Littérature scientifique sur le sujet « Educators – biography »
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Articles de revues sur le sujet "Educators – biography"
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Kasun, G. Sue. « Teacher Education Nepantlera Work : Connecting Cracks-Between-Worlds with Mormon University Students ». International Journal of Multicultural Education 17, no 3 (1 novembre 2015) : 91. http://dx.doi.org/10.18251/ijme.v17i3.1003.
Texte intégralRésumé :
Teacher educators work with students of various backgrounds, often distinct from their own. This paper explores how one teacher educator examines her positionality in relation to Mormon students and how, despite not sharing their faith, she is able to work the “cracks-between-worlds” of difference and commonality toward understanding and learning. Through Anzaldúa’s concept of autohistoria-teoria, theorizing through one’s biography, the author explores and theorizes her experiences. She encourages educators to consider how they engage students, learn from other nepantleras (bridge-builders), and create more opportunities toward shared understanding while also complicating and letting go of a dogged sense of teaching students what is “right.”
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Zemaitaityte, Irena, et Giedre Pauriene. « Reflecting on biography as a factor in teachers’ self-development towards a welfare state ». SHS Web of Conferences 184 (2024) : 03003. http://dx.doi.org/10.1051/shsconf/202418403003.
Texte intégralRésumé :
It is now widely recognised that the creation of a welfare state requires a sustained focus on one of the key drivers of educational change, schooling and, by extension, societal improvement: educators, who are expected to produce young people capable of participating actively and productively in change. The purpose of this work is to reveal the teacher’s attitude by reflecting on their biographies and the lived vocation to become a teacher, developing competences and participating in the process of educational change and creating a welfare state. The study used a biographical research. Qualitative research was conducted using narrative interviews. Fourteen participants took part in the study. The research instrument chosen was the biographical narrative interview. The research revealed that the choice of the teaching profession and the perception of vocation are triggered by biographical circumstances. The pedagogical potency and childhood interests in certain activities, as well as the awareness of one’s own needs, become the basis for the further development of abilities and skills. When an individual chooses a profession because of a vocation, it is as if there is a need for constant self-reflection on the part of the educator, which leads to the need for continuous development. By improving themselves, the educators also actively contribute to the change of the education system. Therefore, by educating the younger generation and constantly reflecting on their own experiences, educators actively contribute to social justice, changes in the country’s well-being, and thus to the creation of a welfare state.
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Voeltz, Richard. « Napolean, Video ». Teaching History : A Journal of Methods 27, no 1 (1 avril 2002) : 38–40. http://dx.doi.org/10.33043/th.27.1.38-40.
Texte intégralRésumé :
PBS video histories are well-known classroom commodities for historians and educators, covering everything from Lewis and Clark to the Spanish American War, and yes even Napoleon. The production quality generally remains consistently high, and they always have a distinguished array of talking heads, i.e., historians and other authorities used to interject commentary, that elevates them above such programs as A&E's Biography where the Napoleon piece, narrated breathlessly by Jack Perkins, falls squarely into the Hollywood celebrity biography, the rise and fall of a star genre that populates so much of cable television these days.
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Karkowska, Magda. « Non- obviousness of biography as a research subject of a pedagogue ». Studia z Teorii Wychowania XIII, no 4 (41) (20 décembre 2022) : 25–38. http://dx.doi.org/10.5604/01.3001.0016.1634.
Texte intégralRésumé :
The aim I set for myself is to reveal what connects the main areas of biography research - literary and social - and to show what importance for upbringing, as well as for biographical research carried out in the field of pedagogy, are attempts to combine them. Problem and research methods: The main problem was formulated as the question: What makes a biography non-obvious? Another problems: What analytical categories relating to biography best capture this non-obviousness? What is the specificity of studying biography by educators and how do such analyzes differ from sociological or literary studies? The main method is to analyze the concepts that make up the research field and the relationships between them. In the first part of the article, I outline the relationship between biography and the construction of narrative identity, in order to show the way of understanding key concepts, such as narrative or story, as they constitute a specific basis for an attempt to grasp the meanings and dimensions of the title non-obviousness of a biography. Then I analyze the phenomena essential for the construction of identity: secrets, existential crises, trajectories or epiphanies. The next step is the analysis of categories such as the internal structure of life, as well as the image of life, ready biography, biography in interaction and autonomous biography. In the second part of the article, based on the concept of biography by Duccio Demetrio, I consider the specificity of pedagogical studies on the phenomenon of biography. The article concludes with conclusions on the specificity of pedagogical research on biographies and their relationship with therapeutic activities. As a result of the analysis, I come to the conclusion that the non-obviousness of the biography comes from the individual way of experiencing it. It is a set of features, a result of specific events, choices made, and at the same time a consequence of answering important existential questions. The aforementioned phenomena that are crucial for the construction of identity-occurrences are of particular use in its analysis. The pedagogical study of biography is different from sociological or literary analyzes, it turns out to be work with the collected biographical materials as well as with another human being and has, apart from cognitive values, a therapeutic dimension
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Hughes, Richard. « Gates, Jr And Higginbotham, Eds., Harlem Renaissance Lives - From African American National Biography ». Teaching History : A Journal of Methods 34, no 2 (1 septembre 2009) : 110–11. http://dx.doi.org/10.33043/th.34.2.110-111.
