Дисертації з теми "Practice educators"
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Lanman, Sarah Ann. "Counselor Educators: Clinical Practice and Professional Identity." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313686817.
Повний текст джерелаAlindekane, 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.
Повний текст джерелаTeacher 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.
Hooper, Belinda. "Preparing Early Childhood Special Educators for Inclusive Practice." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2380.
Повний текст джерелаCall, Melissa Jewell. "Examination of Exceptional Student Educators’ Personal Practical Theories and the Implications for Practice." UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/595.
Повний текст джерелаTecker, Sheryl S. "Bridging the Gap| Growth Mindset Research and Educators' Practice." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745035.
Повний текст джерелаThis research addresses the problem of low math achievement of middle school students through the use of a Growth Mindset intervention and related strategies. While the research on Growth Mindset interventions and strategies show positive results in controlled settings, there is a need to better understand Growth Mindset implementation from the perspectives of teachers and students in classroom settings. This study looked at Growth Mindset implementation with 449 students and seven teachers in sixth-grade math classrooms from two middle schools in one suburban school district. This study examines teacher and student perspectives of the effectiveness of four Growth Mindset instructional strategies and achievement results after a Growth Mindset intervention conducted by the classroom teachers. Teachers learned to implement four Growth Mindset strategies through an online professional development series provided by the district and shared their perspectives in an online discussion group and subsequent survey. All the sixth-grade students completed a survey and the researcher conducted two focus groups to identify students’ perspectives of the classroom goal orientation and the Growth Mindset strategies. The impact of the Growth Mindset intervention was measured using benchmark test scores and trimester grades, which assisted the district’s goal to improve mathematics achievement in middle school. The results demonstrate that teachers and students perceive both mastery and performance classroom goal orientations and find two Growth Mindset strategies, celebrating mistakes and providing challenging math tasks, to be well received by both groups. Findings also indicate that after the Growth Mindset intervention student achievement on the benchmark test did not improve, however, students’ grade point average did improve compared to students from the previous school year in the same district.
Parsons, Amy L. "Early Childhood Educators' Constructions of Play Beliefs and Practice." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24047.
Повний текст джерелаFischer, Mary E. "Why do educators incorporate action research into their practice /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7639.
Повний текст джерелаWilson, Teresa. "Conversations with First Nations educators, weaving identity into pedagogical practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/MQ52811.pdf.
Повний текст джерелаQureshi, Naima. "Professional development of teacher educators : challenges and opportunities." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/79421/.
Повний текст джерелаQiu, Chao. "The professional development of teacher educators in Shanghai." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6798/.
Повний текст джерелаMontague, Elizabeth. "Counterhegemonic pedagogies : educators’ reflections on social vision, subjectivity, resistance and practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25120.pdf.
Повний текст джерелаFlynn, Jean. "Rehabilitation as an ’educational’ project : exploring educators’ perspectives on their practice." Thesis, University of Nottingham, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574614.
Повний текст джерелаMosala, O. L., and K. E. Junqueira. "The dynamics of coping with policy and practice : mathematics educators' experiences." Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/636.
Повний текст джерелаThis article reports on the experiences of Mathematics educators during the implementation of the National Curriculum Statement (NCS) in Grades 10 - 12. The study is contained in five different, but educationally related constructs addressing training, problem areas which challenge or appeal to Mathematics educators, lesson planning, assessment strategies and the effective integration of OBE in the teaching of Mathematics. A mixed methods design was used, with data being collected and collated using questionnaires and semi-structured interviews. The quantitative data employed descriptive data analysis, while the qualitative data was analysed by identifying differences and similarities. The study revealed that educators differed in terms of the problems they encountered with implementing the NCS in Mathematics. They agreed, however, that the implementation was successful and that it contributed to better teaching.
Butler, Helen. "Student Wellbeing as Educational Practice: Learning from Educators’ Stories of Experience." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/542c3d139d37742295411aca31e8f8b8cb1cc5fcdb37ea9e8f21e289b4a06e36/5462160/BUTLER_2017_THESIS.pdf.
Повний текст джерелаButke, Marla A. "Reflection on practice: A study of five choral educators' reflective journeys." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054056360.
Повний текст джерелаButke, Marla Ann. "Reflection on practice : a study of five choral educators' reflective journeys /." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054056360.
Повний текст джерелаTitle from first page of PDF file. Document formatted into pages; contains xiv, 308 p.: ill. Includes abstract and vita. Advisor: R.J. David Frego, School of Music. Includes bibliographical references (p. 284-298).
Liese, Anne Brackney. "Special Educators' Perceptions on Effective Preparation and Practice for Student Success." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4528.
