to their students. For this reason, this paper was made solely to teach students to be empathetic, especially in the teaching and learning process. An educator is required to have more knowledge. and good communication skills for that an educator must have a good empathetic attitude, educators are role models for their own educators The problem is that a student lacks interaction with his students so that communication is not good, this results in a gap in educator empathy in enforcing the rules towards students, so that educators are not able to understand what is experienced by a student so that students feel neglected and alienated, for that it takes some efforts to increase the sense of empathy of educators towards their students so that students feel These students feel cared for and with that can increase the confidence of students to share what is in the heart of an educator, for that we as high quality educators and professional educators must have a high empathy attitude, so what do you want to do ? by educators will be exemplified for their students and also students will be reluctant or polite to their educators if an educator has a high attitude of empathy not only among students, students will be known but also among the community for that empathy is very good, good in the lives of students or educators.
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Mahan, John D., Joseph M. Kaczmarczyk, Amy K. Miller Juve, Tyler Cymet, Brijen J. Shah, Rebecca Daniel, and Laura Edgar. "Clinician Educator Milestones: Assessing and Improving Educators’ Skills." Academic Medicine 99, no. 6 (March 5, 2024): 592–98. http://dx.doi.org/10.1097/acm.0000000000005684.
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Abstract The importance of the clinician educator (CE) role in delivery of competency-based medical education is well recognized. There is, however, no formal mechanism to identify when faculty have the knowledge, skills, and attitudes to be successful CEs. In 2020, the Accreditation Council for Graduate Medical Education, Accreditation Council for Continuing Medical Education, Association of American Medical Colleges, and American Association of Colleges of Osteopathic Medicine convened a workgroup of 18 individuals representing multiple medical specialties and diverse institutions in the United States, including nonphysician educators, a medical student, and a resident, to develop a set of competencies, subcompetencies, and milestones for CEs. A 5-step process was used to create the Clinician Educator Milestones (CEMs). In step 1, the workgroup developed an initial CEM draft. Through brainstorming, 141 potential education-related CE tasks were identified. Descriptive statements for each competency and developmental trajectories for each subcompetency were developed and confirmed by consensus. The workgroup then created a supplemental guide, assessment tools, and additional resources. In step 2, a diverse group of CEs were surveyed in 2021 and provided feedback on the CEMs. In step 3, this feedback was used by the workgroup to refine the CEMs. In step 4, the second draft of the CEMs was submitted for public comment, and the CEMs were finalized. In step 5, final CEMs were released for public use in 2022. The CEMs consist of 1 foundational domain that focuses on commitment to lifelong learning, 4 additional domains of competence for CEs in the learning environment, and 20 subcompetencies. These milestones have many potential uses for CEs, including self-assessment, constructing learning and improvement plans, and designing systematic faculty development efforts. The CEMs will continue to evolve as they are applied in practice and as the role of CEs continues to grow and develop.
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Mufidah, Yenny Imroatul. "Pengembangan Sumber Daya Pendidik." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 8, no. 1 (May 15, 2019): 75. http://dx.doi.org/10.32616/tdb.v8.1.97.75-84.
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Educators in the education process play a strategic role, especially in efforts to shape the character of the nation through the development of personality and desired values. The urgency of educators in the learning process is illustrated in the Arabic expression that was delivered by A. Malik Fadjar, "Al-Tariqah ahammu min al-maddah walakinna al-mudarris ahammu min al-tariqah (methods are more important than material, but educators are more important than methods). The development of educator resources in education is influenced by various aspects, including: the need to increase educator competency both theoretical and practical knowledge, the independence of educators to carry out professional development, support resources to carry out professional development, the willingness of educators as learners, and the ability of educators to actualize results development of professionalism which is demonstrated through the performance of educators and the effectiveness of educators in carrying out their duties. Improvement and development of educator resources starts from the acceptance of new educators. Selection of prospective educators needs to be done strictly in accordance with the requirements and conditions that have been determined
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Dimo, A. T., and T. P. Phaswana. "The role of clinical educators in physiotherapy clinical education: The student’s perspective." South African Journal of Physiotherapy 56, no. 4 (November 30, 2000): 37. http://dx.doi.org/10.4102/sajp.v56i4.1348.