Texte intégralRésumé :
With hundreds of accessible entries on the lives of African Americans directly or indirectly associated with this period, Harlem Renaissance Lives is an ambitious effort to highlight, and sometimes uncover, the role of African Americans in shaping the United States in the twentieth century. While the entries are brief, the book's strength is its breadth with portraits of not only writers, artists, actors, and musicians but also educators, civil rights and labor activists, entrepreneurs, athletes, clergy, and aviators. Students of history will find familiar figures of the period such as Langston Hughes, Josephine Baker, Duke Ellington, Marcus Garvey, W.E.B. Du Bois, and Adam Clayton Powell, Jr. However, the real value of the work is in highlighting, however briefly, the lives of hundreds of lesser-known African Americans. Some figures, such as educator Roscoe Bruce, the son of a U.S. Senator, grew up relatively privileged, but many of the biographies involve African-Americans whose unlikely contributions begin with a background that included slavery and sharecropping. Regardless, each entry includes a valuable bibliography and information about relevant primary sources such as an obituary and archival collections.
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Friar, Kendra Kay. « Scott Joplin : A Guide for Music Educators PART I—A Ragtime Life ». General Music Today 34, no 3 (avril 2021) : 29–35. http://dx.doi.org/10.1177/10483713211002150.
Texte intégralRésumé :
Scott Joplin was an African American composer and pianist of singular merit and influence. Academic interest in Joplin has increased in recent years, leading to new discoveries about the composer’s activities, yet teaching materials have not been updated at the same pace as 21st-century findings. Joplin was an entrepreneur, a performer, and a teacher, yet his biography is often reduced to a “celebratory” narrative of a composer creating toe-tapping music for the masses. “A Ragtime Life,” the first article in a three-part series, presents a modern understanding of the biographical context which shaped Scott Joplin's music, thought, and practice. It also provides suggested classroom activities for exploring Joplin’s life and works written in accordance with NAfME’s 2014 National Music Standards.
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Koliada, Natalia. « PEDAGOGICAL BIOGRAPHY AS A PROBLEM OF SCIENTIFIC RESEARCH AND EDUCATIONAL PRACTICE IN THE CONDITIONS OF AN INSTITUTION OF HIGHER EDUCATION ». Social work and social education, no 1(10) (31 mai 2023) : 152–62. http://dx.doi.org/10.31499/2618-0715.1(10).2023.282282.
Texte intégralRésumé :
The article reveals the phenomenon of pedagogical biography as a problem of scientific research and educational practice in the conditions of a higher education institution.In the conditions of the accumulation of biographical information, the development of theoretical and methodological foundations of scientific research, it is relevant to study the issues of pedagogical biography as a field of scientific creativity, publishing and information work, biographical studies of the activities of teachers, educators, and public figures at a certain historical and pedagogical stage.Among the main tasks of Ukrainian pedagogical biography as a component of national memory is the disclosure of the life-creating path of personalities for the sake of a holistic presentation of the process of development of humanistic pedagogy in Ukraine.The relevance of the issue of pedagogical biography is enhanced by its multidimensionality as a pedagogical, historical, social phenomenon that requires a thorough study in order to represent it representatively in the modern interdisciplinary historical and cultural discourse - educational, socio-pedagogical, historical-pedagogical, etc.The author, based on the analysis of general approaches to the study of interdisciplinary problems of pedagogical biography, characterized the activities of the Scientific Research Center of Pedagogical Local Studies under the dual subordination of the National Academy of Sciences of Ukraine and the Ministry of Education and Culture of Ukraine at Pavlo Tychyna Uman State Pedagogical University.
The results of the Center's many years of activity confirm the opinion that at the current stage of society's development, the cooperation of higher education institutions with scientific institutions is gaining relevance and vital necessity. In particular, an important direction of such cooperation is the integration of education and science in the conditions of a higher school for the purpose of holistic presentation of the process of development of science, education and pedagogy in Ukraine. Therefore, the prospects for further scientific research are to strengthen interdisciplinary research on topical issues of the development of Ukrainian pedagogical biography as an important component of national memory.
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Binytska, Kateryna, Galyna Buchkivska et Yaroslav Nahornyi. « Pedagogical Biography from the Standpoint of Scientific Research ». Педагогічний дискурс, no 32 (3 juin 2022) : 80–85. http://dx.doi.org/10.31475/ped.dys.2022.32.10.
