Abstract This study explores in-service early childhood educators’ understanding of children’s spirituality. Utilizing the recently validated instrument, Early Childhood Educators’ Spiritual ...Practices in the Classroom (ECE-SPC) , responses to the question, “What do you understand children’s spirituality to be?” were analyzed. Participants included 318 educators working in secular educational settings with children ages zero to eight years across 36 U.S. states. Findings reveal a multilayered understanding of children’s spirituality. Through a grounded theory approach to data analysis using in-vivo codes in initial and axial coding, participants’ responses were organized in a response framework comprised of three main categories of understanding spirituality: (1) as Essence in itself (f 208), (2) as its place of Origin (f 122), and (3) as Actions in relation to others or as ways in which it is practiced (f 86). This framework contributes to constructing a shared understanding of children’s spirituality to build efforts toward promoting holistic development and intentionally nurturing the spiritual domain.
Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying ...their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework in a teacher preparation clinical setting. The authors found that within an arc of practitioner inquiry, explicitly teaching guided reflection and professional dialoguing skills within an inquiry community were key teacher educator practices. They found that an inquiry community approach holds promise as a structure and space for teacher educators to advance teacher preparation toward clinical practice.
We assessed teacher educators’ task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two ...different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and use more effective teaching strategies. The findings demonstrate that teaching practices of teacher educators are rooted in their professional identity.
•One of the first quantitative studies on teacher educators’ professional identity.•Valid and empirically reliable measurement of teacher educators’ task perception.•We distinguish between teacher educators as facilitators and transmitters.•Facilitators demonstrate increased self-efficacy.•Teacher educators’ task perception is related to the quality of teacher training.
To understand the experience of novice nurse faculty members in Saudi Arabia and the influences on novice nurse graduates in their academic role.
A qualitative descriptive study grounded in ...naturalistic inquiry was used to better understand the experience of novice faculty in Saudi Arabia. Purposive sampling was used to recruit 10 novice nurse faculty from nursing schools in Saudi universities. Data were collected until saturation was achieved. The researcher interviewed participants using a video conferencing platform, and all interviews were digitally audio-recorded. Content and thematic analysis were used to analyze the data.
There were four major themes:
.
The findings add to the literature regarding the novice faculty experience, self-confidence, and the strategies needed to enhance their teaching performance.
The competency of clinical nurse educators Leighton, Kim; McNelis, Angela; Kardong-Edgren, Suzan
Journal of professional nursing,
November-December 2022, 2022 Nov-Dec, 2022-11-00, 20221101, Volume:
43
Journal Article
Peer reviewed
•Competency of new graduate nurses is trending downward•Competency assessment of clinical educators is knowledge-based•Clinical educator competency assessment lacks performance assessment•Lack of ...evidence for performance-based assessment of clinical teaching skills
This survey study explores how teacher educators perceive relevant aspects of professional learning in their practice. These aspects were considered as important by teacher educators in a previous ...review study. A total of 583 Dutch and Chinese teacher educators completed a digital questionnaire regarding the content of teacher educators' learning, their learning activities, and reasons for learning. Most teacher educators perceived all professional learning aspects as relevant for their practice. The professional learning scales showed correlations with several background variables, such as educational degree and how teacher educators perceive their identity in the teacher education institutes. When comparing Dutch and Chinese teacher educators, significant differences were only found in their perceptions of research-related scales and the scale "getting input from others". It can be concluded that all aspects are essential for learning and functioning. The differences between Dutch and Chinese teacher educators were related to the contexts in which they work.
The COVID-19 pandemic in Indonesia has resulted in high morbidity and mortality from COVID-19. Providing COVID-19 vaccination is one step to minimize the impact of COVID-19. However, the interest of ...the people in Eastern Indonesia to get the COVID-19 vaccine is still low. This is due to misinformation regarding the impact of the COVID-19 vaccine and the need to mobilize outside the region. This community service aims to produce COVID-19 vaccine educators so they can properly educate the citizens regarding the COVID-19 vaccine. This Community Service is carried out in the form of COVID-19 vaccine educator training using pre-posttest score assessment and roleplay. Information and educational communication media in the form of flipcharts and auxiliary cards. The training was held for 8 hours in 1 day in Manado, North Sulawesi. 61 participants consisting of COVID-19 volunteers, religious leaders and community leaders have attended the training. Most participants showed an increased understanding of the COVID-19 vaccine and were able to roleplay in conducting COVID-19 vaccine education using flipcharts and aid cards.