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Background and aim: Clinical educator’s play an important role in the training of physiotherapy students as they spend most of their time in a clinical setting. Clinical educators facilitate the integration of theoretical and practical components of physiotherapy education with actual patients in a real life situation. The aim of the study was to establish the clinical educator’s role as perceived by students. Methods: Descriptive survey methods utilising a close ended questionnaire were used to collect data from students. A study sample of 80 students was used. Data collected were analysed using the SAS statistical program.Results: Orientation was cited as the most important role of the clinical educator (94%), by the respondents. Teaching activities were the second most important category of the clinical educator’s role (75%). Assessment was the next category considered to form part of clinical educator’s role. Communication were not considered to be part of clinical educator’s role.Conclusion: The students perceive orientation, teaching and assessment of performance activities to constitute the role of the clinical educator. Communication activities were rated not to form part of the clinical educator’s role.
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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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Strzelecki, Dominik, and Filip Nieradka. "Occupational Burnout among Special Educators." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 36, no. 4 (March 14, 2024): 115–34. http://dx.doi.org/10.17951/j.2023.36.4.115-134.
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Occupational burnout is a phenomenon manifested through depersonalisation, emotional exhaustion and reduced job satisfaction. This syndrome is primarily associated with helping professions, which include the work of a special educator. Experiencing symptoms of burnout by special educators may reduce not only their quality of life, but also the effectiveness of their interventions with clients. Starting from the presentation of Maslach’s concept of occupational burnout, an attempt was made to briefly characterise the specificity of the special educator’s work and to indicate potential sources of the burnout syndrome, moving on to the presentation of selected sociodemographic variables that may differentiate its level. The aim of the research was an attempt to determine the level of occupational burnout and to check whether selected demographic and social factors, such as age, type of institution and its location, differentiate the level of occupational burnout of special educators. The research used a diagnostic survey method with the use of a questionnaire technique. The results showed that special educators do not experience strong occupational burnout and demonstrate relatively high personal commitment. The analyses also showed that the age of special educators differentiates two components of professional burnout: depersonalisation and personal commitment.
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Demetriou, Cynthia, and Debra Hrelic. "From Educators, For Educators." Journal of Effective Teaching in Higher Education 7, no. 2 (January 31, 2025): 47–62. https://doi.org/10.36021/jethe.v7i2.410.
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Educator stress, burn-out and fatigue greatly affect faculty success and retention. The purpose of this research was to increase understanding of the lived experiences of educators and identify tangible strategies to help them thrive in higher education. Using an online open-ended cross-sectional survey and content analysis, this study explored qualitative data regarding nursing faculty experiences of stress, changes in pedagogy, and peer-to-peer faculty advice. Findings from 113 participants highlight recommendations from and for educators including pedagogical approaches as well as insights on compassion, compassion-fatigue, and self-compassion. Educator experiences are shared with the hope that faculty will use peer guidance to reflect on their own activities, make enhancements, and enact change.
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Ma'arif, Muhammad Anas, and Muhammad Husnur Rofiq. "The model of character teacher: Phenomenology at Daruttaqwa Gresik Islamic Boarding School." ATTARBIYAH: Journal of Islamic Culture and Education 3, no. 2 (January 2, 2019): 131. http://dx.doi.org/10.18326/attarbiyah.v3i2.131-152.
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The importance of shaping the character of children in order to carry out ethical values consciously and sincerely becomes a separate problem for all educators. Educator's personality is needed so that children can imitate the ways of educators in carrying out various daily activities. Set an example is one powerful way to give children an example and do good so that it becomes a character or an intact character. Children prefer to be given examples of behavioral examples directly rather than just giving orders. Purposes-This study aims to describe patterns of character educator models with Amali Sufism bases. Design/methodology /approach- This study uses a qualitative approach to the type of phenomenology which captures the behavior of educators who experience and teach exemplary behavior at the Daruttaqwa Islamic Boarding School. Findings- Exemplary actions taken by educators in Pesantren Daruttaqwa through attitudes, thoughts and behaviors that are consistently based on religious values such as, ikhlas, tawaduk, zuhud, destiny for teachers, loving teachers and piety to Allah. Originality- Sufism-based modeling ranging from thinking, attitudes and behavior exemplified externally and internally both (spontaneously directly) or indirectly exemplified by educators with habituation strategies.
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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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Emawati, Emawati, and Diana. "KONSEP DAN PERANAN PENDIDIK DALAM PERSPEKTIF ISLAM." Kalam: Jurnal Agama dan Sosial Humaniora 9, no. 2 (December 31, 2021): 191–202. http://dx.doi.org/10.47574/kalam.v9i2.119.