Texte intégralRésumé :
Our research analyzed some aspects of the outlined topic, in particular the question of determining the place of biographical data in the system of scientific-pedagogical discourse. It has been found that at the beginning of the XXIst century, a tendency towards biographical revitalization is noted in the pedagogical science of Ukraine, scientists actively interpret the historical-pedagogical experience, evaluate and compare the past with the present through the life path and scientific-pedagogical activity of well-known or little-known pedagogues, educators who, thanks to their scientific-pedagogical successes have become symbols of separate historical periods, which personify the turning points in the progress of the Ukrainian people and the development of education, science, economy, culture, etc.
The article emphasizes that the analysis of the experience of the leading countries of the world is important for the study of pedagogical biography. Therefore, we analyzed the development of the International Association of Pedagogical Biography in the USA.
It is summarized that biographical studies today occupy an important place in the history of pedagogy and make it possible to personify the history of the development of the field of education, to evaluate the contribution of researchers, teachers, educationalists involved in the conduct of scientific-pedagogical researches and the organization of educational practice. It is emphasized that in the context of the use of biography in scientific-pedagogical research, the method of organizing bibliographic information and research tools are of great importance. For pedagogical biography, this is a conceptual apparatus chosen by the researchers themselves.
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Chick, Kay A. « Promoting Democratic Ideals and Social Action : Children’s Literature on the Civil Rights Movement and School Integration ». Social Studies Research and Practice 2, no 1 (1 mars 2007) : 58–68. http://dx.doi.org/10.1108/ssrp-01-2007-b0005.
Texte intégralRésumé :
This article highlights the role of social studies educators in promoting democratic ideals and social action. The benefits of incorporating children’s and young adult literature into the social studies curriculum in the elementary and middle school grades are discussed. Biography, historical fiction, poetry, and information books are presented to teach students about the civil rights movement and school integration. Literature extension activities are designed to encourage students to examine issues of equality, social justice, and human dignity, while also considering their own prejudices and perspectives on social action.
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Deyoung, Alan J. « Ownership of Education Reforms in the Kyrgyz Republic : Kto V Dome Hozyain ? » European Educational Research Journal 4, no 1 (mars 2005) : 36–49. http://dx.doi.org/10.2304/eerj.2005.4.1.3.
Texte intégralRésumé :
An important subset of issues involved in describing the process of educational globalization emerges when considering the reception, response and/or rejection of international proposals, ideologies and agents by indigenous national and regional educators. This case study describes and discusses how foreign/Western education proposals and policies were solicited and then responded to by educators in the former Soviet republic of Kyrgyzstan, now an independent country, between 2001 and 2004. It also discusses the pivotal role of one key figure in the process, the former minister of education in Kyrgyzstan, now responsible for a large World Bank project to improve rural education in that country. A powerful figure both in her own nation and in the eyes of foreign sponsors, both American and European, her biography continues to illustrate both possibilities and tensions between the former education system and international hopes and designs for school reform in the Kyrgyz Republic.
Thèses sur le sujet "Educators – biography"
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Moss, Ricki Carol. « Dorothy Clode : community educator ». Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28180.
Texte intégralRésumé :
This thesis will primarily focus on the career of Dorothy Clode as an adult educator, examining her leadership and influence in professional adult education associations; her advocacy regarding provincial adult education policies; and her role in community development at Lake Cowichan and in the broader context of British Columbia, as in the Consortium on Economic Dislocation. The relationship of the role of a professional adult educator to the community development process will be examined, using Clode's career as a case study. The intention is to examine the nature of adult education practice, in terms of the daily concerns, issues and philosophy of a woman whose 18 year career spanned three dynamic decades in the recent history of adult education.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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GONZALEZ, ELIZABETH QUIROZ. « THE EDUCATION AND PUBLIC CAREER OF MARIA L. URQUIDES : A CASE STUDY OF A MEXICAN AMERICAN COMMUNITY LEADER ». Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188186.
Texte intégralRésumé :
The purpose of this life history is to describe and evaluate the public career of Dr. Maria L. Urquides, a Mexican American woman who has held a number of distinguished offices in local, state, and national education organizations, and who has distinguished herself as a productive citizen of her community for over half a century. To describe and evaluate Dr. Urquides' public career, I traced her intellectual development and ascertained the extent to which her development reflected the dominant social and intellectual climate of the past sixty years. The investigation proceeded on the basis of a three-part theoretical framework drawn from the literature of history, anthropology, and psychology. The theory included the following: (1) review of biographical studies, (2) review of cultural pluralism ideologies; and (3) interpersonal perceptual approaches to behavior. The material for the subsequent chapters which treat Maria Urquides' life come from twenty sources: (1) ten interviews I held with her in 1984-85, (2) twenty interviews held with her family, friends, and colleagues; (3) historical documents and newspaper articles, and (4) personal memorabilia. Dr. Urquides' developmental years are treated in Chapter Four, a section which contains family history and background, as well as her years of education through college. Chapter Five provides the reader with a look at Dr. Urquides as a young teacher and social advocate. Chapter Six covers the local, state, and national recognition received in part to her efforts in the passage of the Bilingual Education Act. The seventh chapter follows the untiring efforts of her continued community involvement. Among the key conclusions which emerged from this study are these: (1) that Maria had a strong "mentorship" system through her parents as well as through elementary and high school teachers; (2) that Maria retained strong cultural ties with her Hispanic background; (3) she was a truly bicultural person; (4) Maria exhibited strong coping skills. Many criticized her methods of coping, but not her results; (5) Maria maintained a positive attitude in life, always turning obstacles into challenges; (6) Maria gained leadership skills through her involvement and participation.
