Professional Educators and Administrators' Committees for Empowerment (PEACE)

2019 ◽  
pp. 285-297
Keyword(s):  
Professional Educators

PERUBAHAN MINDSET MENGAJAR DALAM MENYIAPKAN PENDIDIK YANG PROFESIONAL DALAM PERSAINGAN DI ERA MEA

KEBERLANJUTAN ◽  
2018 ◽  
Vol 3 (2) ◽  
pp. 897
Author(s):  
ROMENAH ROMENAH
Keyword(s):  
Economic Community ◽  
National Education ◽  
Professional Educators ◽  
Free Competition ◽  
National Education System ◽  
Asean Countries ◽  
Asean Economic Community ◽  
The Times ◽  
Agent Of Change

AbstractThe National Education System has grown so rapidly over time. A variety of efforts have been made to build every prosperous, dignified Indonesian human being, so that the quality of Indonesian thinking is progressing. The ASEAN Economic Community which has been launched since 2015 has resulted in free competition, both in trade, employment, and there is free competition for educators in ASEAN countries. Besides that, Indonesian education is faced with challenges and developments in the times, where the culture between ASEAN countries has no limits, this is the challenge faced when implementing the Asean Economic Comunity (ASEAN Economic Community) MEA. Indonesia as a country in the ASEAN region must prepare domestic educators to have professionalism and character so that they can compete with the AEC. Educators must be aware of the essence of the existence of their profession, continue to struggle to make changes in order to realize professionalism with noble character. Efforts made in preparing professional educators to face the challenges of the AEC must touch the most fundamental aspects of changing their competencies, namely the mindset. A student must be more advanced and innovative in developing his learning so that he can change the mindset of students to do agent of change. Through this mindset educators will become professional and characterized so that they can compete and compete in the MEA era. Keywords: MEA, Changes in Mindset, Professional Educators

URGENSI EVALUASI PEMBELAJARAN DALAM PENDIDIKAN

2018 ◽  
Vol 2 (1) ◽  
pp. 65-69
Author(s):  
Moh Fachri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Learning Objectives ◽  
Validity And Reliability ◽  
Evaluation Tool ◽  
Professional Educators ◽  
Institutional Approach ◽  
Learning Evaluation ◽  
Effectiveness And Efficiency ◽  
Evaluation Of Learning

Learning process is the most important part in education as an effort to mature learners, The success of the learning process becomes a benchmark achievement of learning objectives. To know the achievement of the success of learning objectives, it must be done evaluation / assessment. In particular the purpose of evaluation to determine the progress of learning outcomes of learners after following the learning, as well as to determine the level of effectiveness and efficiency of methods, strategies that teachers use in learning. Evaluation of learning has an important and strategic meaning in education, because the learning process becomes meaningful, as well as its evaluation results can be used as a basis to determine the next step, for teachers, principals, institutions, parents, and government. The importance of learning evaluation can be seen from the approach of the learning process, the characteristics of professional educators, and the institutional approach, but it can also be seen from its purpose, function and principles and the validity and reliability of its evaluation tool.

scholarly journals English Language Standards in California, China and Mexico: History, Comparison, and Analysis

Interchange ◽  
2021 ◽  
Author(s):  
Li Na ◽  
Jolene Castillo Gregory ◽  
Kip Téllez
Keyword(s):  
English Language ◽  
Language Instruction ◽  
Theoretical Orientations ◽  
Professional Educators ◽  
Learning Standards ◽  
Teaching Standards ◽  
Grammatical Accuracy ◽  
Improve Instruction ◽  
New Guidelines ◽  
Standards Movement

AbstractLearning standards have become a prominent feature for schools and school systems worldwide. Our paper describes the development of recent English teaching standards in California, China, and Mexico, as well as analyzing them for their theoretical orientations. We begin with an overview and critique of the standards movement. Our analysis of the standards in California, China, and Mexico reveals a substantial shift from a grammatical accuracy focused approach towards a communicative approach to language instruction. While this turn may be welcomed by professional educators, there are practical policy questions to be answered. We end our paper by noting additional challenges to implementing the new standards. Our general assessment is that the authors of the standards firmly believe that the new guidelines will improve instruction.