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Educators have been limitedly defined as teachers and lecturers who teach in formal institutions. This notion of educators, however, needs to be conceptualized to identify the true nature of educators. This particular manuscript explores concepts of educators from various literature to come up with the true nature of educators. This is library research, in which various literature on the nature of educators are explored and reviewed using content analysis strategy. The findings suggest that educator is not defined in limited notion, in which teachers and lecturers are only educators recognized. Educators are not limited to those whose formal accupation is teaching or lecturers in formal education institutions. There are various levels of educators: the first and the foremost known educator is Allah SWT, the almighty God as He teaches human being through revealation; the second educator in the Islamic literature refers to the Prophet Muhammad PbuH. Through his teaching Muslims recognize Islam and its teaching. Parents and teachers are the next two types of educators as found in our analysis of literature. This article also identifies several attributes of teachers according to Islamic literature, one of which is faithful to Allah, have strong characters, knowledgeable and communicative
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Nori. "Nilai-Nilai Adab Seorang Pendidik Menurut Buku Kepribadian Pendidik Dalam Al-Qur’an Karya Hifza Hamdan." Tarbiya Islamica 11, no. 1 (August 29, 2023): 8–16. http://dx.doi.org/10.37567/ti.v11i1.2269.
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This research is motivated by the book Personality of Educators in the Qur'an by Hifza Hamdan which offers the concept of education and the personality of an educator, as well as its relevance to the reality of education today, is a form of scientific endeavor that can be expected to have many values, one of which is related to education adab. The purpose of this study is to describe and analyze: 1) Adab values that must be possessed by an educator in the book Personality of Educators in the Qur'an by Hifza Hamdan. 2) Implementation of the educational values of an educator in the Personality of Educators in the Qur'an by Hifza Hamdan. This study uses a qualitative approach with the type of literature study (library research). The data source used in this study is the text in the book Personality of Educators in the Al-Qur'an Its Relevance to Contemporary Reality by Hifza Hamdan, then the data collection technique uses document analysis. The data analysis technique used is content analysis. Based on the results of the analysis carried out, the results of this study are: 1) The values of etiquette that must be possessed by an educator in the book Personality of Educators in the Al-Qur'an by Hifza Hamdan, are as follows: a) Have wisdom; (honest, consistent (istiqomah), intelligent (fatanah), trustworthy (amanah) and convey (tabligh), b) Sincerity c) Humble d) Learner, e) Tolerant and appreciative, f) Compassionate and compassionate, g) Wise , h) Generous and commendable, i) Forgiving and forgiving, j) Speaks kind words and touches the soul, k) Patient and steadfast, l) Creative and innovative, m) Dignified and charismatic, n) Devotion spirit, o), Capable set an example. 2) Implementation of the Adab Values of an Educator in the Personality of Educators in the Al-Qur'an by Hifza Hamdan, namely as educators as caregivers, educators-educators, educators as caregivers, educators as guides (givers of instructions), educators as protectors, educators as teachers and educators as experts in science.
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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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Rocha, Joana Antonieta, Catarina Oliveira Santos, Vânia Peixoto, Fátima Maia, and Rita Gama Alegria. "Speech language pathology Clinical Education: perceptions and experiences of clinical educators and students." Revista de Investigación en Logopedia 10, no. 2 (July 10, 2020): 123–33. http://dx.doi.org/10.5209/rlog.65677.
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For the purposes of professional development clinical education is crucial to speech-language pathologists (SLP). There is limited information about clinical education of SLP students in Portugal. The aim of this study was to describe and compare the mutual perceptions of Portuguese SLP’s clinical educators and students’ of SLP in a Portuguese private University Clinic.
 Five SLP clinical educators and nine students participated in a one on one semi-structured interview. Content analysis was used to explore interview data. The analysis led to the identification of four themes shared by both groups.
 Findings from this study provided an insight about clinical education characteristics and challenges reported by clinical educators and students in Portugal and to compare those results with others mentioned in other countries.
 The findings of this study suggest that clinical educators and students identify, in general, similar characteristics regarding effective/non-effective clinical educator profile and benefits regarding clinical education process. The sample provides preliminary data on Portuguese clinical educator’s and student’s experience of clinical education.
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Cheeseman, Sandra. "Narratives of infants’ encounters with curriculum: Beyond the curriculum of care." Contemporary Issues in Early Childhood 18, no. 1 (February 16, 2017): 55–66. http://dx.doi.org/10.1177/1463949117692243.