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Smith, Gillian, et gilliansmith@optusnet com au. « Misunderstood and mysterious : how design and designers are perceived by design professionals, design educators and the public ». Swinburne University of Technology. National School of Design, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20060213.162953.
Texte intégralRésumé :
This study is focused on the field of design. It examines how people understand and perceive designers and the design professions. The study draws on a phenomenologically informed interactive perspective to provide a methodological approach to understanding what the perception of design is. The relationships between design and occupational prestige, professional status and consumerism are the principal themes that run throughout the research, but the analysis also draws on the data obtained to profile the demographics of designers, particularly in relation to income, gender and education.
The research included an occupational prestige assessment, completed by 304 participants from Swinburne University and the University of the Third Age, using multidimensional scaling analysis to provide a mapping of the occupations. Overall, the results indicated that participants find it difficult to differentiate between individual design occupational specialties, but that they see design as distinct from proximate occupations such as artist and architect. The results also confirmed the premise that occupational prestige is multi-dimensional and that raters will use a variety of constructs (including service to the community, not just education and income), to determine their understanding of the perceived social standing of occupations. The findings were further explored within three focus group discussions involving both design and non�design students from Swinburne University. The results indicated that most participants, including the design students, knew relatively little about design and that what they did know was often skewed by media depictions and stereotypes.
The final research stage was the development of a mail-out survey questionnaire that was distributed to design educators, members of the Design Institute of Australia and to a non-design, public group. Seven hundred and fifty three questionnaires were completed. As expected the results showed that there are differences between the level of knowledge and understanding of the three participant groups. The lack of knowledge of design and designers, particularly by the public participants, was quite evident, with the two design groups tending to rate design as more professional and of greater importance to society and the economy than the public group. Analyses of the incomes and occupational situations of the design respondents revealed that the designers generally worked in a unique environment characterised by low to middle incomes and very small organisations (except for those in the education sector). Gender differences between income and the positions held in an organisation were also found and would be a useful area for further investigation.
The study was useful in that is served to clarify and quantify issues that have been raised in the literature about the poor understanding of design and designers. It provides a platform of information that could be further used in future studies to make more detailed examinations of specific issues.
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Mathevula, N. S. « Promotion of female educators into managment positions at schools in Lulekani Circuit in the Mopani District, Limpopo Province, South Africa ». Thesis, University of Limpopo (Turfloop Campus), 2014. http://hdl.handle.net/10386/1452.
Texte intégralRésumé :
Thesis (MPA) --University of Limpopo, 2013The purpose of the study is to explore the views of educators with regard to the promotion of female educators to management positions at primary schools in Lulekani Circuit in the Mopani District, Limpopo Province. Specifically, this research sought to identify the factors perceived by both men and women in management positions and those who are not in management positions to be the cause of the ongoing under-representation of women at school management level. At present there are many more female educators at primary schools in the Lulekani Circuit than there are male educators. However, to date in the circuit there are many more male educators occupying management positions at these primary schools than there are females. A qualitative research method in the form of semi-structured face-to face interviews was used in this study to investigate the perceived and actual barriers and challenges which impede the promotion of female educators to management positions at primary schools in the Lulekani Circuit in the Mopani District, Limpopo Province. Twenty participants, who included both male and female educators, from five primary schools participated in one-on-one, face-to-face interviews for the purpose of this study. The sample included educators who occupy management positions (principals, deputy principals and heads of departments) and those who do not occupy management positions. The study revealed that the under-representation of female educators in management position is a highly complex issue which is influenced by factors ranging from women’s lack of confidence, lack of support from colleagues and family, gender stereotyping, family commitments and pressure from conflicting roles. The exclusion of female educators from management positions is matter of concern because, not only does it exclude a significant section of the South African community from participating in decisions that directly affect them, but it also violates the principles of equality and of the creation of a non-sexist society which are enshrined in the South African Constitution. It is recommended that urgent steps be taken by all stakeholders to ensure equal representation of both male and female educators in management positions at schools. Keywords: Promotion, management position, barriers, leadership, underrepresentation, Gender, stereotypes, glass ceiling
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Dressler, Dennis Wayne. « In The Service of Adults : A.A. Liveright, an American Adult Educator ». Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331748/.
