•Language teacher educators face agency tensions due to top-down policies.•Economic preferences of schools constrain teacher educators' agency.•Teachers develop interpersonal relationships with other ...teachers as a way to experience facilitated agency.•Constrained and facilitated agencies are key to teacher educators' personal and interpersonal identities.
Despite the recent growth of research on language teacher educators’ (LTEs) professionalism, little research is available on their agency. In response to this gap of knowledge, this study drew on an ecological theoretical framework and explored the agency and identity construction of Iranian LTEs. Grounded in a narrative inquiry methodology, data were collected from narrative frames and semi-structured interviews. Analyses of the data revealed that power and interpersonal relationships were key to the LTEs’ constrained and facilitated agency, respectively. Collectively, the findings show that although power ecologies perform negatively in sanctioning LTEs’ agency and identity, such ecologies motivate LTEs to strive toward becoming more caring through enacting agency strategies that build on discursive meaning-making processes among LTEs and teachers. Based on the findings, we provide implications for policymakers and teacher educators in regard to how partnership initiatives could be established so that a more professional environment is provided for teachers and LTEs, especially in relation to the role of language in such partnerships.
Commonsense reasoning says that quality teacher education relies on quality teacher educators. Yet, there is minimal attention to what teacher educators should know and be able to do. Unquestionably, ...teacher educators cannot teach what they do not know; but what should they know, and should they be prepared? This study of 293 teacher educators investigated the following: What do current teacher educators consider to be the foundation elements of their practice? How do they evaluate their own preparation in these areas? How can their experiences inform the preparation of teacher educators? We use Cochran-Smith and Lytle’s theorizing about “relationships of knowledge and practice” to understand knowledge essential to teacher educating (a term we use to differentiate teaching teachers from teaching students). Our findings reveal that practicing teacher educators often feel unprepared to assume their role but can offer helpful insight into how we should think deliberately about quality teacher educator preparation.
Research suggests that the development of a teacher educator identity is a central process in becoming a teacher educator. Recently, there has been an increasing interest in the concept of teacher ...identity. However, teacher educator identity seems to be still under-researched. In this article, a review of literature on teacher educator identity is provided. Fifty-two research papers were analysed to identify challenges and tensions teacher educators experience during their induction, factors which influence the development of their professional identity, and the features that induction programmes should have. The findings suggested that new teacher educators generally develop negative self-views about their abilities and professional identities. Self-support and community support activities were found to facilitate teacher educators' transition and enhance their identity development. Key features of academic induction were identified as acting as a learning community, cultivating supportive and professional relationships, encouraging self-enquiry and research and involving teacher educators in reflective activities.
Performance is the performance shown by educators, both in quality and quantity in carrying out their duties in accordance with the responsibilities given to them professionally. Educator performance ...development is a very decisive factor in the success of the education and learning process. In fact, in Kindergarten Rayon IV, Dumai City, there is still a low level of competency standards possessed by educators. The intended competency standard is from the standard academic qualifications and four competencies that must be possessed by a kindergarten educator, namely pedagogic, professional, social and personality competencies. This is evidenced by educators not yet mastering learning material with the maximum known when the learning process educators are not able to explain well the subject matter, and educators have not shown maximum performance in carrying out their duties and functions. The purpose of this study was to see whether there was an influence on teacher professionalism on teacher performance in Dumai IV Rayon Kindergarten. The results of the study prove that there is a significant relationship between the professionalism of Kindergarten educators and the performance of educators in Kindergarten Rayon IV, Dumai City. This is evidenced by the value of Sig (2-tailed) professionalism on educator's performance of 0,000, so the calculation shows 0,000 <0.05. This means that Ha is accepted, that is, there is a significant relationship between the professionalism of Kindergarten educators and the Performance of Educators in Kindergarten Rayon IV, Dumai City.