Повний текст джерелаKo, Bomna. "An Examination of Teaching Practices of Elementary Physical Educators." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1222195545.
Повний текст джерелаBurton, Susan. "Self-perceived professional identity of pharmacy educators." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008352.
Повний текст джерелаSchiera, Andrew J. "Justice and Practice| Tensions in the Development of Social Justice (Teacher) Educators." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600894.
Повний текст джерелаThis dissertation explores how pre-service teachers conceptualize the relationship between justice and practice, and then navigate the tensions of their student teaching context to enact their beliefs in their teaching practice. Starting from the assumption that all teachers must understand how their practice challenges rather than reproduces inequities, this proposal’s theoretical framework explicates four elements of a social justice educator: an orientation towards justice, a critical frame for understanding the relationship between macro-level structures and micro-level interactions, and conceptual and practical tools to live this in one’s practice/praxis. A literature review of Social Justice Teacher Education (SJTE) and Practice-based Teacher Education (PBTE) along these four dimensions suggests complementary possibilities for facilitating the preparation of social justice educators. The qualitative study, leveraging practitioner research methodologies, how pre-service teachers developed the conceptual and practical tools of social justice educators. Findings pre-service teachers suggest that pre-service teachers varied in their conceptualizations of how teachers acted towards more just outcomes, and in their relation of their teaching aims to the real world. Additionally, pre-service teachers responded to tensions they countered in their particular school context by planning and enacting units of instruction that fulfilled their teaching aims, responded to the contextualized tensions, reflected their conceptualizations of justice, and met their students’ needs.
Breytenbach, Cecile. "A best practice guideline for evidence based teaching strategies for nurse educators." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4831.
Повний текст джерелаNgoako, Rosina Nkadi. "The beliefs of educators about effective mathematics classroom practice in Grade 6." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/65454.
Повний текст джерелаDissertation (MEd)--University of Pretoria, 2018.
Science, Mathematics and Technology Education
MEd
Unrestricted
Nyambe, Kamwi John. "Teacher educators' interpretation and practice of learner-centred pedagogy : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008260.
Повний текст джерелаKMBT_363
Adobe Acrobat 9.54 Paper Capture Plug-in
Robinson, Diane. "Nursing Educators' and Nursing Leaders' Views on Practice Readiness in Novice Nurses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7332.
Повний текст джерелаSjöberg, Marita. "Pedagogers föreställningar om krigsdrabbade flyktingbarn." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21516.
Повний текст джерелаBenson, Fiona. "Teacher educators' practice of queer-care : a necessary expansion of Noddings' model care." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115605.
Повний текст джерелаFour teacher educators shared stories of their efforts to care for the emotional wellbeing of their queer students. As the fifth teacher educator in this work, I investigate my journey to becoming a queer-care practitioner, and my own practice of queer-care. The theoretical frameworks of qualitative and phenomenological research and feminist theory undergird this study. Two processes of analysis were employed, the first being the key sensitizing concepts of Noddings' enactments of care as points of entry into an understanding of the teacher educators' narratives of queer-care. The second level of analysis used the insights so gleaned to guide the focus of the self-study undertaken in this work.
Analysis of the teacher educators' narratives indicates that the practice of queer-care, while sharing certain similarities, is idiosyncratic, complicated, lonely, and often exhausting work. Alongside these findings are indicators that queer-care as practiced by these teacher educators is welcomed by queer students as being all too rare in their university experience, and of benefit to their sense of wellbeing. Findings also reveal that Noddings' enactments of care neither include nor address the particular care needs of queer students. This led me to identify particular care needs of queer students as being those of unwavering discretion, absolute safety, full social membership, and unstinting succour. This necessary awareness expands Noddings' model of care allowing it to include and be responsive to queer students.
This research has implications for teacher educators and any educators concerned with the wellbeing of queer students. It provides suggestions to enrich caring practice in teacher education programs and field experience.
Burton, Jennifer. "Perceptions of practice educators in social work : exploration of the effects of change." Thesis, Bucks New University, 2018. http://bucks.collections.crest.ac.uk/17534/.
Повний текст джерелаKim, Minsong. "Being Connected: How a Relational Network of Educators Promotes Productive Communities of Practice." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107270.