Texte intégralRésumé :
The purpose of this study was to identify, investigate, and analyze the life and contributions of Alexander Albert Liveright (1907-1969). It was limited to selected experiences that characterized him as an adult educator. The dissertation primarily examines Liveright's speeches, books, articles, reports, research papers and correspondence; government documents; and newspaper articles located in the Archives and Manuscripts of Continuing Education at Syracuse University. From these data a synthesis and interpretation were developed.
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Miles, Saranette Denise. « A Fighter To The End : The Remarkable Life and Career Of Laura Jane Harper ». Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/34024.
Texte intégralRésumé :
This study is an investigation of Dr. Laura Jane Harper's tenure, achievements, and contributions to Virginia Tech from 1949-1980. Throughout Virginia Tech's history, examples of leadership, scholarship, and service have been recorded about students, faculty, and administrators; however, female administrators are overlooked in these collections. Using archival and interview data collection techniques and historical biographical methods, we will examine Harper's influences to the profession, significant contributions in the areas of scholarship, administration, and as a mentor for minorities and women.
Harper was born on August 18, 1914 in Jackson, Mississippi. She attended and graduated from Belhaven College in 1934 with a bachelor degree, a master of science degree in 1948 from the University of Tennessee, and a doctorate in 1956 from Michigan State University. From 1960 until 1964, she served as dean of the School of Home Economics for both Radford College (now known as Radford University) and VPI (now know as Virginia Tech). After 1964, Harper continued to serve as the Dean of the Home Economics College at VPI with additional responsibilities until her retirement in 1980. During Harper's tenure she touched the lives of many and made several contributions to the institution in which she was employed. Harper worked at Virginia Tech as a professor, researcher, department head, and dean for over 31 years in the home economics discipline; however, the legacy she left continues.Master of Arts
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Lawson, J. Gregory (James Gregory). « A Historical Study of the Impact of the Christian Development on the Contributions of Frank C. Laubach in Literacy Education ». Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331553/.
Texte intégralRésumé :
Frank C. Laubach made substantial contributions both to literacy education and the Christian life. There were between sixty and one hundred million people who learned to read through his literacy campaigns. He traveled to 130 countries developing literacy primers in 312 languages. At the same time, Laubach was a missionary mystic, spiritual experimenter and leader among Protestant Christians. The purpose of this study was to examine the relationship between two important parts of Laubach's life: his Christian development and literacy education. The study presents an overview of the family and social background of Frank C. Laubach from a chronological framework. Additional chapters examine: the importance of i-he Christian disciplines in Laubach's life, the impact of the missionary call and Laubach's concern for Christian social responsibility. The final chapter summarizes and evaluates the research. Both the Laubach collection, found in the George Arents Research Library at Syracuse University in Syracuse, New York, and the library at Laubach Literacy International in Syracuse, provided the resources for comprehensive research in the life of Frank C. Laubach.
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Mink, Timothy G. (Timothy Gale). « John F. Walvoord at Dallas Theological Seminary ». Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332426/.
Texte intégralRésumé :
This study gives a historical analysis of the life and career of John F. Walvoord. He has served Dallas Theological Seminary for over fifty years in various capacities. The process of gathering information included a review of literature, a review of the institutional records of the Seminary, and a systematic search of the Archives, providing a chronological history of personal correspondence from the Office of the President from 1924 through 1954. An interviewing process concluded the study and served as the means of evaluation and review.
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Silva, Talita Dias Miranda e. « Trajetórias de formação de professoras de educação infantil : história oral de vida ». Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28092012-151546/.
Texte intégralRésumé :
Esta pesquisa tem como objetivo compreender as trajetórias de formação de sete professoras de educação infantil envolvidas em uma proposta de formação contínua em serviço inspirada na concepção de contextos integrados. Busca-se, nas memórias dos relatos orais de vida, compreender os processos de formação dessas profissionais que atuam na educação infantil. Para tanto, utiliza-se a História Oral de Vida e a abordagem biográfica para desvelar a história de formação e de profissão de docentes de educação infantil em exercício, trazendo à luz os significados, as escolhas, os desafios enfrentados nas trajetórias de formação e profissão das educadoras em seus processos de construção de identidade docente. Assim, teve as seguintes questões orientadoras: Quais as circunstâncias que propiciaram a busca por processos de formação? E em que se pautam para escolher os trajetos de formação? Quais os significados atribuídos pelas docentes de educação infantil? O estudo visa contribuir com as discussões relativas às temáticas de histórias de vida de formação professores tendo em conta as teses defendidas por autores como Nóvoa, Pineau, Josso, Day, Tardif, Catani e Souza, compreendendo os percursos de experiências, que explicitam e revelam os processos formativos do desenvolvimento pessoal e profissional. Com o resultado, espera-se contribuir para evidenciar os significados das trajetórias de formação de profissionais da educação infantil, uma vez que o uso da abordagem biográfica constitui componente essencial para revelar nos itinerários as experiências de aprendizagens, os dispositivos, os rituais, e os habitus formadores da identidade. O estudo também busca colaborar com as discussões relativas às temáticas de histórias de vida, história oral e delinear questões acerca da formação de professores no âmbito da educação infantil, que compreender e revelam e explicitam os percursos de experiências e os processos formativos do desenvolvimento pessoal e profissional.This study has as objective to understand the formations trajectories of seven childhood educators training paths, through narratives of experiences, teachers involved with a continuous formation proposal during service inspired on the integrative contexts conception. We aim, inside these oral reports of lifes memories, to realize the process of formation owned by these professionals who work . To reach that objective we have used the Oral History of Life and the biography approach to unveiling the formation and professional history of childhood educators who work, bringing to light meanings, chooses, challenges faced at formations trajectories and their profession while they are experiencing teacher identity building processes. Thus, we have had the following guiding questions: Which circumstances have had propitiated the reach for formations processes? Which are the meanings attributed to childhood educators? We aim is to cope with the discussions related to life history theme and teachers formation about theories defended by authors such as Novoa, Pineau, Josso, Day, Tardif, Catani e Souza, comprehending the experiences paths, revealing the formatives processes of personal and professional development. With the result of this research, we hope to contribute to evidence the meanings of childhood educators formations trajectories, once the use of biography approach constitute an essential component to revel inside routes the experiences of learning, devices, rituals, identity former habitus. The study also aim to collaborate with discussions related to history of life and Oral History thematic and to delineate theses questions about teachers education within childhood educators, understanding that the routes and experiences explicit and revel the formations processes of personal and professional development.
