Готові списки джерел за темами / Educators

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Добірка наукової літератури з теми "Educators"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 30 липня 2024

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Статті в журналах з теми "Educators"

1

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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Анотація:
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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2

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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3

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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Анотація:
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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4

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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Анотація:
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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5

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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Анотація:
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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6

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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Анотація:
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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7

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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Анотація:
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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8

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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Анотація:
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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9

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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Анотація:
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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10

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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Анотація:
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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Більше джерел

Дисертації з теми "Educators"

1

Venter, Frans. "An educator in every classroom : the management of substitute educators in Northern Gauteng province." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/62908.

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Анотація:
This study investigated and described the manner in which school leaders in the Gauteng North province of South Africa manage substitute educators as part of a strategy to manage educator absenteeism. This study attempted to uncover what management strategies are in place when educators cannot attend to their educational duties. This qualitative case study was guided by the following research question: “How do school leaders manage substitute educators in the Northern Gauteng province?” Using a conceptual framework made up of the elements of management, namely planning, organising, leading, and controlling (van der Westhuizen, 2003), the researcher collected data using semi-structured interviews with school principals. In selecting the first research site both purposive and convenience sampling was used - the criteria for the identification of the first school was whether it uses substitute educators, while the Northern Gauteng province was selected on the basis of convenience as it is within close geographic location to the researcher. Snowball sampling was employed to identify other schools in the Northern Gauteng province that use substitute educators. Ultimately, the study involved five principals that utilize substitute educators on a regular basis. The researcher determined that the main reasons for utilizing substitute educators are for maternity leave for female educators, illnesses like cancer, the hospitalisation of educators for surgery, and also for urgent private affairs and PILIR leave. Schools are lacking policies regarding their substitute educators, which can lead to hindrances in the utilization of substitute educators. All schools have difficulty in finding substitute educators with the ability to teach languages, especially for Afrikaans Home Language, and to a lesser extent English Home Language and English First Additional Language. Other subjects that are challenging to find suitable substitute educators for are Mathematics and Physical Science. The researcher also determined that principals are mainly responsible for the planning of the utilisation of substitute educators, and to a lesser extent the SMT’s. A factor that hampers the appointment of appropriate substitute educators at schools is the availability of finances. Some schools are not able to pay competitive salaries to substitute educators, although they attempt to remunerate them on the same scale as permanent educators. Due to the fact of better remuneration at other schools, quality substitute educators are often lost. The researcher discovered that newly appointed substitute educators’ progress is continuously monitored to ensure that they are well adjusted and that all issues are addressed. The majority of substitute educators are females who were in the teaching profession but left due to family reasons or because they did not want to commit to a specific school. Furthermore, the researcher discovered that the greatest challenge for schools is not knowing in advance when educators were going to be absent. Some educators wait until the last moment to inform the principal of their absence from school. A further challenge depends on the ability of the school to manage a substitute educator. An inexperienced principal may have more difficulty to address this matter. However, most schools have adequate procedures in place to monitor and control the use of substitute educators. Time is of the essence because of the tempo at which education in South Africa takes place. Recommendations for the management of substitute educators include the design and implementation of a compulsory, comprehensive, and focused school policy on the management of substitute educators. More support from the GDE would benefit schools when they are in need of a substitute educator, perhaps even by adjusting their own policy. Substitute educators that are regularly utilised at a school must be actively involved in professional development, especially regarding discipline. Schools need to create strategies to give feedback to substitute educators when they have completed their stint. Finally, the creation of a proficient data base of all educators who desire to do substitute teaching may prove to be quite useful.
Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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2

Miner, Amy Baird. "Democratic Inclusive Educators." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1469.

