806 results on '"TRAINING of educators"'
Search Results
2. DESAFIOS DO ENSINO RELIGIOSO NA EDUCAÇÃO INFANTIL: REFLEXÃO SOBRE A FORMAÇÃO E A PRÁTICA DO EDUCADOR.
- Author
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Aparecida Viana Santos, Silvana Maria, Barbosa Fernandes, Allysson, Marvila Batista, Débora Simplício, Loss Franzin, Ester, Alves Pereira, Filomena, Marinho Medeiros, Jéssica, Mendonça de Figueirôa, Lindalva, and Narciso, Rodi
- Subjects
EARLY childhood educators ,EARLY childhood education ,RELIGIOUS education ,RELIGIOUS diversity ,FREEDOM of religion ,PRESCHOOL children - Abstract
Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
3. Creating Systems of Support for Black Educators Through the Black Educator Teacher Residency Program.
- Author
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Marks, Shaylyn
- Subjects
BLACK educators ,TRAINING of educators ,AFROCENTRISM ,PEDAGOGICAL content knowledge - Abstract
The article reviews the Black Educator Teacher Residency (BETR) program launched by California State University, Bakersfield in 2022 to diversify the educator pipeline and support Black educators. It emphasizes the need for increased representation of Black educators in the teaching profession and discusses the program's Afrocentric curriculum and pedagogical strategies.
- Published
- 2023
4. LEADING A DISTRICT ANTIRACISM JOURNEY.
- Author
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Kempkey, Julia, Safir, Shane, and Truss, Joe
- Subjects
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ANTI-racism education , *EDUCATIONAL leadership , *SCHOOL districts , *LEADERSHIP training , *TRAINING of educators , *MINORITY educators - Abstract
The article discusses the antiracism initiative led by school district leaders at the San Mateo Union High School District in California. Topics explored include the antiracist competencies training offered to students through the Youth Catalyst Liberatory Leadership program, the way educators have been encouraged to reflect on their identities and biases, and the support extended by Black, indigenous, and people of color (BIPOC) educators in dealing with resistance to the initiative.
- Published
- 2023
5. Using LGBTQIA2S+ Inclusive Practices When Filming Sex Education Training Videos: Lessons Learned.
- Author
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Barrett, Mia, Laris, B. A., Firpo-Triplett, Regina, and Kuhn, Tamara
- Subjects
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EDUCATION of college teachers , *ONLINE education , *EVALUATION of medical care , *PROFESSIONAL employee training , *MENTAL health , *SEX education , *ABILITY , *TRAINING , *LGBTQ+ people , *VIDEO recording , *SEXUAL health - Abstract
To effectively teach sex education, educators need professional development to develop skills, specifically skills for being LGBTQIA2S+ inclusive. This article describes the lessons learned when developing an LGBTQIA2S+ inclusive collection of training video for sexuality educators. SkillFlix for Educators is a streaming video training resource created to improve educators' skills in facilitating sexuality education to youth. The creation of this training tool included formative research, design and development, and filming. Lessons learned include avoiding siloing the inclusion, using inclusive design strategies, and creating welcoming workspaces. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
6. La formación de educadores y educadoras, una crisis tan profunda como la de la sociedad.
- Author
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Mejía Jiménez, Marco Raúl
- Abstract
To speak of formation today is to place ourselves in a scenario of great epochal and civilizational transformations, which reorganizes the systems of socialization built in Western culture: politics, family, religion and, of course, school. This shows how the project of the fourth industrial revolution and a cognitive capitalism at the helm turns science and knowledge into a productive force, turning educational and research institutions upside down, converting them into privileged fields of control in favor of their interests. There, the multiple scenarios of formation need to be transformed to account for how the human of this time is shaped, establishing in all systems of educational and pedagogical mediations a scenario of dispute. This must also be reformulated and reorganized by critical thinking, sense in which this text is inscribed, to open tracks of reflection from Latin American thought and specifically from popular educations. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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- View/download PDF
7. ТЕХНОЛОГІЯ ПЕДАГОГІЧНОГО СУПРОВОДУ СПРИЙМАННЯ ТВОРІВ ЖИВОПИСУ ДІТЬМИ ТРЕТЬОГО РОКУ ЖИТТЯ.
- Author
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Валентинівна, Рагозіна Віктор&
- Abstract
The technology of pedagogical support of perception of paintings by children of 3rd year of life in the conditions of groups of early age implemented in the educational process of institutions of preschool education in 2020-2021 within the research “Education of Children of Yearly Age in Institutions of Preschool Education of Different Types” of the Institute of Problems of Education of the National Academy of Educational Sciences of Ukraine. The stages of the technology are presented. At the first stage – pre-perception (foreplay), children’s perception of the work of art occurs in the form of a surprise moment or game situation. At the second stage, the children are shown a painting. At the third stage, children are involved in the discussion of the work of art: firstly, they listen to the story of the educator on the content of the painting, and then they answer a series of questions. At the next stage – games on the painting, children role-play the work of art. The final stage – the aftereffect – involves different games in the context of the painting. The forms and content of tarnishing educators of how to work with children on the perception of paintings are presented. The obtained results have shown that such forms of peer learning as instructional videos, professional master mind, individual self-analysis of educators – video recording of lessons, diary of impressions are more effective than traditional. This is due to the fact that these forms allow colleagues to find out different solutions to problems, discuss methodological issues and share own experience, to reflect and plan themselves the constructive steps in their professional development. The results of implementation of the technology at the reproductive and creative levels are highlighted. It is noted that the regularity of lessons, specially selected paintings, developed technology, the practice of partnership between educators and children helped children to show a high level of interest in works of art (initiating such lessons, high involvement in the process of viewing paintings, expressing emotions, the beginnings of communicative, visual and tactile interaction with peers and educators about paintings, role-playing on the work of art, involvement in art games). All this indicates that the technology is useful, as well as the innovative forms of training of educators are effective. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