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Australia’s National Quality Framework identifies responsibilities for early childhood educators who work with infants to plan for and assess their learning. Educators are urged to be ‘responsive to children’s ideas and play’ and to ‘assess, anticipate and extend children’s learning’. Responsiveness in relation to infants is often couched in terms of emotional support and attention to the attachment relationship, or in detailed guidance about supporting the infant in care routines. Drawing on Levinas’s ideas of ethical encounter to frame a consideration of infants’ learning more broadly, this article suggests the possibility to see beyond traditional perceptions of infants as objects of the attachment relationship, and identifies the potential for infants to be viewed as ‘initiators’ who guide educators’ responses. Working with Levinas’s ideas of absolute responsibility in the face-to-face encounter, the notion of ‘response-ableness’ is used to examine educators’ decisions and actions as they share in learning encounters with infants. Using video footage captured during an infant’s encounter with learning, the decisions of the educator prove influential. Creating a narrative of this experience illuminates the educator’s response-ableness, and shows how an infant’s ideas and investigations might form the basis of the learning encounter. Close examination of educator response-ableness may lead to richer possibilities for infants’ encounters with learning, beyond the curriculum of care.
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Nursam, Nursam. "PENINGKATAN KEMAMPUAN PENDIDIK PENDIDIKAN NONFORMAL DALAM IMPLEMENTASI PEMBELAJARAN." JIV 3, no. 2 (December 31, 2008): 204–11. http://dx.doi.org/10.21009/jiv.0302.12.
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The role of educator in non-formal education is essential to succeed the non-formal education programs. This article discusses some theoretical knowledge about learning and teaching to improve the educator’s competence. The writer believes that the educators in non-formal education will be able to improve their performance by implementing the theories discussed in this article.
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Anggraini, Adela, Sutaman Sutaman, and Abdul Muntaqim Al Anshory. "Teacher's Personality as a Motivation in Arabic Learning: A Systematic Review Based on Five Professional Teacher Personality Frameworks." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 9, no. 2 (December 2, 2021): 145–54. http://dx.doi.org/10.23971/altarib.v9i2.3263.
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Studies on the factors that influence students' enthusiasm for learning Arabic are still focused on the strategies and media used. Therefore, this paper presents a systematic study of various educator personalities that can motivate students to learn Arabic. This research used a literature study approach. The articles were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach and were analyzed using a framework of five professional teacher personalities. In the results of this study, several essential findings were described: (1) a steady and stable personality is manifested by the conformity of the attitude of Arabic educators to the prevailing norms, (2) mature personality is implemented in a positive enthusiasm of learning interaction between educators and students, (3) an educator's prudent and wise personality in the Arabic learning process is implemented in the form of neutrality or equitable behavior towards all students, (4) an authoritative and polite personality is actualized in a comfortable and positive atmosphere when the Arabic learning process occurs, and (5) a noble character is manifested by the educator’s example who in his daily life is always active in using Arabic so that it affects the motivation of students to be active in speaking Arabic.
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Flannery, Sinead, Karen Keaveney, and Frank Murphy. "An Exploration of the Professional Development Needs of Agricultural Educators within the VET Sector: A Mixed Methods Study." International Journal of Agricultural Extension 7, no. 3 (January 11, 2020): 247–56. http://dx.doi.org/10.33687/ijae.007.03.2988.
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Recent studies have highlighted the contribution of education to the productivity and viability of the Irish agricultural sector. This paper explores the training needs of agricultural educators within the vocational education and training sector by examining educators’ experience in their role based on educator qualification, availability of continuous professional development and opportunities for development. The study was conducted in Ireland using a mixed methods explanatory sequential design. The study sample consisted of the national population of agricultural educators within the vocational education and training sector, i.e. agricultural colleges. Data collection methods included a national survey and three focus groups. The findings highlight a challenge across Irish agricultural colleges in how educators are trained to teach, in their motivations for the role, and their long-term desire to remain teaching. It also demonstrates the importance of continuous professional development and the need to enhance training, particularly, pedagogical training, to agricultural educators. It can be concluded that stronger supports are required at both recruitment and throughout an educator’s career for development and progression. This study is one of the first studies in Ireland to investigate the continuous professional development needs of agricultural educators within the vocational education and training sector. The paper explores the pedagogical underpinnings of agricultural education, with the aim of developing teaching and learning needs in parallel to technical expertise.
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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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Sri Handayani. "Optimalisasi Peran Peer Educator HIV/AIDS dengan Edukasi terkait HIV/AIDS pada Lokus Pekerja Seks." Jurnal Ilmiah Tatengkorang 8, no. 2 (November 26, 2024): 67–75. http://dx.doi.org/10.54484/tkrg.v8i2.669.