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Анотація:
Educating for democracy has long been established as a central purpose for schooling in America and continues to be included in the ongoing discourses on educational policy and programs. While educating for democracy has been defined in many ways, it is commonly agreed that it is the knowledge, skills, and experiences that members of a democracy should possess in order to be contributing citizens of a global society. Nested within the context of democratic education, inclusion as advocated by Iris Marion Young provided the framework for this study. Young suggested that inclusive democracy enables the participation and voice for all those affected by problems and their proposed solutions. Within the context of education, democratic inclusive education is established for the purpose of creating learning environments in which multiple perspectives are included in the community building and decision-making efforts of the classroom. This study explored the perceptions and experiences of three elementary teachers that incorporated aspects of democratic inclusion into their teaching practice.
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3

Alindekane, Leka M. "Student nurse-educators’ at a nursing school in the Western Cape, perceptions of teacher identity from a personal knowledge perspective." University of the Western Cape, 2014. http://hdl.handle.net/11394/4178.

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Анотація:
Magister Curationis - MCur
Teacher identity is regarded as an important disposition when it comes to training would-be teachers, irrespective of the field of study. It is during the teaching practice experience that student nurse-educators transit from their preconceived identity as a student to accepting the teacher identity. It is expected that for student to acquire this identify they require profound knowledge in subject content, pedagogy and didactic knowledge, so as to perform their professions effectively. Although the focus of teaching is the student teachers, attention is sometimes focused more on the nursing facilitators rather than on the nursing student teachers who are becoming teachers. However, good nursing training should also take into consideration the perceptions of nurse student teachers on the teacher identity. This study sought to describe student nurse-educators’ perception of teacher identity with respect to the subject matter, pedagogy, and didactic expertise at a School of Nursing, University of the Western Cape. The quantitative research approach, using the descriptive design was employed to guide the study. Data was collected by means of a self-administered questionnaire using a five point Likert scale. A list of students in master’s education programme was utilised as the sampling frame. The sample included the Masters students in nursing education programme who have completed their theoretical courses and teaching practice. The Statistical Package for Social Science software (SPSS) version 22 was used in the analysis of the survey. The study showed that teacher identity of student nurse-educators is strongly related to their perceived level of knowledge of expertise in subject matter (34%) followed by a grasp in didactics (33.28%). Teacher identity was less perceived in mastering knowledge related to pedagogy (33.12%). While the average median were 3.50 for subject matter, 3.54 in didactics and 3.50 for pedagogy. The relation between knowledge of expertise in subject matter, pedagogy and didactics were established after performing Kendall tau-c test. The link between gender and subject matter, pedagogy and didactics revealed no significant association. No significant difference was found between males and females respondents perceptions with regards to subject matter and didactics; while significant difference was found with didactics. The findings make a contribution to the body of knowledge in the nursing education field, and could contribute to improve the competency and quality in the practice of nursing education. With regards to the speculation on identity formation and development issues, it is hoped these findings will provide greater understanding of the difficulties student nurse-educators experience as they construct individual identities as teacher.
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4

Victor, Marcy. "Peer health educators' motives." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/95.

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Анотація:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology
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5

Verhovsek, Ester L. "Educators as Change Agents." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2588.

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Verhovsek, Ester L. "Educators as Change Agents." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2589.

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7

Braaf, Eldene. "Resilient Educators Support Programme for HIV and AIDS affected educators in the Northern Cape : an evaluative study." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/27485.