8. Training may enhance early childhood educators' self-efficacy to lead physical activity in childcare.
- Author
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Bruijns, Brianne A., Johnson, Andrew M., Irwin, Jennifer D., Burke, Shauna M., Driediger, Molly, Vanderloo, Leigh M., and Tucker, Patricia
- Subjects
- *
EARLY childhood educators , *PHYSICAL activity , *SELF-efficacy , *CHILD care , *TRAINING of educators - Abstract
Background: Early childhood educators (ECEs) play a critical role in promoting physical activity (PA) among preschoolers in childcare; thus, PA-related training for ECEs is essential. The Supporting PA in the Childcare Environment (SPACE) intervention incorporated: 1. shorter, more frequent outdoor play sessions; 2. provision of portable play equipment; and, PA training for ECEs. An extension of the SPACE intervention (the SPACE-Extension) incorporated only the shorter, more frequent outdoor play periods component of the original SPACE intervention. The purpose of this study was to explore the individual impact of these interventions on ECEs' PA-related self-efficacy and knowledge.Methods: ECEs from the SPACE (n = 83) and SPACE-Extension (n = 31) were administered surveys at all intervention time-points to assess: self-efficacy to engage preschoolers in PA (n = 6 items; scale 0 to 100); self-efficacy to implement the intervention (n = 6 items); and, knowledge of preschooler-specific PA and screen-viewing guidelines (n = 2 items). A linear mixed effects model was used to analyze the impact of each intervention on ECEs' self-efficacy and knowledge and controlled for multiple comparison bias.Results: The SPACE intervention significantly impacted ECEs' self-efficacy to engage preschoolers in PA for 180 min/day (main effect), and when outdoor playtime was not an option (interaction effect). Further, the interaction model for ECEs' knowledge of the total PA guideline for preschoolers approached significance when compared to the main effects model. Participants within the SPACE-Extension did not demonstrate any significant changes in self-efficacy or knowledge variables.Conclusions: Findings from this study highlight the benefit of ECE training in PA with regard to fostering their PA-related self-efficacy and knowledge. Future research should explore the impact of PA training for ECEs uniquely in order to determine if this intervention component, alone, can produce meaningful changes in children's PA behaviours at childcare. [ABSTRACT FROM AUTHOR]- Published
- 2021
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- View/download PDF
9. Telebehavioral practice basics for social worker educators and clinicians responding to COVID-19.
- Author
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Wilkerson, David A., Wolfe-Taylor, Samantha N., Deck, Christian K., Wahler, Elizabeth A., and Davis, Tamara S.
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SOCIAL work education , *COVID-19 pandemic , *INFORMATION & communication technologies , *SOCIAL work teachers , *EDUCATIONAL technology , *INNOVATION adoption , *TRAINING of educators - Abstract
Social Work's Grand Challenge to Harness Technology for Social Good calls for educators to reevaluate their role and its significance for the future of social work. Information and communication technology (ICT)-mediated practice methods like artificial intelligence, virtual reality, gamification, and big data, among others, represent a new arena for social work practice. However, educators have been mostly inactive in developing curricula that support student knowledge, training, and decision-making on the adoption of technology for practice. In the United States, the Council on Social Work Education Futures Task Force highlighted this inaction as a matter of critical uncertainty for the field's future. In contrast, this paper describes how a school of social work rapidly deployed a free, CE training program on the basics of telebehavioral health practice to the social work community to aid their response to COVID-19. The rapid deployment of that training has been distilled as 'lessons learned' for those wanting to join in efforts to address the field's critical uncertainty regarding the adoption of technology. Information is presented about the reach of this training and includes feedback from participants. Additionally, the authors discuss whether COVID-19 can influence social work's future rate of technology adoption. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
10. The Obvious Path to Better Professional Development.
- Author
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Schmoker, Mike
- Subjects
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PROFESSIONAL education , *TRAINING of educators , *EFFECTIVE teaching , *OCCUPATIONAL training , *TEACHING methods - Abstract
The article discusses several obvious principles of effective professional development for educators. They include adopting the best evidence that have an immediate impact on student learning and rejecting unproven trends, focusing on the best evidence-based initiatives, and making follow-up observation and feedback to monitor the impact of training.
- Published
- 2021
11. Even coaches need coaches.
- Author
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TYRA, SERENA, SHERMAN, BRANDON, and TEEMANT, ANNELA
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TRAINING of educators ,TEACHER morale ,LEARNING ,TEACHING ,COACHING of employees - Abstract
The article discusses how support and assistance of more experienced coaches encourages efficacy and success of new coaches and boost their morale. Topics discusses include shadow coaching model of coaching for coaches where new coaches get ongoing and timely feedback, assistance and opportunities for reflection and use of the Enduring Principles of Learning in shadow coaching model as shared pedagogical targets of good teaching.
- Published
- 2021
12. Preparing the Educators Who Teach About Families: Engaging Family Science in the University Setting.
- Author
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Allen, Katherine R. and Lavender‐Stott, Erin S.
- Subjects
TRAINING of educators ,FAMILY life education ,PROFESSIONALISM ,CRITICAL pedagogy ,EDUCATIONAL equalization ,OPPRESSION ,EMPLOYEE empowerment - Abstract
In this article, we address foundational and innovative aspects of preparing educators who teach about families, including theoretical, methodological, and practical considerations. We approach our task by defining and utilizing a human development and family science (HDFS) worldview, which, like the related foci on translational family science and family life education, integrates both the need for comprehensive academic grounding and professional preparation in the service of improving individual and family lives. We integrate the HDFS worldview with critical pedagogy and feminist praxis in family science that explicitly calls attention to inequality, oppression, and the need to empower individuals, families, communities, and societies. One of the hallmarks of HDFS scholarship and pedagogy on families is the intentional approach of teaching students to work in fields where they are seeking to name and redress individual and family vulnerability. In addition, we provide a comprehensive case study of collegiate education for training graduate students who are preparing to teach undergraduate students in the interdisciplinary field of HDFS. Finally, we provide directions for future research and implications for practice in HDFS pedagogy and teacher training in academic and community settings. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
13. Lo personal en lo educativo.
- Author
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BORBAR VALENZUELA, Vania and LÓPEZ CARRETERO, Asunción
