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PHYSICAL EDUCATORS‘ PERSPECTIVES ON INSTRUCTIONAL METHODOLOGY  [PDF]
Kyriaki EMMANOUILIDOU,Panagiotis ANTONIOU,Vassiliki DERRI
The Turkish Online Journal of Distance Education , 2010,
Abstract: Teachers’ continuing professional development, that is an essential part of their professional career, is the subject of constant demand of them and of each educational reform interest. The rapid growth of technology and the choices of teaching and learning that it provides give possibilities for synchronous and asynchronous methods of distance continuing training which get over the problems traditional face to face methods create. A synchronous e-learning software provide virtual environment of teaching in which the possibility for enhance interactive and collaborative learning is given. The purpose of the present study was to investigate the perspectives of physical educators for the synchronous online teaching method process. The participants were 15 in-service teachers of elementary physical education who took part in a training program which was conducted with the synchronous Centra software. The results show the participants’ satisfaction from the particular instructive method and their conviction that it allows the active presence and the collaborative learning, without influences by the lack of physical presence in the same space of instructor and learners.
Democracy in schools: are educators ready for teacher leadership?
E de Villiers, SG Pretorius
South African Journal of Education , 2011,
Abstract: The aim of this research was to determine educators’ perceptions of and readiness for teacher leadership. A total of 283 educators in the Eden and Central Karoo Education District in the Western Cape participated in the study. The participants included district officials, principals, and members of school management teams, as well as veteran, middle, and novice educators. A series of instruments was used to determine educators’ perspectives, perceptions and readiness for teacher leadership, including the Teacher Leadership Readiness Instrument (TLRI). The results indicated that educators held positive assumptions about teacher leadership. Educators’ preliminary leadership perceptions, assumptions about and readiness for teacher leadership proved that the majority of educators are ready for a more distributed, deep democratic leadership practice in schools. Educators acknowledged the need for continuous professional development in the area of teacher leadership. It was also found that as preliminary leadership perceptions of educators improve or strengthen, readiness for teacher leadership is also likely to improve or strengthen. These findings have significant implications for leadership practices, collaboration, capacity-building and improvement in schools, educators’ self-esteem, motivation and productivity, as well as student outcomes.
Democracy in schools: are educators ready for teacher leadership?
Elsabé de Villiers,SG (Fanie) Pretorius
South African Journal of Education , 2011,
Abstract: The aim of this research was to determine educators' perceptions of and readiness for teacher leadership. A total of 283 educators in the Eden and Central Karoo Education District in the Western Cape participated in the study. The participants included district officials, principals, and members of school management teams, as well as veteran, middle, and novice educators. A series of instruments was used to determine educators' perspectives, perceptions and readiness for teacher leadership, including the Teacher Leadership Readiness Instrument (TLRI). The results indicated that educators held positive assumptions about teacher leadership. Educators' preliminary leadership perceptions, assumptions about and readiness for teacher leadership proved that the majority of educators are ready for a more distributed, deep democratic leadership practice in schools. Educators acknowledged the need for continuous professional development in the area of teacher leadership. It was also found that as preliminary leadership perceptions of educators improve or strengthen, readiness for teacher leadership is also likely to improve or strengthen. These findings have significant implications for leadership practices, collaboration, capacity-building and improvement in schools, educators' self-esteem, motivation and productivity, as well as student outcomes.
Short message service (SMS) language and written language skills: educators’ perspectives
S Geertsema, C Hyman, C van Deventer
South African Journal of Education , 2011,
Abstract: SMS language is English language slang, used as a means of mobile phone text messaging. This practice may impact on the written language skills of learners at school. The main aim of this study was to determine the perspectives of Grade 8 and 9 English (as Home Language) educators in Gauteng regarding the possible influence of SMS language on certain aspects of learners’ written language skills. If an influence was perceived by the educators, their perceptions regarding the degree and nature of the influence were also explored. A quantitative research design, utilising a questionnaire, was employed. The sample of participants comprised 22 educators employed at independent secondary schools within Gauteng, South Africa. The results indicated that the majority of educators viewed SMS language as having a negative influence on the written language skills of Grade 8 and 9 learners. The influence was perceived as occurring in the learners’ spelling, punctuation, and sentence length. A further finding was that the majority of educators address the negative influences of SMS language when encountered in written tasks.
Short message service (SMS) language and written language skills: educators' perspectives  [cached]
Salomé Geertsema,Charene Hyman,Chantelle van Deventer
South African Journal of Education , 2011,
Abstract: SMS language is English language slang, used as a means of mobile phone text messaging. This practice may impact on the written language skills of learners at school. The main aim of this study was to determine the perspectives of Grade 8 and 9 English (as Home Language) educators in Gauteng regarding the possible influence of SMS language on certain aspects of learners' written language skills. If an influence was perceived by the educators, their perceptions regarding the degree and nature of the influence were also explored. A quantitative research design, utilising a questionnaire, was employed. The sample of participants comprised 22 educators employed at independent secondaryschools within Gauteng, South Africa. The results indicated that the majority of educators viewed SMS language as having a negative influence on the written language skills of Grade 8 and 9 learners. The influence was perceived as occurring in the learners' spelling, punctuation, and sentence length. A further finding was that the majority of educators address the negative influences of SMS language when encountered in written tasks.