scholarly journals Effects of an 8-Week Yoga-Based Physical Exercise Intervention on Teachers’ Burnout

2021 ◽  
Vol 13 (4) ◽  
pp. 2104
Author(s):  
Francesca Latino ◽  
Stefania Cataldi ◽  
Francesco Fischetti
Keyword(s):  
Physical Exercise ◽  
Exercise Intervention ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
Emotional Awareness ◽  
Body Awareness ◽  
Control Group ◽  
Professional Burnout ◽  
Yoga Practice ◽  
Professional Educators

The purpose of this quasi-experimental study was to investigate the efficacy of an 8-week yoga-based physical exercise program to improve mental and emotional well-being and consequently reduce burnout among teachers. We considered yoga because it is a discipline that enhances body awareness and encourages the contact with nature and the respect for every form of life, with a view to a more sustainable and greener global system. We recruited 40 professional educators (40–47 years), teachers in a public high school who reported perceiving signs of stress and emotional discomfort. We randomly assigned the 40 professional educators to either an experimental yoga practice (~60 min, twice a week) group (n = 20) or a control group (n = 20) that received a nonspecific training program (~60 min, twice a week). At baseline and after training we administered the Maslach Burnout Inventory: Educators Survey (MBI-ES) and the State Mindfulness Scale (SMS) to assess teachers’ perceived level of awareness and professional burnout. We found a significant Time × Group interaction for the MBI-ES and SMS, reflecting a meaningful experimental group improvement (p < 0.001). No significant pre–post changes were found in the control group. The results suggest that an 8-week yoga practice could aid teachers to achieve a greater body and emotional awareness and prevent professional burnout.

Gender Differences and Similarities in Coping Responses to Anticipated Work-Family Conflict

1994 ◽  
Vol 74 (1) ◽  
pp. 115-123 ◽  
Author(s):  
Kim A. Burley
Keyword(s):  
Gender Differences ◽  
Coping Strategies ◽  
Family Conflict ◽  
Work Family Conflict ◽  
Family Coping ◽  
Coping Responses ◽  
Professional Educators ◽  
Gender And Work ◽  
Work Family ◽  
The Relationship

This study examined the relationships among gender, coping, and anticipated work-family conflict for career-bound men and women. 256 university students enrolled in a university in northern Louisiana participated. Multivariate and univariate analyses were used to examine (a) potential gender differences with respect to anticipated work-family conflict and work-family coping mechanisms and (b) the role coping processes may play in mediating the relationship between gender and anticipated work-family conflict. The results indicated significant differences between the sexes with respect to anticipated work-family conflict as well as to expected use of various coping strategies to manage anticipated work-family conflict. Contrary to expectations, coping strategies did not mediate the relationship between gender and work-family conflict. The issue of coping as a mediator variable as well as the study's primary implications for students and professional educators are addressed.

The responsibilities and contributions of professional educators in surgery departments

2004 ◽  
Vol 188 (2) ◽  
pp. 126-130 ◽  
Author(s):  
Kathryn A Mendoza ◽  
Linnea S Hauge ◽  
Debra DaRosa
Keyword(s):  
Professional Educators

Rural Mental Health Practice: Voices from the Field

1993 ◽  
Vol 74 (8) ◽  
pp. 493-502 ◽  
Author(s):  
William Patrick Sullivan ◽  
M. Diane Hosier ◽  
Alisha G. Otis
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Professional Staff ◽  
Rural Mental Health ◽  
Rural Life ◽  
Health Practice ◽  
Mental Health Practice ◽  
Professional Educators ◽  
Health Administrators ◽  
Rural Service