Повний текст джерелаIn this dissertation study, I examined the extent to which a relational network of teachers, administrators, two-way immersion (TWI) experts and mentors promote productive communities of practice (CoP). In a conventional instruction, teachers are often isolated in their classrooms, and a private practice culture prevails. In 2012, the Two-Way Immersion Network for Catholic Schools (TWIN-CS) was launched in an effort to support school reform by engaging school leaders and teachers to collectively learn toward implementing TWI models in their schools. Using the framework of communities of practice (Lave & Wenger, 1991; Wenger, 1999), I employed a case study design (Yin, 2009) to explore a national network of Catholic elementary school educators. Data sources included qualitative data featuring semi-structured interviews and quantitative source from a relational network survey. Qualitative results revealed that organizational features of TWIN-CS are critical in promoting participants’ learning to implement TWI. In particular, participants discussed the annual TWIN Summer Academy and bi-monthly webinars to be instrumental for their learning. Many participants also shared that an expansion of CoPs beyond TWIN-CS further prompted productive learning. However, the qualitative evidence also showed a lack of clear internal and external network structures and role definition, and sustaining connection beyond the Summer Academy and webinars were perceived as a great challenge. Quantitative results suggest that TWIN-CS has a core-and-periphery network structure with the Boston College design team at the innermost core, with visibly dense ties connecting to and from them. Most teachers, on the other hand, occupy the most peripheral positions in this network. Survey evidence also showed that participants generally perceived a much stronger learning relationship within schools and showed less certainty on cross-network relationships. In terms of learning characteristics, majority of the respondents viewed knowledge sharing, trust, and advice-oriented dimensions “strongly” but perceived a lack of data-driven learning for both within school and cross-network. I conclude this study with a discussion of implications for future research and practice
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
Van, Zyl Ann Elizabeth. "Exploring the potential theory-practice gap in the teaching methods of nurse educators." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86609.
Повний текст джерелаENGLISH ABSTRACT: The lack of theory-practice integration has a long-standing history in nursing education due to many factors and causes. It is continuously indicated in research studies that there is no easy or perfect solution. The causes for this theory-practice gap seem to be in the theoretical and/or clinical environment. In literature teaching methods are identified as one of the most important causes of the theory-practice gap. In view of the informal feedback received from nurse educators and nursing managers it was necessary to investigate the lack of theory-practice integration. The aim of the study was thus to explore in which respects current teaching methods utilised by nurse educators at a higher education institution comply or do not comply with teaching methods suggested in literature as essential for theory-practice integration. An exploratory descriptive research design was used to investigate the nature of the teaching methods utilised by nurse educators facilitating theoretical learning. Questionnaires were sent to nurse educators and student nurses registered for the Diploma in General Nursing Science programme. The questionnaire that mainly consisted of closed questions was used to collect and analyse the data. The data were generated at four learning sites of a higher education institution. The validity of the results was verified by an observer in the field for which a structured checklist was used. Results indicated that a wide spectrum of teaching methods were utilised by the nurse educators and that the student nurses had limited internet access at the learning centres. Eight (8) teaching methods, complying with teaching methods identified by literature as essential to enhance theorypractice integration, were used. However, it was evident that formal lectures were overused. It raises concerns as this method does not comply with teaching methods essential to enhance theory-practice integration. In fact, it limits the students’ ability to develop critical thinking and is seen as one of the possible causes of the theory-practice gap. Feedback relating to the teaching aids used showed that the data projector with PowerPoint slides, whiteboard and textbooks were the three teaching aids used most frequently. According to literature, the overuse of textbooks is generally viewed as the starting point of the theory-practice gap. The results of this study imply that an increased awareness and training of nurse educators regarding their teaching methods may increase their teaching and facilitation skills. It seems to be the nurse educator’s responsibility to ensure that teaching methods are used that are essential to enhance theory-practice integration and it is the responsibility of management at any higher educational institution to ensure that the necessary educational and information technology resources are available. It is recommended that further studies be conducted to determine whether nurse educators do indeed apply the teaching methods effectively to narrow the theory-practice gap.