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Kennedy, Mark Thomas. « The contribution of Dr. Sampson Paul Robins to education in the province of Québec : with special reference to the McGill Normal School ». Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66200.
Texte intégralLivres sur le sujet "Educators – biography"
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Naṭarācan̲, Aruṇa. Kalvi ner̲ik kāvalar Ne. Tu. Cuntaravaṭivēlu : Varalār̲u. Cen̲n̲ai : Vān̲ati Patippakam, 1991.
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Reeves, Ruth Lymas. Liberian educators. Monrovia : R.L. Reeves, 1985.
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Bahaliïvsʹki chytanni͡a v NUA (2nd 1999 Kharkiv, Ukraine). Bahaliïvsʹki chytanni͡a v NUA : Kharkiv, 5 lystopada 1999 r. Kharkiv : Kharkivsʹkyĭ humanitarnyĭ instytut "Narodna ukraïnsʹka akademii͡a", 1999.
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Alao, Dayo. The builder : A biography of Elder Enoch Dare. Lagos, Nigeria : Times Books, 1996.
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Quan, Li, dir. Fu Sinian zhuan : A biography of Fu Sinian. Beijing Shi : Hong qi chu ban she, 2009.
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Weigong, Wang, dir. Fu Sinian yin xiang. Shanghai Shi : Xue lin chu ban she, 1997.
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Massie, Elizabeth. African American educators. Philadelphia : Mason Crest Publishers, 2012.
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Mumbaī, Yaśvantarāva Cavhāṇa Pratishṭhāna, dir. The bountiful banyan : A biography of karmaveer Bhaurao Patil. New Delhi : Macmillan India, 2002.
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Greene, Robert Ewell. A biography : Thomas Sewell Inborden : early educator of color. Fort Washington, Md : R.E. Greene, 1996.
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Parmanand. Mahāmanā Madan Mohan Malaviya : An historical biography. Varanasi : Malaviya Adhyayan Sansthan, Banaras Hindu University, 1985.
Trouver le texte intégralChapitres de livres sur le sujet "Educators – biography"
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Fitzpatrick, Pamela. « Stein the Educator in Autobiography, Writing, and Biography ». Dans Boston Studies in Philosophy, Religion and Public Life, 267–72. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21124-4_21.
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Garzaniti, Marcello. « Michel Trivolis / Maxime Le Grec (env. 1470-1555/1556). Processus de modernisation et fin du Moyen âge en Russie ». Dans Biblioteca di Studi Slavistici, 49–65. Florence : Firenze University Press, 2017. http://dx.doi.org/10.36253/978-88-6453-507-4.06.
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The study aims to read the biography of Maximus the Greek in the light of the culture of humanism and the Christian renewal movements taking place between fifteenth and sixteenth century, and to highlight his role as educator in Russia. The ecclesiastic hierarchy tried to come to terms with his authoritative personality, making the most of his work to counter the influence of the Western world. At the same time, they kept him under strict control, while he intervened against anything that might undermine the authentic Christian and the monastic tradition.
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Januszewska, Edyta, et Izabela Lewandowska. « Badacz wobec badanego. Różne dyscypliny ― jedna perspektywa ». Dans Auto/biograficzne aspekty praktyk poznawczych, „Perspektywy Biograficzne”, t. 3. Wydawnictwo Uniwersytetu Łódzkiego, 2016. http://dx.doi.org/10.18778/8088-222-5.13.