Generative artificial intelligence (AI) has taken the world by storm, with notable tension transpiring in the field of education. Given that Generative AI is rapidly emerging as a transformative ...innovation, this article endeavors to offer a seminal rejoinder that aims to (i) reconcile the great debate on Generative AI in order to (ii) lay the foundation for Generative AI to co-exist as a transformative resource in the future of education. Using critical analysis as a method and paradox theory as a theoretical lens (i.e., the “how”), this article (i) defines Generative AI and transformative education (i.e., the “ideas”), (ii) establishes the paradoxes of Generative AI (i.e., the “what”), and (iii) provides implications for the future of education from the perspective of management educators (i.e., the “so what”). Noteworthily, the paradoxes of Generative AI are four-fold: (Paradox #1) Generative AI is a ‘friend’ yet a ‘foe’, (Paradox #2) Generative AI is ‘capable’ yet ‘dependent’, (Paradox #3) Generative AI is ‘accessible’ yet ‘restrictive’, and (Paradox #4) Generative AI gets even ‘popular’ when ‘banned’ (i.e., the “what”). Through a position that seeks to embrace rather than reject Generative AI, the lessons and implications that emerge from the discussion herein represent a seminal contribution from management educators on this trending topic and should be useful for approaching Generative AI as a game-changer for education reformation in management and the field of education at large, and by extension, mitigating a situation where Generative AI develops into a Ragnarök that dooms the future of education of which management education is a part of (i.e., the “so what”).
•Generative artificial intelligence (AI) has been popularized by ChatGPT.•Great debate on Generative AI in education is reconciled through a paradoxical perspective.•Paradoxes of Generative AI are four-fold.•Generative AI should be embraced rather than shunned in the future of education.•Takeaways include definitions, lessons, implications, guidelines, and future directions.
As an initial approach to determining representation of the NLN Core Competencies for Nurse Educators in Master's of Science in Nursing Education and Post-Master's Certificate programs, the study ...identified the presence of the competencies in course descriptions.
The competencies are the gold standard to ensure academic nurse educators have the knowledge and skill to teach, assist learners, develop curricula, and implement effective evaluation methods.
A descriptive design that applied web scraping techniques was used to collect data from school web pages, including course descriptions, credit hours, practica information, distance accessibility, and Certified Nurse Educator exam preparation.
Four competencies were well represented (≥85 percent), and four competencies were poorly represented (<50 percent) in a sample of 529 schools.
Programs should review courses and course descriptions for inclusion of all competency areas that prepare nurse educators and make revisions to address poorly represented competencies.
A good curriculum vitae (CV) highlights medical educators' academic achievements and supports their professional goals. Many faculty struggle with timely updates and strategic formatting. These ...twelve tips will help medical educators optimize their CV to best showcase their strengths and accomplishments. The first three tips outline a process: identify a system to collect potential entries and schedule regular time for updates. Tips four and five detail how to tailor traditional CV formatting to best describe the work of medical educators. The next few tips offer concrete strategies and examples of CV entries to consider for inclusion. The remaining tips remind faculty to ask for help from colleagues, who can share a sample CV and identify overlooked activities. Our intention is to transform a task that can be burdensome into a process that seamlessly captures the breadth of our work as medical educators and allows for introspection and growth.
This systematic review synthesizes 51 empirical studies on non-university-based teacher educators' (NUBTEs) professional learning published between 2000 and 2022. The results show that NUBTEs strive ...to develop a host of professional qualities that enable them to support preservice and in-service teachers' growth through formal and informal learning experiences. The reviewed studies are predominantly qualitative research and have produced context-specific knowledge about NUBTEs' professional learning, but cross-contextual and large-scale empirical evidence is currently scarce. These findings suggest theoretical, practical, and methodological implications for advancing the research field of teacher educators' professional learning.
This position paper focuses on how the new national curriculum for school and the new general plan for teacher education in Norway change the underlying premises for teaching and learning in today's ...teacher education. This has become particularly pressing as a result of the new educational reform 'Knowledge Promotion' in schools, whereby digital competence is now the fifth basic competence in all subjects at all levels, as well as in the new teacher education curriculum in Norway. Against this background, the aim of this position paper is to elaborate on how a digital competence model can function on a micro level to fulfil the intentions from the national and institutional policy level. The research question considered by this paper is whether (and if so, how) a digital competence model for TEs can function as a model on an individual level.
Academic Advancement in the Current Era Shafer, Keri M.; Hira, Ravi S.; Sinha, Shashank S. ...
Journal of the American College of Cardiology,
02/2019, Volume:
73, Issue:
5
Journal Article
PDF