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Анотація:
The Resilient Educators (REds) Support Programme was compiled by the North West University in 2006. The aim of the REds Programme is to promote the quality of life of HIV and AIDS-affected educators. It is therefore geared towards assisting educators to cope more effectively with the challenges of the pandemic by supporting them to respond adaptively to a teaching context that demands responses more typical of counsellors or social workers, or medical personnel trained to prevent HIV (Theron, Geyer, Strydom&Delport, 2008:84). The content of the REds Programme is grouped into nine modules. Each module provides thematic structure, background information and interactive activities. Since its conception in 2006 and subsequent implementation, REds has continued to evolve, being continually informed by empirical research, with the future aim of disseminating REds to the National Department of Basic Education in South Africa (Theron et al., 2008:84-85). Continual refinement and development of REds have thus been occurring to the extent that the fourth version has been implemented in 2009. REds has to date been implemented in four South African provinces, namely Gauteng, Mpumalanga, Free State and North West Provinces, but not in the Northern Cape. However, its extended implementation in the Northern Cape may deem invaluable to the standardisation of the programme for the South African educational context The goal of the research project was to determine the effectiveness of the REds Support Programme (fourth version) in enhancing the quality of life of HIV and AIDS-affected educators in the Northern Cape. The researcher embarked upon programme evaluation as a type of applied research. The study utilised the triangulation mixed methods research design, as this study combines qualitative and quantitative research methods. The research design for the quantitative research approach was the quasi-experimental comparison group pre-test post-test design, whilst the collective case study design was used for the qualitative research approach. Quantitative data were collected through a group standardised questionnaire, the Professional Quality of Life Scale (ProQOL) and for qualitative data different methods were used including narratives and drawings. The same standardised questionnaire was administered at both the pre- and post-test level with both the experimental and comparison groups. Narratives and drawings were also utilised for both groups before and after exposure to REds. The experimental group consisted of 11 respondents from a specific primary school in Kimberley, Northern Cape, while 10 respondents, from another primary school in Kimberley, participated as part of the comparison group. The quantitative research results suggested that even though a significant difference was indicated between the comparison group and the experimental group as it relates to the measure of burnout at the post-test level, it cannot be certain that this difference is as a result of the experimental group having been exposed to the REds programme, given that a significant difference between these groups already existed at the pre-test level. Qualitative research results, on the other hand, evidently indicated that participants have profited from the REds programme and that there was a positive mind shift in the post-exposure of respondents to the programme. This could be substantiated when comparing post-exposure findings of the comparison group and the experimental group. Based on the data obtained through ProQOL, the REds programme did not adequately address the support needs (Quality of Life) of participants. The qualitative results gathered through narratives and drawings seem to have given a better representation of the impact of the REds programme on participants when compared to the quantitative results. It is recommended that the qualitative component of the research project be elevated as the data gathered through this research method was much richer than the quantitative data. The impact of the programme is evident using this data collection method. It is recommended that other possible standardised questionnaires be explored or a self-structured questionnaire be compiled in order to identify a more applicable measuring instrument. It is also recommended that the possibility of excluding a quantitative measuring instrument be explored.
Dissertation (MSW)--University of Pretoria, 2012.
Social Work and Criminology
unrestricted
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8

Liptak, Loretta M. "A comparison of open-mindedness between health educators and other educators : a preliminary investigation /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266011224774.

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9

Olivier, Gerhard Hercules. "Educators' perceptions of corporal punishment." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25323.

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Анотація:
Corporal punishment is a widespread phenomenon in South African schools in spite of legislation prohibiting spanking of learners. Section 10 of the South African Schools Act No 84 of 1996 states that No person may administer corporal punishment at a school to a learner. The legal consequences for an educator administering corporal punishment could result in dismissal. However, empirical evidence indicates that seven in every ten primary school learners and one in every two secondary school learners still receive corporal punishment from educators. Hence, the purpose of the study is to understand and explain corporal punishment from educators’ perceptions. Six educators from three schools were interviewed using a qualitative approach. Participant educators are not convinced that the use of corporal punishment is illegal and a criminal offence. The findings of the study show that these frustrated educators believe that corporal punishment is effective to maintain discipline in classes with a high educator-learner ratio. Furthermore, the participant educators are convinced that alternatives to corporal punishment are ineffective in comparison with the positive effect of corporal punishment on instruction and learning. The ineffectiveness of alternatives to corporal punishment is exacerbated by the poor support provided by the Department of Education in implementing these measures. The study concluded that the implementation of the abolishment of corporal punishment is a tug-of-war between legislation and reality.
Dissertation (MEd)--University of Pretoria, 2010.
Education Management and Policy Studies
unrestricted
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10

Cooper, Elizabeth N. "The beliefs of teacher educators." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31110.