AFRIKAANSE OPSOMMING: Die gebrek aan teorie-praktyk integrasie in verpleegkunde het ‘n lang gekiedenis in verpleegonderwys as gevolg van verskeie faktore en oorsake. Navorsing toon deurgaans dat daar nie ‘n maklike of perfekte oplossing vir hierdie probleem is nie. Die oorsake vir die teorie-praktyk gaping kan teoretiese en/of klinies van aard wees. Onderrigmetodes word deur navorsing as een van die belangrikste oorsake vir die teorie-praktyk gaping aangedui. Die informele terugvoer van dosente en verpleegdiensbestuurders het getoon dat teorie- en praktyk integrasie nie voldoende is nie. Dit was dus noodsaaklik om die onderrigmetodes van dosente in verpleegkunde te ondersoek. Die doel van die studie was om te bepaal tot watter mate die huidige onderrigmetodes van die dosente wat verbonde is aan ‘n hoër onderrig instelling voldoen of nie voldoen nie aan onderrigmetodes wat in literatuur aangedui word as essensieël vir die bevordering van teorie-praktyk integrasie. In hierdie studie is beskrywende en ondersoekende navorsingsmetodes gebruik om die onderrigmetodes van die dosente in verpleegkunde te ondersoek. Vraelyste is uitgestuur na dosente en student-verpleegkundiges wat besig is met die Diploma in Algemene Verpleegkunde. Die vraelys, wat hoofsaaklik geslote vrae bevat het, is gebruik om die nodige data te versamel en te analiseer. Die data is by vier van die hoër onderrig instellings se leersentrums versamel. Die geldigheid van die resultate is geverifieër deur ‘n waarnermer in die veld wat ‘n gestruktureerde kontrolelys vir hierdie doel gebruik het. Die resultate het getoon dat ‘n wye spektrum van onderrigmetodes deur die dosente in verpleegkunde gebruik is en dat die student verpleegkundiges beperkte internet toegang by die leersentrums het. Van die literatuur geïdentifiseerde onderrigmetodes wat as essensieël vir die bevordering van teorie-praktyk integrasie is, het die dosente agt (8) metodes gebruik. Dit was duidelik dat formele lesings grootliks oorbenut is. Dit is kommerwekkend aangesien die lesingmetode nie voldoen aan die onderrigmetodes wat essensieël is vir die bevordering van teorie-praktyk integrasie nie. Inteendeel, die metode beperk studente se vermoë om kritiese denke te ontwikkel en word beskou as een van die moontlike oorsake vir die teorie-praktyk gaping. Die resultate het verder getoon dat die meeste onderrighulpmiddels wat gebruik is, is die data-projektor met PowerPoint skyfies, die witbord en handboeke. Die oorbenutting van handboeke word algemeen in literatuur beskou as die beginpunt van die teorie-praktyk gaping. Die studieresultate impliseer dat ‘n toenemende bewusmaking en opleiding van die dosente in verpleegkunde ten opsigte van hul onderrigmetodes moontlik onderrig- en fasiliteringsvaardighede kan bevorder. Dit blyk dat dit individuele dosente se verantwoordelikheid is om te verseker dat die essensiële onderrigmetodes vir die bevordering van teorie-praktyk integrasie gebruik word en dit is die bestuur van enige hoër onderrig instelling se verantwoordelikheid om te verseker dat die nodige opvoedkundige- en informasietegnologie beskikbaar is. Dit word aanbeveel dat verdere studies gedoen word om vas te stel of dosente in verpleegkunde onderrigmetodes effektief aanwend ten einde die teorie-praktyk gaping te verklein.
Mohamad, Yusoff Salmah. "Experience in teaching and learning group work among counsellor educators and counselling trainees." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/48356/.
Повний текст джерелаLewis, Rebecca Sue. "A Mindfulness and Contemplative Inquiry Coursefor Pre-Service Art Educators." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8493.
Повний текст джерелаKavanagh, Margaret C. "Adult educators' responses to selected issues of practice : a case study at Molloy College /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11227849.
Повний текст джерелаTypescript; issued also on microfilm. Sponsor: Franceska Smith. Dissertation Committee: Elizabeth Kasl. Includes bibliographical references (leaves 221-234).
Bell, Jane. "How is practice learnt? : the professional development of medical educators undertaking an MA Education." Thesis, University of Winchester, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697715.
Повний текст джерелаCox, David A. "Attitudes and Perceived Needs of Northeast Tennessee Educators Toward Effecting the Practice of Inclusion." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2663.
Повний текст джерелаGeorgiou, Despoina [Verfasser], and Tina [Akademischer Betreuer] Seidel. "The research-practice gap in teacher education : beliefs, evidence and practice of university-based teacher educators / Despoina Georgiou ; Betreuer: Tina Seidel." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2020. http://d-nb.info/1227839847/34.
Повний текст джерелаLehman, Michele Alene. "Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1049304371.
Повний текст джерелаWebster, Susan. "Professional pathways for teacher educators in further education practice : a framework to support professional learning." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/13073.
Повний текст джерелаWalker-Davidson, Jamie Lea. "An Examination of Evidence-Based Practice (EBP) in Teacher Preparation Programs for Rural School Educators." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10933899.