- Subjects
UNMARRIED couples ,REFLEXIVITY ,EDUCATORS ,BRAID ,EXERCISE - Abstract
Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
14. A RELAÇÃO TEORIA E PRÁTICA NA FORMAÇÃO DOCENTE: CONDIÇÃO ESSENCIAL PARA O TRABALHO PEDAGÓGICO.
- Author
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Ferreira BARROS, Marta Silene, Delgado PASCHOAL, Jaqueline, VICENTINI, Dayanne, FRANÇA DE ALMEIDA, Jacqueline Daniele, FERREIRA, Ana Letícia, and Cordeiro Soares BARROS, Priscila
- Subjects
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TEACHER training courses , *TEACHER training , *THEORY-practice relationship , *TRAINING of educators , *SOCIAL action - Abstract
Teacher training presents itself as one of the challenges in the contemporaneity. The purpose of this study is to discuss the relationship between theory and practice in education as an essential element for the development ofpedagogical work. From this we aim to analyze how the dichotomy or the unit theory and practice can influence the formation of the teacher. It is a qualitative research, subsidized by the critical-dialectic approach based on the presuppositions of emancipatory education, in which it sees formation as an aspect of education for the humanization and emancipation of the subject. We choose for the bibliographic review with the purpose of compiling its theoretical basis. The perspectives pointed out are justified by the need to reflect the educator's training processes, in order to allow a differentiated vision that contributes to educational actions in the current social context, aiming human development beyond the utilitarian demands of the market. According to the tendencies studied in the scope of this analysis it is evaluated that in teacher training courses it is necessary to overcome the dissociation between content and form, theory and practice, elements that constitute one of the dilemmas of the training programs. With this, it is intended to help professor, teachers and future teachers to rethink the formation of critical subjects in which the purpose is to think about training in a continuous way. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
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15. A Meaningful and Useful Twofer: Enhancing Honors Students' Research Experiences While Gathering Assessment Data.
- Author
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SENTER, MARY SCHEUER
- Subjects
ACADEMIC honors ,ACADEMIC degrees ,EFFECTIVE teaching ,TRAINING of educators ,UNIVERSITY & college administration ,HUMANITIES education - Abstract
Engaging students in assessment practice benefits honors students, faculty, and administrators. Students gain meaningful research experience while honors programs receive data to help assess student learning and prepare for program review. A one-semester course, Program Evaluation Experiences, tasks students (n = 10) with collecting and analyzing data from peers and faculty and then articulating its value for their personal academic development. Qualitative and quantitative instruments and measures include an online survey (Qualtrics), personal interviews (Rev), and focus groups (rev, n = 30). Students complete various analyses of data using SPSS and NVivo. Results indicate that students' active participation in applied research methods for program assessment benefits both student and program and, because anchored in student experience, helps to reveal data that might otherwise remain unexpressed. The author asserts that this type of hands-on learning provides honors students with a wide range of practical experience not offered in non-honors curricula. A short history of program assessment in honors is provided. [ABSTRACT FROM AUTHOR]
- Published
- 2020
16. Contracts for Honors Credit: Balancing Access, Equity, and Opportunities for Authentic Learning.
- Author
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BAHLS, PATRICK
- Subjects
AUTHENTIC learning ,ACADEMIC honors ,EFFECTIVE teaching ,UNIVERSITY & college administration ,TRAINING of educators ,HUMANITIES education - Abstract
Research indicates that a majority of honors students across the country are able to earn honors credit through the fulfillment of honors contracts. These learning contracts grant honors credit to students who perform additional work in non-honors-designated sections of other courses. Despite their popularity, little has been written on the design and delivery of honors contracts. An inaugural annual honors contract system is presented, involving student reflections on contract fulfillment and programmatic assessment of learning outcomes. Students (n = 38) demonstrate an understanding of interdisciplinarity, alternative ways of knowing and being, and intellectual humility while faculty (n = 28) indicate a high level of satisfaction with contracts' design and output. Strengths and weaknesses are discussed. The author concludes that despite legitimate concerns about the effects of contracts on honors curricula and community, these agreements provide flexible ways for offering rich learning opportunities to students. A historical overview of honors contracts is provided. [ABSTRACT FROM AUTHOR]
- Published
- 2020
17. Statistics: A Cautionary Tale.
- Author
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ZANE, LEN
- Subjects
ACADEMIC honors ,ACADEMIC degrees ,EFFECTIVE teaching ,TRAINING of educators ,UNIVERSITY & college administration ,HUMANITIES education - Abstract
Many of the numbers used to assess students are statistical in nature. The theoretical context underlying the production of a typical number or statistic used in student assessment is presented. The author urges readers to recognize objective data as subjective information and to carefully consider the numbers that often determine admission, retention, and scholarship distribution in honors. [ABSTRACT FROM AUTHOR]
- Published
- 2020
18. A Potential for Improving Honors Retention with Degree Planning.
- Author
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DEKA, TEDDI S.
- Subjects
ACADEMIC degrees ,ACADEMIC honors ,EFFECTIVE teaching ,TRAINING of educators ,UNIVERSITY & college administration ,HUMANITIES education - Abstract
Students who begin in honors do not always complete program requirements. As an investigation into student retention, the author introduces a degree-planning workshop into a freshman seminar. The study involves two groups of students from different incoming classes: one (2018) participating in their degree-planning through the workshop and the other (2015) not. Students (n = 150) were compared against three retention criteria based on successive enrollment and withdrawal. Chi-square analyses reveal significant differences only for program withdrawal, indicating that those completing the workshop were less likely to be removed from the program due to lack of progress. The workshop group (2018) showed higher levels of voluntarily removing themselves from the program than the non-workshop (2015) group. Seminar materials, procedures, and learning outcomes are presented. Implications for future research involving additional student populations and achievement variables are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2020
19. Teaching Critical University Studies: A First-Year Seminar to Cultivate Intentional Learners.
- Author
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BLEICHER, ELIZABETH
- Subjects
FOREIGN students ,ACADEMIC honors ,EFFECTIVE teaching ,TRAINING of educators ,UNIVERSITY & college administration ,HUMANITIES education - Abstract
The first-year seminar Why Are We Here? Student Culture and the Problem of College (WAWH) helps high-achieving students become motivated agents in their education by changing attitudes toward themselves, college, and their roles as students. The author presents the intentional design, execution, analysis, and results of the WAWH seminar, a curriculum that combines content and methods from the discipline of Critical University Studies, layered high-impact practices, studentcurated and student-led discussions, and explicit instruction on metacognition in teaching and learning. The decennial study (2008-2018) involves eighteen sections and over 300 students, all with similar written assignments, reflections, and final course evaluations. Results indicate that students gain clarity in the understanding of their own values, opinions on issues, and sense of self as learners; of the purpose of college and liberal education; and of issues involving the U.S. education system and the academy. The author posits the WAWH model as a means for synthesizing theory and practice in education; securing honors programs' impact and relevance within institutions; and maximizing institutional investment in high-achieving student populations. Learning outcomes and implications for scalability are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2020