Mathematics content courses for prospective elementary teachers (PTs) should provide them with opportunities to deepen their understanding of and develop productive dispositions toward mathematics. ...Supporting mathematics teacher educators (MTEs) to learn how to develop practices that create rich learning opportunities for novice teachers comprises a challenge for our field. This analysis examines an unconventional professional learning experience for MTEs: viewing video of experienced teacher educators enacting the
same lessons
that they would enact with their own PTs. We examined how viewing videos embedded in a larger set of supports developed by the
Elementary Mathematics Project
(EMP) impacted MTEs’ actions when planning or enacting the lessons. EMP also includes high-quality curriculum materials to use with PTs and instructional guides to support their enactment. Twelve MTEs were interviewed about their experience viewing video clips to help them to engage in preparation (Mason,
2011
) as they prepared to enact EMP lessons. MTEs’ noticings included how prospective teachers engage with the mathematics and one another and how the expert MTEs supported prospective teacher interactions and aspects of the classroom environment. MTEs connected the actions they identified to broader principles of teaching, offering a rationale for each and hypothesizing how it impacted the instruction. Importantly, through watching video, MTEs generated conceptual resources (e.g., identifying questions asked in the video that they wanted to try out), which they reported allowed them to respond to prospective teachers in the moment when teaching. Implications for using video to support MTE development are discussed.
Designed to address the Association of Faculties of Pharmacy of Canada's competency "teach pharmacy team members, the public, and other health care professionals," the PHArmacy Students as Educators ...(PHASE) program was developed by the institute's entry-to-practice doctor of pharmacy program. The program's objective was to support students in developing the necessary skills to fulfill their role as pharmacist-educators.
We performed a two-year pilot (2017-2019) of the PHASE program which consists of a large-group didactic session followed by an academic half-day (AHD) session. Evaluation was conducted using Likert-scale and qualitative student survey data collected pre- and post-sessions to determine: (1) how the PHASE program supported students as future educators, and (2) students' perceptions and experiences related to teaching and learning.
All students in the 2020 and 2021 graduating cohorts were included in the study following consent. We determined that while respondents agreed to the statement, "A role of a pharmacist includes being an educator" (93.7% and 98.2% for 2020 and 2021 cohorts) at baseline, the proportion of strongly agree responses increased following the didactic session (P < .005). Of note, average Likert-score for respondents' confidence in educating increased following the AHD session (P < .001). Qualitative analysis identified an increase in students' self-rated ability for determining learners' needs, developing and conducting educational sessions, and confidence related to educating others.
Overall, the PHASE program showed positive impact during the first two years of implementation and lessons learned from the pilot are discussed.
The purpose of the paper is to highlight ways in which mathematics educators are supported through school inspection. The aim of this paper is to establish whether mathematics educators are ...adequately supported through school inspection to address mathematics problems within South African classes. For this goal to be achieved, governments have tasked district officials, hereafter known as school inspectors to ensure and guarantee the delivery of quality education to learners. Despite the belief that school inspection may have a positive impact on the teaching of mathematics, little is known about how school inspectors support mathematics educators. A critical factor in capacitating mathematics educators is to ensure that they acquire effective teaching skills to address learners’ mathematics problems. The study employs a qualitative conceptual approach using literature that includes books, articles and chapters written on mathematics, locally and internationally. Due to the limited discourse on how school inspectors capacitate and supervise educators in South Africa, the text serves as a significant piece in understanding how school inspection is implemented for developing mathematics educators in South Africa. The argument posed is whether school inspectors can succeed in adequately fulfilling this task. Findings reveal that supporting mathematics educators provides opportunities that make a real and lasting difference in learners’ lives. Recommendations are that the government and educational stakeholders should ensure that school inspection is regulated to ensure mathematics educators are capacitated to address difficulties in mathematics learning.
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