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The paper presents a variety of approaches towards the researched during qualitative research and their subsequent analysis on the example of educational and historical research. It has been elaborated by a duet — an educator and a historian — whose main area of interest is the relationship between the researcher and the researched embroiled in a situational context and deeply rooted in a social and humanistic perspective. We discuss our experience, which although set in various disciplines, has a common denominator, i.e. a biography and reading it. Our paper shows the area of scientific exploration experience which combines the two disciplines, since both educators and historians face similar problems in carrying out qualitative research.
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Askeland, Gurid Aga, et Malcolm Payne. « María del Carmen Mendoza Rangel (Mariacarmen Mendoza), 1998 ». Dans Internationalizing Social Work Education. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447328704.003.0008.
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This chapter contains a brief biography and transcript of an interview with Mariacarmen Mendoza, a leader in Mexican social work education, who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 1998, for her contribution to international social work education. In addition to her professorship at the National Autonomous University of Mexico, Mendoza has contributed to adult education, community work, civil society organisations, the development of public administration in Mexico and throughout Latin America. She has also undertaken disaster relief work and been concerned with the impact of environmental issues on poor communities. International work extended her opportunities for contributing on many of these important social issues. In social work education, she helped to develop collective education where subject and practice educators work together to develop curricula that include skills training and sought opportunities for indigenous publications.
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« Becoming an Urban Science Educator ». Dans Auto/Biography and Auto/Ethnography, 175–203. Brill | Sense, 2005. http://dx.doi.org/10.1163/9789460911408_010.
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Adlington, Hugh. « Reputation and Influence ». Dans Penelope Fitzgerald, 113–17. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9780746312957.003.0007.
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This chapter assesses the growth of Penelope Fitzgerald’s literary reputation since her death in 2000, and gauges the nature of her influence on other writers. It weighs up contemporary criticism of her work, and suggests that despite the favourable attention given to her life and writing in recent years, including film and radio adaptations of her novels, and Hermione Lee’s full-length biography, Penelope Fitzgerald: A Life, Fitzgerald’s place in the canon of twentieth-century British fiction is not necessarily secure. This is partly because of the difficulty of categorizing Fitzgerald’s work. Her style and sensibility have more in common with her chronological peers, such as post-war novelists Barbara Pym, Muriel Spark and Iris Murdoch, than with novelists of the 1980s and 1990s. At the same time, reviewers of female ironists such as Fitzgerald tend to overplay the benignity of her fiction, as though subtlety and understatement were incommensurate with the exploration of the major questions of life. The chapter concludes by calling on educators, writers, and publishers to support her legacy by continuing to study, adapt and print her works.
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Temur, Süleyman. « Examples of Activities That Can Be Used for Value Transfer in a Primary School 4th Grade Social Studies Course ». Dans Global Perspectives on Value Education in Primary School, 316–44. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-9295-6.ch019.
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Values play a key role in order to exist in social life practices and to ensure the continuity of culture. As a matter of fact, values are a system of beliefs consisting of the experiences of the individual through socialization. In this context, in the study, sample activities were presented in the worksheets supported by nine values in the 4th grade social studies curriculum (SSLC). Literary genres such as epics, stories, poems, proverbs, quotations, comics, and biography were used in the worksheets. As a matter of fact, it is known that the use of literary works in the learning and teaching process serves permanent learning. For this reason, literary works were used in the worksheets prepared on value transfer in the study. Literary works appear as a reflector and transmitter of culture. These works are seen as important works in reflecting the social life, social relations, moral, and religious values of the period. This is important in order to ensure that values are internalized correctly. In this context, it is thought that the study will guide educators.
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Campbell, Ian W. « An Imperial Biography ». Dans Knowledge and the Ends of Empire. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501700798.003.0004.
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This chapter is a biographical study of the ethnographer and educator Ibrai Altynsarin (1841–1888). The new administrative structure envisioned by the Provisional Statute of 1868 rendered the tsarist state dependent in new ways on the good will and expertise of Kazak intermediaries. One such Kazak intermediary is Altynsarin, a poor Kazak of the Middle Horde's Qïpshaq clan who rose to a position of some influence in local educational affairs. This chapter first discusses Altynsarin's formative years before introducing the concept of “repertoires of governance” to explain both the options and the limitations that his engagement with tsarist knowledge production and administration entailed. It also considers Altynsarin's ethnography of the Kazaks of the Orenburg region, his ideas of Kazakness and how Kazaks should fit into the Russian Empire, and his educational agenda for Kazaks.
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Handley, George B. « The Life of a Mormon Educator ». Dans Lowell L. Bennion, 1–32. University of Illinois Press, 2023. http://dx.doi.org/10.5622/illinois/9780252045394.003.0001.
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This chapter provides an overview of the intellectual and educational contexts in which the work of Lowell Bennion emerged. It traces the development of Christian modernism and the implications of theologies of immanence and transcendence for religious education and the ways in which Mormonism coincided and diverged from these Protestant trends. In a brief biography, the chapter demonstrates the profound commitment Bennion developed to ethics, his debt to Max Weber, and how he navigated the challenging relationship with the LDS church hierarchy in order to retain the integrity of his own thinking and commitments and why his story is still relevant today. Key episodes examine his questions about the priesthood ban of LDS men of African descent and antiscientific positions of some LDS leaders.