20. Best Practices in Honors Pedagogy: Teaching Innovation and Community Engagement through Design Thinking.
- Author
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CHANEY, BETH H., CHRISTENSEN, TIM W., CRAWFORD, ALLEAH, FORD, KATHERINE, GODWIN, W. WAYNE, WECKESSER, GERALD, FRALEY, TODD, and LITTLE, PHOENIX
- Subjects
ACADEMIC honors ,EFFECTIVE teaching ,TRAINING of educators ,UNIVERSITY & college administration ,HUMANITIES education - Abstract
Honors colleges aim to provide unique first-year experiences that promote life skills and emphasize process over product in an interdisciplinary setting that builds community. A two-semester, five-semester-hour course sequence with colloquia tackles these challenges by introducing an entrepreneurial mindset that pushes students toward innovative understanding and building of community. The first iteration includes an introduction to design thinking; identification of wicked problems; collection of data using immersion experiences, interviews, and literature review; and experiments (n = 35) in project-based entrepreneurial methodologies using Lean LaunchPad. The second iteration involves assessment, applied qualitative analysis, out-of-class learning, and peer mentoring. Results provide a framework for developing innovative thinking, an entrepreneurial mindset, and community engagement among first-year students--a design that, the authors conclude, has not only developed in students specific, non-academic skills (such as resiliency and creative self-confidence) but effectively doubled the size (as mandated by the university) of the first-year class. Implications for future iterations are considered, calling for strengthening administrative support, increasing academic/community partnership, and sustaining funding beyond the first year. [ABSTRACT FROM AUTHOR]
- Published
- 2020
21. Humanities-Driven STEM--Using History as a Foundation for STEM Education in Honors.
- Author
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CARRELL, JOHN, KEATY, HANNAH, and WONG, ALIZA
- Subjects
STEM education ,ACADEMIC honors ,EFFECTIVE teaching ,TRAINING of educators ,UNIVERSITY & college administration ,HUMANITIES education - Abstract
Humanities have traditionally played a limited role in STEM education, yet their natural connections may be used to enrich academic understanding and student experience. Authors explore their mutuality by presenting an interdisciplinary curriculum, Humanities-Driven STEM (HDSTEM). Unlike other iterations of blended disciplines, HDSTEM provides students with abilities and knowledge to go beyond the acquisition of soft skills toward humanistic, often artistic, creative problem-solving and innovative thinking. A pilot HDSTEM course offered through the first-year experience program is described. Authors outline its development, implementation, outcomes, and evaluation, positing humanities at the forefront as the impetus and lens for contextualizing STEM research and discovery. Challenges and implications for future development beyond first-year experience are presented. [ABSTRACT FROM AUTHOR]
- Published
- 2020
22. Brave New Worlds: Transcending the Humanities/STEM Divide through Creative Writing.
- Author
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WATKINS, ADAM and TEHRANI, ZAHRA
- Subjects
CREATIVE writing education in universities & colleges ,ACADEMIC honors ,EFFECTIVE teaching ,TRAINING of educators ,UNIVERSITY & college administration ,HUMANITIES education - Abstract
Creative writing offers a critical and innovative form of inquiry promoting integrative learning that transcends disciplinary barriers. Authors first provide an overview of the scholarship on creative writing pedagogy, its unique capacity to engage a range of knowledge domains, and its significance for honors education. They then offer primary examples of incorporating creative writing projects into two honors classes that bridge STEM fields and the humanities. Analyses of student reflections (n = 35) in relation to learning outcomes strongly suggest that creative writing helps students explore course concepts through several ways of knowing--critical, situational, and affective--while fostering new perspectives on these concepts, their interconnections, and their implications. The value of creative writing as a platform for self-directed and interdisciplinary learning within the transdisciplinary context of honors is discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2020
23. Music in the Holocaust as an Honors Colloquium.
- Author
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GERTSENZON, GALIT
- Subjects
HOLOCAUST, 1939-1945 ,MUSIC education ,ACADEMIC honors ,HIGHER education ,EFFECTIVE teaching ,TRAINING of educators ,UNIVERSITY & college administration - Abstract
Forbidden Sounds: The Music of the Holocaust considers the historical events of the Holocaust in the context of music. The honors course explores diverse roles that music played during the years 1933-1945, including the Nazi use of music as a means for censorship and discrimination; music performance and creation in various Jewish ghettos and concentration camps in Europe; and ways that composers, performers, and audiences used music for emotional and physical survival and for spiritual resistance during World War II and after. The author provides a rich and varied curriculum, culminating with student performances and a series of public concerts, lectures, field trips, and independent studies. Challenges and strategies for teaching music to non-majors are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2020
24. University of Alabama at Birmingham.
- Author
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BADENHAUSEN, RICHARD
- Subjects
TRAINING of educators ,HIGHER education ,EFFECTIVE teaching ,UNIVERSITY & college administration - Abstract
This presidential speech to attendees of the 2019 NCHC annual conference in New Orleans resituates honors education as a site of deeply radical practices and provides a call to action to honors educators both to own the transgressiveness of our pedagogical approaches and to extend that troublemaking project to processes beyond the classroom, processes like honors recruitment and admissions, faculty appointments, co-curricular programming, and assessment, among others. Given the academy's traditional resistance to change, an opportunity exists for those in the honors community to step forward and radically alter the structures and practices of higher education, all in the service of students and their learning. [ABSTRACT FROM AUTHOR]
- Published
- 2020
25. Territorialização nacional da Educação do Campo: marcos históricos no Sudeste paraense.
- Author
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Costa de Medeiros, Evandro, de Sousa Moreno, Glaucia, and Xavier Batista, Maria do Socorro
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CAPITAL cities ,GOVERNMENT policy ,RURAL education ,EDUCATION research ,RURAL geography ,SOCIAL movements - Abstract
Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
26. Self-study: comprensión de nuestras prácticas reflexivas pedagógicas y el modo de promoverlas en futuras educadoras de párvulos.
- Author
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González, Ximena Claudia Espinosa and Burgos, Dorama Elisa Leal
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PRESCHOOL children ,AUTODIDACTICISM ,CRITICAL thinking ,TRAINING of educators ,CLASSROOM environment - Abstract
Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
27. Diversidad religiosa y educación religiosa no confesional en Brasil: desafíos y perspectivas para la formación docente.
- Author
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Cecchetti, Elcio
- Abstract
Copyright of Polyphonía: Revista de Educación Inclusiva is the property of Centro de Estudios Latinoamericanos de Educacion Inclusiva (CELEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
28. Legados representacionales de la discapacidad y su arraigo en la educación inclusiva: posibilidades desde las representaciones sociales.