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Only 70% of HIV/AIDS peer educators were able to achieve targets in recruiting at-risk groups to carry out VCT. After identifying the problem, information was obtained about the low ability of peer educators to master the basic concepts of HIV/AIDS and STIs. The aim of this activity is to improve the ability of peer educators to reach at-risk groups. HIV/AIDS education activity for Peer Educators on Saturday, August 24 2024 which was attended by 12 peer educators with resource person Dr. Sandra Yelli. The success of this activity was evaluated by looking at the increase in peer educators' understanding regarding HIV/AIDS, namely by 17%. Evaluation was carried out using pre and post test questionnaires. It is hoped that this activity can be carried out continuously so that it can update and optimize peer educators' understanding regarding HIV/AIDS Peer educator HIV/AIDS yang mampu mencapai target dalam menjaring kelompok berisiko untuk melakukan VCT hanya 70%. Setelah dilakukan identifikasi masalah diperoleh informasi masih rendahnya kemampuan peer educator dalam menguasai konsep dasar HIV/AIDS dan IMS. Tujuan kegiatan ini adalah untuk meningkatkan kemampuan peer educator dalam menjangkau kelompok berisiko. Kegiatan edukasi HIV/AIDS kepada Peer Educator pada hari Sabtu, 24 Agustus 2024 yang dihadari oleh 12 orang peer educator dengan narasumber dr. Sandra Yelli. Keberhasilan kegiatan ini dievaluasi dengan melihat peningkatan pemahaman peer educator terkait HIV/AIDS yaitu sebesar 17%. Evaluasi dilakukan menggunakan kuesioner pre dan post test. Diharapkan kegiatan ini dapat dilakukan berkelanjutan sehingga mampu mengupdate dan mengoptimalkan pemahaman peer educator terkait HIV/AIDS. Pelaksanaan kegiatan ini mampu meningkatkan pemahaman peer educator terkait HIV/AIDS.
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Rahmanita Sekaring Putri, Restu, and Sayidatul Maslahah. "ETIKA PROFESIONALITAS TENAGA PENDIDIK SEKOLAH PAUD INKLUSI TERPADU BINA CERIA." JEDCHEM (JOURNAL EDUCATION AND CHEMISTRY) 4, no. 2 (July 13, 2022): 55–61. https://doi.org/10.36378/jedchem.v4i2.2460.
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As an educator, it is important to understand the ethics of professionalism as an educator, because it is not only teaching students to be smart students. But an educator also controls education and becomes an example for his students to imitate, especially since Law no. 20 of 2003 concerning the national education system, special education or can be called special education that handles students who have special differences with other students out there. However, in carrying out their duties, educators will sometimes encounter obstacles that can hinder the teaching process of children. Because it is important from an early age to know how the ethics in the professionalism of an educator in special schools or can be called inclusive schools or ABK schools (children with special needs), so that prospective educators, especially educators in inclusive schools, clearly understand their role and apply their ethics professionalism in teaching. Because by knowing the professional ethics of an educator, it is hoped that the quality of educators in Indonesia can be better so that it gives birth to students who excel and have good character and behavior, besides that, educators must clearly understand that the task of educators is to maintain the good name of the school, harmony between students and educators. In addition, an understanding of the concept of professional ethics for education personnel includes an understanding of educational staff, the types of educators, an understanding of ethics, and the purpose of ethics that must be understood by educational staff.
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Heryati, Helma. "HAKEKAT PENDIDIK DALAM PENDIDIKAN ISLAM." Jurnal Tunas Pendidikan 5, no. 2 (February 14, 2023): 251–62. http://dx.doi.org/10.52060/pgsd.v5i2.1033.
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One of the elements in education is the teacher. Educators are an important element in Islamic education, this study aims to describe the nature of educators in Islamic education. The research method used in this research is library research. Sources of research data consist of primary data sources and secondary data sources. Data analysis using content analysis. The results of the study show that, in Islamic education, there are two kinds of educators, namely parents and teachers in formal and informal schools. Educators in formal and informal schools must fulfill the characteristics of being an educator, fulfill the requirements as an educator, and fulfill their function as an educator.
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Henderson, Peter B., William Barker, Susanna Epp, and William Marion. "Math educators, computer science educators." ACM SIGCSE Bulletin 35, no. 1 (January 11, 2003): 236–37. http://dx.doi.org/10.1145/792548.611906.
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