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« A Snake in the Nest or In a Snake's Nest : Peer Review for a Female Science Educator ». Dans Auto/Biography and Auto/Ethnography, 331–38. Brill | Sense, 2005. http://dx.doi.org/10.1163/9789460911408_017.
Texte intégralActes de conférences sur le sujet "Educators – biography"
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Kusý, Peter. « MUSICAL BIOGRAPHY OF SLOVAK TEACHERS AND EDUCATORS ». Dans 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1244.
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Schneller, Beverly. « Integrating the Humanities into Entertainment and Music Business and Performing Arts Students’ Learning Through Artists’ Biography and Autobiography ». Dans MEIEA Educators Summit 2018. Music and Entertainment Industry Educators Association, 2018. http://dx.doi.org/10.25101/18.13.
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Stadler-Altmann, Ulrike, et Susanne Schumacher. « I’M NOT A ROBOT - REPORT ON THE IMPLEMENTATION OF AI IN EARLY CHILDHOOD EDUCATION ». Dans International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end033.
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"Artificial intelligence (AI) technology is creating a new reality in daily life with e.g., smart home functions. This in turn has a major impact on both the socialisation processes of children and communication behaviour in family. The increasing technology-driven saturation of our everyday routines with AI is a crucial challenge for educational institutions. However, looking at AI in pedagogical work in kindergartens from a scientific perspective, the topic still has some research gaps. Only a few articles, describe efficient education concepts aiming at fostering AI literacy (cf. Chen et al., 2020; Kandlhofer et al., 2017). In Early Childhood Education (ECE) practice, however, there are many reservations about technology, digital media, and AI in particular (Mertala, 2017). Nevertheless, it is imperative that pedagogically trained professionals understand in depth the implications that arise from the interaction between humans and AI. Within the framework of the project, which is focused on pedagogical practice, educators are encouraged to deal with the topic of AI on the one hand and to test concrete implementation possibilities with didactic materials, so-called toolboxes, on the other. In this way, the use of AI can become a key competence both in pedagogical professional training and in the educational biography of children. Consequently, the aim of I’m not a robot-project is to design transferable and practical modules within the further training of educational professionals to enable an active, creative, and conscious use of AI-based technologies throughout Europe. Furthermore, the goal is to develop and test innovative didactic methods regarding AI teaching and learning materials. The EduSpace Lernwerkstatt -a working unit of the Free University of Bolzano- will conduct the mixed-method study in close cooperation with the project partners, who will all carry out development and testing independently and with country-specific characteristics. The ultimate aim is to develop training programmes for educators that will enable them to integrate current technological developments into their everyday work in a meaningful way."
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Lonergan, Hamish. « Explicitly Tacit : Polanyi’s “Tacit Knowledge” in the Architectural Theory of Charney and Rowe ». Dans The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online : SAHANZ, 2022. http://dx.doi.org/10.55939/a4003p7gqw.
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The scientist and philosopher Michael Polanyi coined the term “tacit knowledge” in 1958 to describe a type of unconscious, embodied and social knowledge that could not be explicitly taught through rules or rote-learning. He argued, instead, that some knowledge relied on practice, critique, socialisation and personal biography. In this sense, something like tacit knowledge has long played an important role in architectural education — where skill is acquired through (re)drawing, writing and model-making, reviewed by teachers and peers — even before Polanyi named it. Yet, for all the affinities between design education and tacit knowledge, Polanyi’s epistemology has rarely been directly addressed in architectural theory. This paper considers two exceptions in the writing and pedagogy of Melvin Charney and Colin Rowe in the 1970s. Both figures used Polanyi’s philosophy to propose alternatives to the “ultra” positions of Modernism. Charney argued that Quebecois vernacular architecture reflected a tacit, collective building culture that was inseparable from the embodied construction practices of craftspeople. This could not be made explicit in construction manuals or histories; students had to discover it through drawing and building themselves. Meanwhile, Rowe credited Polanyi’s Beyond Nihilism (1960) in the gestation of Collage City (1978, with Fred Koetter). Polanyi’s essay argued that individual freedom was important in making new discoveries, but that individuals still had a responsibility to go beyond themselves by conforming to collective norms and standards. This, too, found a parallel in Rowe and Koetter’s rejection of Modernist utopianism. At the same time, a close reading of these minor encounters reveals certain continuities and misalignments between Rowe and Charney’s interpretation and Polanyi’s own position as a prominent anti-Communist and contributor to early neoliberalism. Ultimately, this paper aims to clarify the role of tacit knowledge in the theory of these two architect/educators and, in doing so, simultaneously clarify the relationship between tacit knowledge and architectural pedagogy more broadly.