- Author
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Cedeño Sucre, Nelly Serafina and Cruz Vadillo, Rodolfo
- Abstract
Copyright of Polyphonía: Revista de Educación Inclusiva is the property of Centro de Estudios Latinoamericanos de Educacion Inclusiva (CELEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
29. A bibliometric review of approaches to address conflicts in schools: Exploring the intellectual base.
- Author
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Hakvoort, Ilse, Lindahl, Jonas, and Lundström, Agneta
- Subjects
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TEACHER educators , *TRAINING of educators , *BIBLIOMETRICS , *STUDENT teachers , *SCHOOLS , *TEACHERS - Abstract
Increasing numbers of student teachers, teachers, and teacher educators require training in research‐based knowledge about how to address conflicts in schools. There are also increasing numbers of relevant publications, and hence, a perceived need to map influential theories, methods, and topics that shaped the field of research. To meet this need, a bibliometric study was conducted. The reviewed literature, 608 publications referring to studies by 197 influential authors, was subdivided into two periods: 1996–2010 and 2011–2015. The intellectual structure was examined by author co‐citation analysis. The findings indicate seven clusters of authors from period one and four from period two. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
30. Kids Active: Evaluation of an Educator-Led Active Play and Fundamental Movement Skill Intervention in the Irish Preschool Setting.
- Author
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Duff, Christina, Issartel, Johann, O' Brien, Wesley, and Belton, Sarahjane
- Subjects
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PRESCHOOL children , *VERTICAL jump , *ABILITY , *TRAINING of educators , *PHYSICAL activity - Abstract
The Kids Active program was developed with the aim of increasing physical activity (PA) and fundamental movement skill (FMS) levels of children in preschool services in Ireland through training educators to encourage active play opportunities. In this study, the impact of a six-week pilot program on educator confidence, as well as children's PA levels and FMS proficiency, is evaluated. Educators' (n = 32) confidence to teach PA was measured through questionnaire, while data (anthropometric data, PA via accelerometry, and proficiency in four FMS; run, vertical jump, overhand throw, and catch) were collected from 141 children in five intervention and four control services. Educators in the intervention group achieved significantly higher confidence scores at post-intervention testing in comparison to the control group. No significant differences between control and intervention groups were found for children's PA across the three-hour period. Children in the intervention group significantly increased scores in the overhand throw. Small positive changes in educator confidence to teach PA and in children's performance of the skill of overhand throw indicate potential effects of the Kids Active intervention that warrant further investigation of efficacy over longer periods of time. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
31. 국내 메이커 운동의 교육 분야 활성화 방안 연구.
- Author
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오수진, 백윤철, and 권지은
- Subjects
MAKER movement ,HOME schooling ,SCHOOL environment ,TRAINING of educators ,EDUCATORS - Abstract
The culture and education are very active with the active policy and support to form the government's Maker Movement. The purpose of this study is to grasp the current status of the education sector of the domestic maker movement, which is increasing recently, and to propose a plan for activating maker education for the development of a positive direction. To this end, first, the current status and problems of domestic maker training are derived through in-depth interviews with existing maker training operators and participants. Second, based on the contents of the interview script, keyword analysis and its characteristics through the qualitative survey analysis program (NVIVO) are identified. Third, based on the analysis results, we propose a plan and development direction for domestic maker education. Based on the educators who performed maker training and the students involved, professional maker teachers were required for the professionalism of education, and the expansion of maker channels and professional networking of participating students was required. In addition, there was a need for specialized programs and appropriate policy support that reflected the characteristics of maker training. This study aims at contributing to the activation of maker education, which is a major field of maker movement, by helping to improve concrete support methods, training related educators, and educational environment for maker education. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
32. TEORIAS DA EDUCAÇÃO E FORMAÇÃO DO EDUCADOR: CONTRA O ESVAZIAMENTO DO CONTEÚDO E A FAVOR DE UMA PRÁXIS REVOLUCIONÁRIA.
- Author
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PAULA, Ruth de, MORAES, Betanea, and MENDES SEGUNDO, Maria das Dores
- Subjects
- *
EDUCATION policy , *TRAINING of educators , *THEORY-practice relationship , *TEACHER training , *ELEMENTARY schools , *BIBLIOGRAPHIC databases - Abstract
The purpose of this article is to present the importance of the discipline Theories of Educating and Teacher Training in the curriculum of the masters and doctorate courses of the Postgraduate Program in Education of the State University of Ceará (PPGE / UECE), whose students, mostly, they are professors from the elementary schools of the municipalities and states of Brazilian Northeast. The study is anchored in the perspective of the Marxian-Lukacsian ontology, of a theoretical-bibliographic nature, it apprehends the theoretical corpus of the studies from Commenius to Saviani. In addition, the studies of classics to contemporaries, contribute with a kind of program theorist, reinforcing the relationships between theory and practice in the training of educators, and therefore, reverberated in their praxis. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
33. Escuelitas Campesinas de las Ligas Agrarias Cristianas. Algunos aspectos del proceso.
- Author
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Valdez Ayala, Sintya Carolina
- Subjects
- *
LEARNING , *PEASANTS , *TRAINING of educators , *TEACHER educators , *CHURCH schools - Abstract
This article aims to characterize the process of development of the Peasant Schools of the Christian Agrarian Leagues, from the memory of the protagonists, through the orality of those who were involved in its constitution and expansion. For the reconstruction of this experience of rural self-education, were interviewed a member of the Christian Agrarian Youth, a regional leader of the Christian Agrarian Leagues, another National leader of the Christian Agrarian Leagues and a political trainer and ideologist of the Peasant Schools. Among the findings it can be mentioned that the educational program of the Christian Agrarian Leagues was oriented to adults initially and then to adults and children. The process was started by training the Pytyvõhára or animators, since the work with the teachers of the official education had all the biases of the traditional school, that is to say, they were already very conditioned, so that in the first phase literacy was approached of adults and the training of educators. In the Escuelas Campesinas the role of the students was active and the educators were collaborators, it was a significant teaching - learning process that developed the critical thinking in the students. [ABSTRACT FROM AUTHOR]
- Published
- 2019
34. Adaptação do Modelo Pre-K RTI ao contexto brasileiro da educação infantil: desafios e perspectivas.
- Author
-
Carolina Miranda, Monica, Toledo Piza, Carolina, Cáceres Assenço, Ana Manhani, Villachan-Lyra, Pompéia, Pires, Izabel A. H., Chaves, Emmanuelle C., Sousa, Andre L., and Amodeo Bueno, Orlando F.