A commonly reported feature of rural mental health services is the ongoing difficulty agencies experience in the recruitment and retention of professional staff. The problem is compounded by negative portrayals of rural service by practitioners gleaned from the literature. The authors describe an exploratory study of the perceptions of 84 rural mental health professionals about their jobs. The professionals surveyed reported generally high levels of satisfaction with their jobs and rural life. Implications for rural mental health administrators and professional educators are offered.

scholarly journals Using graphic illustrations to uncover how a community of practice can influence the delivery of compassionate healthcare

2018 ◽  
Vol 45 (4) ◽  
pp. 381-387 ◽  
Author(s):  
Trisha Parsons ◽  
Deborah Tregunno ◽  
Mala Joneja ◽  
Nancy Dalgarno ◽  
Leslie Flynn
Keyword(s):  
Community Of Practice ◽  
Personal Growth ◽  
Daily Practice ◽  
Professional Relationships ◽  
Group Discussions ◽  
Cultural Shift ◽  
Professional Educators ◽  
Secondary Sources ◽  
Narrative Design ◽  
Field Notes

Our modern-day frenetic healthcare culture has progressed to a state where healthcare professionals tend to detach themselves from the emotions of their patients/clients, rather than embed compassion into their daily practice. The AMS Phoenix Project: A Call to Caring was implemented with the goal to instil and sustain empathy and compassion in environments where clinicians learn and work. The purpose of this study is to report on how an interprofessional community of practice (CoP) of healthcare educators can contribute to a cultural shift in promoting and delivering compassion in healthcare through health professionals education. Using an imaginative creative autoethnography that adopts a narrative design through graphic illustrations, data were collected from 25 members of the Phoenix@Queen’s CoP during a 1-day retreat. Data collection included a graphic recorder who visually depicted all retreat dialogue, field notes that highlighted emergent themes and artefacts produced during the day. Audio recordings of the discussions were used as secondary sources of data. Using thematic analysis, three themes emerged: the call to caring is a long and winding road with many barriers and rewards; CoP members experienced personal growth in and through the community; and the Phoenix@Queen’s CoP matters in terms of professional relationships, leadership and moving forward a shared agenda about practising compassionate healthcare. This study describes the development of a CoP that moves away from traditional committees and discussions to an experiential creation of connections and shared meaning by its members. By using autoethnography, and by demonstrating how graphic illustration can be an innovative and creative method for recording and interpreting group discussions, we have demonstrated the accelerated development of an authentic CoP. With a richer and more authentic community, the shared goals of healthcare professional educators are more likely to be achieved.

scholarly journals Music in Informal and formal learning situations in ECEC

2016 ◽  
Vol 13 ◽  
Author(s):  
Morten Sæther
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Formal Learning ◽  
Outdoor Activities ◽  
Childhood Education ◽  
Professional Educators ◽  
Theoretical Perspectives ◽  
Education And Care ◽  
Practical Experiences ◽  
Theory Research

The aim of this article is, through theory, research and practical experiences, to discuss how informal teaching and learning situations exemplified by activities including music plays a part in Early Childhood Education and Care (ECEC). The theoretical frame in this article is based on perspectives on informal teaching and learning in music and in general (Green 2002, 2008; Henze, 2009; Folkestad, 2006; Mak, 2007). The tradition in Norwegian ECEC centers has been based on informal learning processes mainly through social interaction, play, dialogs, aesthetical and outdoor activities in everyday life. ECEC teachers challenged to articulate Informal teaching and learning as professional educators. In light of that statement it is introduced, theoretical perspectives and studies of professions (Abbott, 1988; Grimen, 2008; Heggen, 2008; Polanyi, 2002). The author describes and discusses opportunities of music in ECEC centers and how music can contribute learning in informal learning situations. The discussion refers narrative episodes from observations of ECEC practice. Methodology is based on thematic analysis inspired of  Riessman (2008) and Polkinghorne (1995).

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