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Анотація:
This was an exploratory, descriptive study, focussed on the concepts used by certain teacher educators to describe their work. Open-ended interviews were conducted with 25 teacher educators who worked with undergraduate student teachers in one Canadian university. Their descriptions of the knowledge and the practice which they believed important to the successful completion of their work were classified. Themes were identified and compared to themes derived from a review of literature about teacher education. Three broad categories of belief about the nature of, and the relationship between, the theory and the practice of teacher education were identified. Sub-categories of two of the three broad categories were also identified. The categories which emphasized the primacy of theory were called naive deduction, classical rationalism and technical rationalism. The categories which emphasized the primacy of practice were naive induction, personal practical knowledge and inquiry. The third category emphasized the necessary interaction of theory and practice. Two other broad categories of belief were identified. They described teacher educators who believed student teachers acquire knowledge and skill best If teacher educators teach theory directly (reductionlsm) and those who believed student teachers learned best when helped to interpret experience (wholism). These beliefs were interpreted as being sustaining beliefs, that is, beliefs which serve as general guides to teacher educators' work. Some of these sustaining beliefs reflect the school context of teacher education, others the university context. As a result, teacher educators face dilemmas of choice. It was concluded that this research provided some avenues for further investigation which may help teacher educators to understand more clearly the difficulties experienced when programs are developed or changed.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Книги з теми "Educators"

1

Anna, Johnson, ed. The museum educator's manual: Educators share successful techniques. Lanham, MD: AltaMira Press, 2008.

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2

Naṭarācan̲, Aruṇa. Kalvi ner̲ik kāvalar Ne. Tu. Cuntaravaṭivēlu: Varalār̲u. Cen̲n̲ai: Vān̲ati Patippakam, 1991.

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3

Larkin, Kevin, Marta Kawka, Karen Noble, Henriette van Rensburg, Lyn Brodie, and Patrick Alan Danaher, eds. Empowering Educators. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137515896.

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Reeves, Ruth Lymas. Liberian educators. Monrovia: R.L. Reeves, 1985.

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5

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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6

Köhler, Tobias S., and Bradley Schwartz, eds. Surgeons as Educators. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64728-9.

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Kosnik, Clare, Jennifer Rowsell, Peter Williamson, Rob Simon, and Clive Beck, eds. Literacy Teacher Educators. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-200-6.

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8

Ryder, Randall J. Internet for educators. Upper Saddle River, N.J: Merrill, 1997.

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9

Kervin, Lisa. Research for educators. 2nd ed. South Melbourne, Victoria: Cengage Learning Australia, 2016.

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10

E, Kapel David, Gifford Charles S, and Kapel Marilyn B, eds. American educators' encyclopedia. New York: Greenwood Press, 1991.

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Частини книг з теми "Educators"

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Chalari, Maria, and Eleftheria Atta. "Educators." In Critical Reflections on the Language of Neoliberalism in Education, 181–88. New York, NY : Routledge, 2021. | Series: Routledge studies in education, neoliberalism, and Marxism: Routledge, 2020. http://dx.doi.org/10.4324/9781003111580-26.

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Baron, David, and Bulent Coskun. "Psychiatrist Educators." In Teaching Psychiatry, 247–59. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470974544.ch19.

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Ozar, Elizabeth. "Ecohelping Educators." In Learning Democracy in School and Society, 115–20. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-287-0_10.

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Jensen, Chad D., Amy F. Sato, Elissa Jelalian, Elizabeth R. Pulgaron, Alan M. Delamater, Chad D. Jensen, Amy F. Sato, et al. "Outreach Educators." In Encyclopedia of Behavioral Medicine, 1412. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_101205.

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Scott, Imani Michelle. "Commissioning educators." In Routledge Companion to Peace and Conflict Studies, 301–11. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315182070-26.