Повний текст джерелаThe purpose of this study was to examine the perceptions of first-year teachers regarding the use of Evidence-Based Practices (EBPs) within their teacher training programs. Participants in this study included 35 teachers from one of the 46 rural public-school districts in south-central Missouri. The 43 EBPs outlined in Robert Marzano’s (2017) New Art and Science of Teaching: More than Fifty New Instructional Strategies for Academic Success were used to frame the research. A survey with Likert-type statements and open-ended questions regarding EBPs taught in teacher preparation programs was completed by participants. Participants were asked to identify EBP strengths and weaknesses of their preparatory programs. Data revealed participants believed four key areas needed to be covered more in-depth within instructional programs: 1) creating and utilizing assessments, 2) classroom management strategies, 3) engaging and motivating reluctant learners, and 4) time management techniques. Participants also indicated the desire to have spent more time in classrooms completing fieldwork, as they believed this to be a valuable part of the training programs. The data suggested reflective practice of theory and classroom experience should be increased in teacher preparation programs.
Bulone, Philip A. "Reflections on Global Competence by Four Design Educators." Thesis, University of South Florida, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108027.
Повний текст джерелаThis inquiry investigated four design educators’ perspectives and beliefs of global competence teaching and learning, and aimed to inform effective global competence curricula planning and instruction across disciplines. The literature uncovered multiple reasons to warrant design educator reflections: (a) similarities among global competence and design thinking characteristics, (b) design education accreditation emphasis on globally oriented standards, and (c) design thinking as a resource to improve practices across disciplines. Accordingly, the inquiry employed a qualitative design and a multiple case-study approach. Data collection methods included: (a) interviews, (b) image artifacts, and (c) researcher reflective memos. A comparative analysis used systematic coding to reveal core theme statements grounded in the data.
The inquiry revealed all four design educators believed: (a) active learning and information gathering activities were effective ways to teach global competence, (b) interaction with others from different backgrounds contributed to global competence development, (c) a formal education experience changed the ways they view the world and empathize with others, (d) the critique was an effective global competence teaching and learning tool, and (e) the role of perception processes fostered ability to recognize qualities of other people and places. All four design educators’ image artifacts represented meanings and interpretations of global competence as human-centered, and expressed physical connection. Ultimately, three overarching discoveries emerged: (a) design educators use mindshifts to develop global competence, (b) design educators are makers of their global competence development, and (c) design educators are mature motivators of global competence development.
The inquiry concluded with a model for design education global competence development grounded in the data and the literature. Implications for action connected to three higher education teaching and learning areas: (a) mindfulness, (b) the maker movement, and (c) mindsets. Overall, the four design educators’ information-rich narratives and practical curricula design applications presented in this inquiry aim to encourage other educators to relate the global dimensions of their own disciplines to current teaching and research practice.
Bastable, Eoin. "Exploring Educators' Commitment to Racial Equity: A Qualitative Study of Critical Incidents." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24202.
Повний текст джерелаDiamond, Dieketseng Harry. "HIV and AIDS Practice Needs of Peer Educators in the Department of Social Development in the Free State." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46169.
Повний текст джерелаDissertation (MSocial Work)--University of Pretoria, 2014.
tm2015
Social Work and Criminology
MSocial Work
Unrestricted
Keene, Shane, Kristen L. McHenry, Randy L. Byington, and Mark Washam. "Respiratory Therapists as Physician Extenders: Perceptions of Practitioners and Educators." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2548.
Повний текст джерелаAmos, Sandra J. "Teacher educators in higher education : a study of their practice and contribution during school placement visits." Thesis, Open University, 2014. http://oro.open.ac.uk/42769/.
Повний текст джерелаArmitage, Madeline Grace. "Planning for Inclusion in Museum Education Practice: Preparing Docents and Museum Educators for English Language Learners." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492465579374636.
Повний текст джерелаPigman, Ryan. "Special Education Teacher Educators’ Perceptions of High-Leverage Practices inUndergraduate Coursework." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562964696368288.
Повний текст джерелаMegrath, Kimberley Lewis. "Interdisciplinary standards for practice in early intervention : perceptions of pediatric academic educators in professional physical therapy programs /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9963451.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 324-344). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963451.
Alhawsawi, Hajeej. "Teacher educators' approaches to teaching Islamic education at a university in the Kingdom of Saudi Arabia, KSA." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/71503/.
Повний текст джерелаStevenson, Brenda K. "The relationship between faculty practice and scholarly productivity of nurse educators in NLN accredited baccalaureate schools of nursing." Case Western Reserve University School of Graduate Studies / OhioLINK, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=case1059499159.
Повний текст джерелаHumphreys, Melanie. "Exploring student nurses' and nurse educators' experiences of simulation-based pedagogy using case-study research." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/621924.
Повний текст джерелаMelville, Edmund Christopher. "The role of EFL educators in Turkey in the era of globalisation : an analytical auto-ethnography of an EFL educator turned administrator at IPRIS." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54471/.
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