- Subjects
- *
EARLY childhood education , *COGNITIVE development , *CHILD development , *COGNITIVE training , *TRAINING of educators - Abstract
The purpose of this study is to describe the process of adapting and implementing Pre-K RTI (Response to Intervention) model in the Brazilian context. Two studies were conducted: one took samples from 3 municipalities to apply the neuroscience-based Cognitive Development Training Program for educators and it was followed by a questionnaire showing extremely high levels of satisfaction. The other deployed the Pre-K RTI model's scientifically based pedagogical practices designed to stimulate children's cognitive and social-emotional development processes with a sample of 17 teachers from early-childhood centers and schools in the city of São Paulo. At the end of this process, activity booklets for child development were compiled. Adapting the Pre-K RTI model involves a long and detailed process and this study pointed the need to extensively adapt the model to the reality of early childhood education in Brazil. The process of adaptation the Pre-K RTI in one developing country may be useful for others with similar social-economic characteristics. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
35. ENTRE A INVESTIGAÇÃO-AÇÃO, A SUPERVISÃO E A REFLEXÃO NA FORMAÇÃO INICIAL DE EDUCADORES DE INFÂNCIA NO PORTUGAL DE HOJE.
- Author
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Marchão, Amélia and Henriques, Helder
- Subjects
- *
CHILD rearing , *UNIVERSITIES & colleges , *KINDERGARTEN children , *TRAINING of educators , *EARLY childhood educators , *LITERATURE reviews , *QUESTIONING , *REFLECTIVE learning - Abstract
This article aims to discuss the initial training of children educators under the current legislation in Portugal. Above all, it intends to focus on internship processes and how they unfold by questioning research action as a model and supervisory practices from a critical questioning perspective. The authors build on their experience and reflection as trainers and supervisors of initial training in a Higher Education Institution in Portugal and combine in their reflective exercise a review of the specialized bibliography, which includes results of studies they developed and whose main objective was to listen to the voices of students about internship processes, whether in day care or kindergartens that serve children until they enter school. From the literature review, their experiences and revisiting the voices of the students involved in two studies, they point out the main trends observed: the importance of communication channels between the training institution and the internship places; the importance and aspects to be taken into account during the internship / research action and the importance of a supervision that streamlines the critical thinking of trainees. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
36. Promoting a purpose-fostering approach in educators' training through a group-based digital narrative design.
- Author
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Fedeli, Laura
- Subjects
TRAINING of educators ,EDUCATIONAL technology ,CLASSROOMS ,DIGITAL storytelling ,FLIPPED classrooms ,ADULTS ,SOCIAL context - Abstract
Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
37. RELATIONS BETWEEN COORDINATORS OF UNDERGRADUATE COURSES AND TECHNOLOGIES: INTERLACEMENTS IN DIGITAL CULTURE !?
- Author
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Lima Paniago, Maria Cristina, Régis dos Santos, Rosimeire Martins, and Cantero Dorsa, Arlinda
- Subjects
- *
DIGITAL technology , *INFORMATION & communication technologies , *EDUCATIONAL technology , *PROFESSIONAL staff of universities & colleges , *TRAINING of educators , *TEACHER training - Abstract
The objective of this work is to understand the relations between university coordinators of undergraduate courses and technologies in digital culture. The context of the research is a private university, looking at seven coordinators of undergraduate courses and their relations with technologies in digital culture. It is part of a larger research project also involving teachers and students. At this time, focusing on the coordinators, we used online questionnaire available on google drive and interviews. The two instruments focused on: personal information; initial and ongoing training processes; teaching performance; relationships between teachers / coordinators / students / computers / internet; and, pedagogical appropriations. The produced data show the coordinators' awareness about the huge universe of information available by the digital context and about their challenge of gradually integrating more technologies into their management and also teaching activities. We emphasize that the coordinators pointed as important not only technical issues related to internet access as well as its speed, but also the necessity of different ways of appropriations of technologies looking at new and more qualitative proposals of management and teaching and learning. The research has revealed aspects that deserve expanding continuing education in order to create conditions among university coordinators, teachers and students for establishing dialogues and spaces about education with technologies, influenced by this new digital culture that reflects directly on different education in contemporary times. [ABSTRACT FROM AUTHOR]
- Published
- 2019
38. Implementation Analysis of the Training of Head of Science Laboratory Candidates in 2017.
- Author
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Putri, Adella Anfidina, Indarti, Lili, Prastika, Lintang Ratri, and Utami, Amalia Dwi
- Subjects
- *
LABORATORIES , *EDUCATION , *OCCUPATIONAL training , *COGNITIVE ability , *TEACHER training , *TRAINING of educators - Abstract
According to the regulation of Minister of National Education Republic of Indonesia Number 26 of 2008, there are two tracks for becoming head of science laboratory in schools: through the teacher track and through the technician track. One of the requirements for being a head of science laboratory following the teacher track is to have a head of science laboratory certificate issued by a university or other institution established by the government. Until recently, only a few schools have had a head of science laboratory in accordance with the requirements and demands of the competencies defined. In 2017, SEAMEO QITEP in Science (SEAQIS) conducted four training courses for head of science laboratory located in Siak Regency, Garut Regency, Gowa Regency, and Jayapura City. Through the implementation of this method training, research was conducted aiming to determine the effectiveness of the training, the significance of the cognitive change in participants, the participants' perceptions, and the factors affecting their cognitive abilities. The research employed a quasi-experimental research method, and a one group pre- and post-test design. The research instruments used were test items and a questionnaire form. Through the instruments used, the research obtained data on the pre- and post-test scores of the participants, and data on participants' responses. The data were then analyzed using normalized gain interpretation, a paired t-test, and percentage values of participants' perceptions. This paper describes the results based on the goal. The results of the research are to be used as the basis for improving and developing the training of Head of Science Laboratory Candidates held by SEAQIS, aiming to enhance the competence of teachers and educational personnel in science. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
39. Teaching Competencies in Counselor Education: A Delphi Study.
- Author
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Swank, Jacqueline M. and Houseknecht, Alisa
- Subjects
- *
EDUCATION of counselors , *COUNSELOR educators , *DELPHI method , *TRAINING of counselors , *EFFECTIVE teaching , *TRAINING of educators - Abstract
The authors used the Delphi method to identify counselor education teaching competencies. There were 3 phases of data collection, resulting in 152 teaching competencies within 4 domains: knowledge, skills, professional behaviors, and dispositions. Counselor educators and counselor education doctoral students might use these competencies to promote counselor educator training and teaching effectiveness. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
40. 50 anos da Pedagogia do Oprimido: o legado de Paulo Freire na educação de jovens e adultos.