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Larkin, Kevin, Marta Kawka, Karen Noble, Henriette van Rensburg, Lyn Brodie, and Patrick Alan Danaher. "Empowering Educators: Promoting Enabling Teaching and Learning in Research and Practice." In Empowering Educators, 1–13. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137515896_1.

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McLennan, Brad, and Karen Peel. "Investigating Inquiry Pedagogy: Cracking The Code of Learning." In Empowering Educators, 15–31. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137515896_2.

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Gordon, June A. "Transformative Pedagogy in Preparing Teachers through the Study of Immigrant Experiences." In Empowering Educators, 33–52. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137515896_3.

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McIntyre, Jennifer. "Neuroscientific Possibilities for Mainstream Educators." In Empowering Educators, 53–68. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137515896_4.

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Salton, Yvonne. "The Homogenising Effect of Standardised Curriculum on Pedagogy." In Empowering Educators, 69–81. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137515896_5.

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Тези доповідей конференцій з теми "Educators"

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Henderson, Peter B., William Barker, Susanna Epp, and William Marion. "Math educators, computer science educators." In the 34th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/611892.611906.

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Spyropoulou, Natalia, and Achilles Kameas. "STEAM educator, one educator who does it all? An investigation of educators’ perceptions regarding the definition of STEAM educators’ job profile(s)." In 2023 32nd Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE). IEEE, 2023. http://dx.doi.org/10.23919/eaeeie55804.2023.10182167.

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Starks, Francheska. "A CONCEPTUAL MODEL FOR DESIGNING TEACHERS’ SELF-DIRECTED AND WELL-BEING-CENTERED PROFESSIONAL DEVELOPMENT." In Dubai International Conference on Teaching, Education & Learning, 18-19 February 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.54.

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Research shows that educators often experience significant levels of stress in the workplace that impact their enthusiasm about the profession and longevity in the education field. Some personal impacts of stress on educators may include emotional numbing, feeling shut down, loss of energy, and increased illness or fatigue. Recently, some schools and districts have begun investing in programming to support educator well-being; however, these initiatives are rarely developed and co-led by educators themselves. The purpose of this paper is to introduce a research-based for designing and implementing educator-directed programming that seeks to support the well-being of K-12 educators. Implications for future research and practice are provided at the end of the paper.
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Eckstein, Jutta. "Educators' symposium." In Addendum to the 2000 proceedings of the conference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/367845.367852.

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Assiter, Karina Vashta. "Introvert educators." In the 17th ACM annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2325296.2325397.

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Luks, Susan, and Suzanne Pawlan Levy. "Educating educators." In the conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/197694.197721.

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7

Abrahão, Silvia, and Shaukat Ali. "Educators Symposium." In 2023 ACM/IEEE International Conference on Model Driven Engineering Languages and Systems Companion (MODELS-C). IEEE, 2023. http://dx.doi.org/10.1109/models-c59198.2023.00030.

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Spyropoulou, Natalia D., and Achilles D. Kameas. "STEM Educator challenges and professional development needs: the educators’ views." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125131.

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9

Hussain, Hanafizan, Jamilin Jais, and Zarina Abdul Rahman. "Preparing Educators Towards Educational Technology: Empirical Study of Students' and Educators' Perception in Learning Programming Languages." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2634.

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This paper wills emphasis the students’ and educators’ perception in learning programming languages between e-learning and ‘chalk & talk’ teaching method (traditional classroom) used for teaching students. The purpose of this study is to determine if students prefer learn programming languages through the use of variety electronic devices or media with multimedia features, by self-study method through text books or by attending traditional classroom lectures. It also will look in what types of multimedia elements do students and computing educators think should be included in e-learning environment for teaching and learning programming languages. This study needs to be carried on the issues and impfe-mentation on educator’s perspective towards the rapid changing in educational technology. This is needed in order to prepare Malaysian educators towards educational technology.
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Pekker, Polina. "DIGITAL COMPETENCES OF UNIVERSITY EDUCATORS IN MODERN WORLD: A COMPARISON STUDY (EDUCATORS WORLDWIDE VS RUSSIAN EDUCATORS)." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1411.

