Search results for " educator"
showing 10 items of 75 documents
Il rapporto tra teoria e prassi nella formazione degli educatori per l’infanzia
2016
Nel'articolo viene affrontato il tema del rapporto circolare tra teoria e prassi nella formazione degli educatori ai fini un apprendimento significativo che coinvolge il piano personale e che si traduce in competenze professionali individuali e di gruppo. Viene focalizzata in particolare l’attenzione da un lato sulla riflessività e sulla sua valenza fondamentale nell’apprendimento dall’esperienza, dall’altro sulla dimensione di gruppo come assetto privilegiato di elaborazione e condivisione, ma anche finalizzato ad una apprendimento istituzionale e organizzativo. Viene condotto quindi un approfondimento sulla specificità dell’educazione per l’infanzia e su possibili ambiti e modelli di form…
Postfàcio
2015
Si tratta di una postfazione ad un volume che descrive una ricerca sulla valutazione di contesto relativa a servizi per l'infanzia 0-6 pubblici in cinque Stati del Brasile. Tale ricerca, seguita personalmente dall'autrice, ha avuto una durata di tre anni, è stata commissionata dal Ministero della Cultura e dell'Educazione Brasiliano al NEPIE e all'Università Federale del Paranà ed ha portato alla messa a punto di un modello di valutazione per i servizi dell'infanzia brasiliani centrato sulla partecipazione e sulla riflessività ed alla messa a punto di uno strumento di valutazione centrato su indicatori e criteri legati ad una specifica idea di qualità in una prospettiva ecologica ed ecosist…
EFL Teacher Education in Finland : Manifestations of Professional Agency in Teacher Educators’ Work
2020
English as a Foreign Language (EFL) teacher educators play a key role in the development of university-based teacher education and the preparation of preservice EFL teachers. However, the professional agency of EFL teacher educators in developing their work remains understudied. Employing a Vygotskian sociocultural theoretical perspective, this research considers the individual and collective professional agency of eight EFL teacher educators at two Finnish universities. Findings demonstrate that individual professional agency is enacted in the expression of professional identity and the development of professional relationships, and in offering and receiving professional assistance. Findin…
Vecāku un skolotāju sadarbība bērnu ar mācīšanās grūtībām gatavošanas skolai procesā
2021
Maģistra darba temats: Vecāku un skolotāju sadarbība bērnu ar mācīšanās grūtībām gatavošanas skolai procesā Maģistra darba autore: Inna Gavriļonoka Maģistra darba zinātniska vadītāja: Dr.paed., asoc. prof. Ieva Margeviča- Grinberga Pētījums izstrādāts ar mērķi teorētiski un empīriski pētīt vecāku un skolotāju sadarbības īpatnības bērnu ar mācīšanās grūtībām gatavošanas skolai procesā un noteikt ieteicamo sadarbības pasākumus un metodes bērnu ar mācīšanās grūtībām gatavošanā skolai. Darbā teorētiski raksturotas bērnu ar mācīšanās grūtībām sagatavošanās skolai īpatnības un noteikts vēlamā atbalsta raksturs. Liela uzmanība pievērsta skolotāju un vecāku sadarbības veidošanas iespējām, lai sekmē…
Collaborative professional practice for strengthening teacher educator identities in Eritrea
2021
Strengthening the identities of teacher educators is critical to quality teacher education and implementing change in the education sector. This study examines the professional identities of Eritrean teacher educators and how these identities can be strengthened through collaborative professional practice in a challenging context currently under reform. The focus is on the professional capacity building activities at the College of Education in Eritrea, which were implemented in collaboration with Finnish education partners. The paper reports on findings from an action-research informed study of a semester-long series of professional development seminars and an interview study with individu…
Social educators's professional competence formation under supervision
2013
Elektroniskā versija nesatur pielikumus
Perceptions of physical education in early childhood teacher education courses
2023
The engagement in movement skills in early childhood education care is a key component of promoting a healthy lifestyle. However, the literature shows that early childhood teachers' insufficient training and lack of policies to support physical education (PE) negatively impact children's education on movement activities in their early years (Sharma et al., 2014). The aim of this case study was to describe teacher educators’ (TE) perceptions from three different countries regarding the purpose of PE in early childhood teacher education (ECTE) program. One TE from each of Brazil, Finland, and the USA was invited were the participants of this study. Data were collected through interviews and P…
Teacher educators amid conflicting demands : tensions between individual and organizational development
2012
THE POTENTIALS OF A TRANSIENT TRANSNATIONAL COMMUNITY FOR TEACHER EDUCATORS’ PROFESSIONAL LEARNING AND DEVELOPMENT
2020
Although there has been a rising interest in the profession of teacher educators, there is still a lack of research looking at the professional learning and development of teacher educators. Taking a European perspective, we intend to contribute to the field of teacher education. At the outset we outline current literature and research findings, indicating various challenges that teacher education professionals face in today’s society, which are prominent in many contexts of language teacher education. Choosing to study a transient transnational community of 11 teacher educators as an autoethnographic case, we draw on qualitative data collected in the context of the ERASMUS+ project proPIC …
Beliefs about teaching held by student teachers and school-based teacher educators
2017
Teachers' beliefs about teaching goals and practices are influenced by several factors, including teaching and mentoring experiences. To identify which teaching goals and practices are preferred for the social and cognitive development of pupils, 112 student teachers and 73 school-based teacher educators were questioned. In contrast to teacher educators, student teachers consider the mechanical acquisition of knowledge and practices that support intrapersonal processes directed toward cognitive development to be a more effective goal, while teachers with mentoring experience prefer teaching practices that support pupils' social development. Knowledge about teaching-related beliefs is essent…