- Author
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APOLUCENO DE OLIVEIRA, IVANILDE
- Subjects
TRAINING of educators ,YOUNG adults ,RESEARCH institutes ,RESEARCH teams ,CULTURAL activities - Abstract
Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
41. Resiliencia, optimismo y estrategias de afrontamiento en estudiantes de Ciencias de la Educación.
- Author
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VIZOSO GÓMEZ, Carmen María
- Subjects
PSYCHOLOGICAL adaptation ,TRAINING of educators ,SCIENCE education ,SCIENCE students ,PROBLEM solving - Abstract
Copyright of Psychology, Society & Education is the property of Psychology, Society & Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
42. REFLEXÕES SOBRE AS INTERFACES ENTRE AÇÕES FORMATIVAS EDUSEX E AS TECNOLOGIAS DIGITAIS: UM ESTUDO DE CASO INTERPRETATIVO-DIALÉTICO.
- Author
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de MELO, Sônia Maria Martins and WENDHAUSEN, Mônica
- Subjects
- *
DIGITAL technology , *SCHOOL children , *TRAINING of student teachers , *ELEMENTARY school teachers , *TRAINING of educators , *HERMENEUTICS - Abstract
These are the first reflections of a case study on the formative actions experienced and carried out by the Educators Training and Sexual Education EDUSEX Research Group CNPq/UDESC - Brazil and in its current interfaces with digital technologies, as well as the progressive transit of training models and expository teaching and learning practices, towards more interactive possibilities, supported by new technologies, from a perspective of learning by doing. These are the guiding questions of this investigation: (a) What formative actions were developed by the Edusex Group, specifically those related to digital technology? (b) What are the characteristics of these formative actions and their interfaces with digital technologies? In this section, we seek to reflect on the actions taken and, with that in mind, we have recurred to some contemporary theorists who study the subject of sexual education. The study is qualitative and follows the socio-critical paradigm assuming a global and dialectical view of reality. In the case study we used the technique of dialectical hermeneutic analysis in the data analysis. The findings pointed out that the formative actions seek: (1) to publicize and facilitate access to research and knowledge of the theme of sexuality in a perspective; (2) to assist in the reflection of current approaches on the theme; (3) to equip undergraduate, masters and doctorate students to make didactic-pedagogical use of digital technologies and other formats; (4) to carry out the didactic transposition of the contents learned, transforming it into a formative tool, later used in the training of teachers and students of elementary schools. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
43. Evaluation of Training Session Applying Gagne's Events of Instructions.
- Author
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Islam, Nurul and Salam, Abdus
- Subjects
- *
LIKERT scale , *JOB performance , *TRAINING of educators , *TEACHING , *DENTAL schools - Abstract
Background: This study explores the effectiveness of educator's training programs regarding the presentation, materials, facilities, relevance and usefulness of the training to the current employment and facilitator's knowledge using Gagne's event of instructions. Method: A half day long training was conducted on September 2017 at reach of the two health care teaching institutes. At the end of training, evaluation was done and rated in 5 point Likert scale with 5 as the highest score. Participants agreed that the training was useful and relevant to their work. Result: This study showed a positive perception of the learners which will help their job performance as well as the outcome of their dental teaching school and Gagne's Events of Instructions can be used when conducting this type of training sessions. Conclusion: Regular training program for staff development need to be carried out following a system approach with right mix of input and contents which process with right sequences of instructions to fill the gap between desired performance and actual staff performance. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
44. COMUNIDADES DE PRÁTICAS COMO ESPAÇOS DE FORMAÇÃO INICIAL NA EDUCAÇÃO DE JOVENS E ADULTOS.
- Author
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VIEIRA, Maria Clarisse
- Abstract
The article analyzes the meanings attributed to initial training in youth and adult education (EJA), developed for university students at the Faculty of Education of UnB. Basedon the concept of Communities of Practice, the contributions of popular education and the historical-cultural perspective, the text reconstructs this experience through the analysis of logbooks and reports prepared by undergraduate students from 2013 to 2016 in the disciplines Project 3 and 4, components of the Pedagogy curriculum. The contact with the students of the EJA and the reflection in and on the educational practice forges in the graduating a sensitivity / commitment in relation to this reality, through the action research, the experience and the development of a pedagogical practice based on the sensitive listening and dialogue. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
45. Metódica MEIN para entrenar habilidades metacognitivas en niños de 4 a 6 años. Región Metropolitana de Chile.
- Author
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Ilizástigui del Portal, Lourdes, Padilla Fernández, Thiare, Martinez Sanguinetti, Daniela, and Fabre López, Catalina
- Subjects
- *
LEARNING , *TRAINING of educators , *COGNITIVE ability , *COGNITIVE training , *METACOGNITION - Abstract
The MEIN methodical -child metacognition- is a psychoeducational tool for development, aimed at educators to train cognitive skills in children from 4 to 6 years old so that subjects of more advanced ages can develop metacognition. The MEIN methodical makes it possible to train in a peculiar, interactive way, cognitive abilities in the face of an activity that starts from the children's initiative; the mediator promotes, signifies and accompanies them so that they are able to devise the strategy that they will employ in the learning process, and from their appropriation they transfer to other contexts, so as to value their construction's performance. The methodology used was qualitative through a case study design. The fundamental result of the study shows that the MEIN methodical is a resource that facilitates the educator to positively orient cognitive processes in a complex development space for early training of metacognitive skills. The child is free to act independently, facilitating awareness. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
46. Assessment of Point-of-Care Ultrasound Training for Clinical Educators in Malawi, Tanzania and Uganda.
- Author
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Shokoohi, Hamid, Raymond, Aislynn, Fleming, Katelyn, Scott, James, Kerry, Vanessa, Haile-Mariam, Tenagne, Sayeed, Sadath, and Boniface, Keith S.