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Звіти організацій з теми "Educators"

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Harris, Jonice S., Jonice S. Harris, and James A. Jacobs. National Educators Workshop :. Gaithersburg, MD: National Institute of Standards and Technology, 1991. http://dx.doi.org/10.6028/nist.sp.822.

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Clark, Robert, Denis Pelletier, and Beth Ritter. Retirement Benefit Distributions for California Educators. Cambridge, MA: National Bureau of Economic Research, June 2024. http://dx.doi.org/10.3386/w32631.

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Clausner, James E., Peter J. Neilans, Timothy L. Welp, and Darryl D. Bishop. Controlled Tests of Educators and Submersible Pumps. Fort Belvoir, VA: Defense Technical Information Center, September 1994. http://dx.doi.org/10.21236/ada285387.

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4

McDowell, Brinn, Elena Smith, and Jeremy Stefek. National Wind Workforce Assessment: Educators to Students. Office of Scientific and Technical Information (OSTI), November 2023. http://dx.doi.org/10.2172/2221853.

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5

DuBois, Elizabeth. The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5522.

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Hendricks, William W., and Alan E. Watson. Wilderness educators' evaluation of the Impact Monster Program. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 1999. http://dx.doi.org/10.2737/rmrs-rp-15.

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Russo, R. P., and J. A. Foster. Basic Skills Resource Center: Military Educators Resource NETWORK. Fort Belvoir, VA: Defense Technical Information Center, May 1985. http://dx.doi.org/10.21236/ada160269.

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Russo, Rocco P. Basic Skills Resource Center: Military Educators Resource Network. Fort Belvoir, VA: Defense Technical Information Center, January 1985. http://dx.doi.org/10.21236/ada162713.

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Aiello-Lammens, Matthew E., Robert Anderson, Mary E. Blair, Bethany A. Johnson, Jamie Kass, Sarah I. Meenan, Andrea Paz, Richard Pearson, and Gonzalo E. Pinilla-Buitrago. Species Distribution Modeling for Conservation Educators and Practitioners. American Museum of Natural History, 2023. http://dx.doi.org/10.5531/cbc.ncep.0184.

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Анотація:
Models that predict distributions of species by combining known occurrence records with digital layers of environmental variables have much potential for application in conservation. Through using this module, teachers will enable students to develop species distribution models, to apply the models across a series of analyses, and to interpret predictions accurately. In addition to its original components, this module features an updated and condensed synthesis document ("A Brief Introduction to Species Distribution Modeling for Conservation Educators and Practitioners," which provides theoretical and practical guidance for the expanding field of species distribution modeling. The synthesis is supplemented by a new exercise where learners create and optimize species distribution models using Wallace, an R-based GUI (Graphical User Interface) application for ecological modeling that currently focuses on building, evaluating, and visualizing models of species niches and distributions. Additionally, there are four new PowerPoint presentations on species distribution models (the history and theory, data and algorithms, and evaluating SDMs), as well as a presentation on how to use Wallace. The original Synthesis, "Species' Distribution Modeling for Conservation Educators and Practitioners," introduces learners to the modeling approach, outlines key concepts and terminology, and describes questions that may be addressed using the approach. A theoretical framework that is fundamental to ensuring that students understand the uses and limitations of the models is then described. Additionally, it details the main steps in building and testing a distribution model, and describes three case studies that illustrate applications of the models. This module is targeted at a level suitable for teaching graduate students and conservation professionals.
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Utchanah, Erwin Bryan. Neuroscience - Why educators may ignore the term `Neuroscience`? ResearchHub Technologies, Inc., April 2024. http://dx.doi.org/10.55277/researchhub.7ga4nqjt.

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