- Subjects
- *
TRAINING of educators , *INTERNET access , *LABOR supply , *AIDS , *EMERGENCY management , *MEDICAL care surveys , *ULTRASONIC imaging equipment , *CLINICAL competence , *CLINICAL medicine , *INFORMATION storage & retrieval systems , *MEDICAL databases , *ULTRASONICS , *CROSS-sectional method - Abstract
Integrating point-of-care ultrasound (POCUS) to enhance diagnostic availability in resource-limited regions in Africa has become a main initiative for global health services in recent years. In this article, we present lessons learned from introducing POCUS as part of the Global Health Service Partnership (GHSP), a collaboration started in 2012 between the U.S. President's Emergency Plan for AIDS Relief (PEPFAR), the Peace Corps and Seed Global Health to provide health care work force education and training in resource-limited countries. A cross-sectional survey of GHSP clinical educators trained to use POCUS and provided with hand-held ultrasound during their 1-y deployment during the period 2013-2017. The survey consisted of 35 questions on the adequacy of the training program and how useful POCUS was to their overall clinical and educational mission. Clinical educators engaged in a series of ultrasound educational initiatives including pre-departure training, bedside training in the host institutions, online educational modules, educational feedback on transmitted images and training of local counterparts. In this study 63 GHSP clinical educators who participated in the POCUS trainings were identified, and 49 were included at the study (78% response rate). They were assigned to academic institutions in Tanzania (n = 24), Malawi (n = 21) and Uganda (n = 18). More than 75% reported use of POCUS in clinical diagnoses and 50% in determining treatment, and 18% reported procedural application of ultrasound in their practice. The top indications for POCUS were cardiac exams, second- and third-trimester obstetric exams, lung and pleura, liver and spleen and gynecology/first-trimester obstetrics. The largest perceived barriers were lack of ultrasound knowledge by the clinical educators, lack of time, equipment security, difficulty accessing the Internet and equipment problems. We concluded that our multiphase POCUS training program has increased the utility, acceptability and usage of POCUS in resource-limited settings. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
47. A Comprehensive Training Initiative for Educators to Develop and Implement Effective Anti-Bullying Policies in K-12 Schools.
- Author
-
Williford, Anne, Fite, Paula J., DePaolis, Kathryn J., Cooley, John L., Hawley, Patricia H., and Isen, Debbie
- Subjects
- *
SCHOOL bullying , *TRAINING of educators , *SCHOOL rules & regulations , *SCHOOL employees , *SCHOOL districts , *STATE laws - Abstract
Although most states across the United States have enacted anti-bullying legislation, state laws vary greatly in detail and direction, leaving many school districts wondering how to best address the problem of bullying and comply with their state's legislative requirements. In response, a comprehensive, statewide training initiative was conducted for school personnel to offer guidance on developing and implementing such policies at the local level. In the present piece, the authors explicate the process by which they (a) derived theoretically grounded, empirically driven recommendations; (b) developed training materials and a project website; and (c) disseminated the material and recommendations across the state. They also present key outcomes as a result of this training initiative. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
48. Characterizing the knowledge of educators receiving training in systematic literacy instruction.
- Author
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McMahan, K. Melissa, Oslund, Eric L., and Odegard, Timothy N.
- Subjects
- *
TRAINING of educators - Abstract
Addressing the needs of students with dyslexia requires an in-depth knowledge of various components of a multi-dimensional approach to reading intervention, which is supported by an understanding of the structure of the language being taught. The current study explored the association between teacher knowledge of the English language and different stages of training provided through 2-year courses that meet the objectives of the International Dyslexia Association (IDA) standards of teacher knowledge and practice. It included 347 K-12 licensed teachers who were at various stages of training when they completed a test of knowledge in the areas of Phonological Sensitivity, Phonemic Awareness, Decoding, Spelling, and Morphology. The level of terminal degree (i.e., BA or MA) held by participating teachers and their amount of teaching experience did not predict performance on the test. In contrast, participating teachers differed in their level of knowledge as a function of how much training they had received as part of a 2-year course. Increased training was associated with elevated levels of knowledge. Moreover, teachers who completed the 2-year training program and went on to obtain certification through a national certifying organization had reliably greater knowledge than those who had not. Additionally, the weakest domains of knowledge across all teachers were in spelling and morphology, suggesting a need for improved training in these domains, given that they are identified deficiencies for persistently poor responders to reading intervention and in children presenting with late emerging forms of reading disability. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
49. Interaction Positions among Medical Students and Students Trained as Educators and Psychologists.
- Author
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Maralov, Vladimir G., Sitarov, Vyacheslav A., and Romanyuk, Larisa V.
- Subjects
- *
MEDICAL students , *PEARSON correlation (Statistics) , *SMALL-scale fisheries , *PSYCHOLOGISTS , *TRAINING of educators , *MATHEMATICAL statistics , *PSYCHOLOGICAL factors - Abstract
Introduction: The study was done to identify the importance of psychological factors that influence people in adopting certain positions in interaction: coercion, manipulation, non-violence, or non-involvement. Goal: The aim was to study the structure of interaction positions among medical students and future educators and psychologists. Materials and methods: Theoretical methods (analysis, comparison, specification, generalization); empirical methods and materials (a set of questionnaires that help reveal interaction strategies, and also factors that determine their acceptance; methods of mathematical statistics - f* criterion: Fisher angular transformation); and correlation analysis using a Pearson linear product-moment correlation coefficient were used. Results: In the course of the study, 16 types of interaction among students were identified and described. The optimal type was where the dominant position was occupied by the position of nonviolence. Positive and negative connections of positions of interaction with various factors were revealed. Discussion of results and conclusion: As a result, various models of students' behaviour in situations of interaction with other people were described; the main directions of work on the purposeful formation of students' position of nonviolence were highlighted. The obtained results can be used in the process of professional training of students - future physicians and future teachers - psychologists, as well as in the development of special programs for the formation of students ' ability to interact nonviolently. [ABSTRACT FROM AUTHOR]
- Published
- 2019
50. Activating the implementers: The role of organizational expectations, teacher beliefs, and motivation in bringing about reform.
- Author
-
Liou, Yi-Hwa, Canrinus, Esther Tamara, and Daly, Alan J.
- Subjects
- *
COMMON Core State Standards , *ACADEMIC motivation , *TRAINING of educators , *EDUCATIONAL change , *STRUCTURAL equation modeling - Abstract
Abstract Internationally the research community has been seeking a deeper understanding about how to shape the work of educators over decades of educational reforms. This study attempts to contribute to this understanding by answering: "What motivates educators to implement the Common Core State Standards (CCSS)?" Using data from all school educators in one highly diverse school district in California and structural equation modeling to investigate the relationships between teachers' CCSS-related action and associated organizational and individual factors, findings suggest both organizational (expectation) and intrinsic (motivations and beliefs) factors are directly and indirectly influencing teachers' action towards CCSS implementation. Highlights • Intrinsic motivation and personal beliefs both have a direct effect on teachers' CCSS-related action. • Intrinsic motivation and personal beliefs also have an indirect effect on teachers' CCSS-related action. • The indirect effect of motivation and beliefs on action is supported through CCSS expectation. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
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