Teacher Educators’ Perspectives on the Sociocultural Dimensions of Self-Directed Learning  [PDF]
Nurfaradilla Mohamad Nasri, Azlin Norhaini Mansor
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.718257
Abstract: The concept of self-directed learning (SDL) has been extensively studied; however, the majority of studies have explored learners’ perspectives on SDL, with less attention paid to investigating SDL from educators’ perspectives. Moreover, although there is a growing body of literature investigating the cultural dimension of SDL, most of these studies are limited to examining the formation of SDL among individuals influenced by Western or Confucian cultures, ignoring the existence of other cultural groups. This study, which investigates Malaysian teacher educators’ conceptualisations of SDL, begins to address these gaps. Twenty Malaysian teacher educators were interviewed to obtain their views on SDL. A constructivist grounded theory approach was used to inform the methodological framework of this study, whilst a hybrid inductive and deductive analysis approach was used to analyse the interview data. The findings of this study suggest that a more comprehensive conceptualisation of SDL is required that recognises the fundamental role of both the self and of educators in SDL, and acknowledges the impact of the sociocultural context on SDL. Informed by the existing SDL literature, and derived from fine-grained analysis of the interview data, the proposed definition of SDL foreground SDL as socially constructed learning where the learner takes control of his or her own learning processes within complex sociocultural contexts. This study concludes by recommending that future research investigates the impact of various cultures on learning, in order to develop a broader and more nuanced understanding of SDL.
Perspectives on Policy/Practice (Dis)Connection—Special Educators Turned Teacher Educators’ Points of View  [PDF]
Kathryn S. Young, Svjetlana Curcic
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.47065
Abstract:

Educational policy and practice have long been disconnected. This paper explores the experiences of two former teachers turned teacher educators as they examine unintended consequences of policy reform. This paper positions No Child Left Behind’s and Individuals with Disabilities Education Act’s “Highly Qualified Teachers,” “Annual Yearly Progress,” and the issues of “evidence-based practices” alongside the authors’ personal school-based examples to demonstrate (dis)connections between policy, schools, and classrooms. The analysis provides a critique of these policies to demonstrate where teacher educators can take an active role in helping future teachers understand implications of these policies.

Medical physiology education in South Africa: what are the educators’ perspectives?
M Tufts, S Higgins-Opitz
African Journal of Health Professions Education , 2012,
Abstract: Context. Most South African medical schools have, in the past decade, introduced changes in their curricula. In our experience we have found that such changes can affect students’ knowledge and understanding of physiology. Aim. The current study was undertaken to determine the perceptions of educators regarding the impact of curricular change on the knowledge and understanding of physiology by medical students in South Africa. Methods. A survey of physiologists teaching medical students in South African medical schools was undertaken by means of a questionnaire. Results. There were 20 participants in the current study. Demographic data revealed that they came from 6 out the 8 South African medical schools; 80% had PhDs; 70% had been teaching physiology for more than 10 years and that a similar percentage (80%) were experienced in teaching three or more physiological systems. In addition, 20% of the current participants had additional educational qualifications. In the opinion of the physiologist educators surveyed, 60% felt that although current medical students found it more difficult to understand basic physiology concepts and that, compared with students 5 - 10 years ago, their knowledge of physiology was more limited, the students nevertheless were better able to integrate their physiology knowledge with clinical subject knowledge. The respondents were divided as to whether or not current medical students found it more difficult to understand pathophysiology than those students 5 - 10 years ago. In addition, nearly 60% of the staff surveyed were concerned that physiology, as a cognate discipline in South Africa, was under threat due to medical curricular change. Discussion and conclusion. The results of the survey provide a snapshot of the current state of medical students’ knowledge and understanding of physiology in South Africa from the educators’ perspective. It would be interesting to know whether the concerns raised by the participants reflect an international trend. Physiologists and curriculum planners/organisers need to take cognizance of the issues highlighted in the current study. AJHPE 2012;4(1):15-21. DOI:10.7196/AJHPE.148
Moral Virtues
Georg Spielthenner
Ethic@ : an International Journal for Moral Philosophy , 2004,
Abstract: Although much has been published on virtues in recent years, there is still considerable uncertainty in philosophy (and even more among philosophical laymen) about the concept of a virtue and especially about moral virtues. In this article, I will try to clarify these notions. In particular, I want to answer the question: When are virtues moral virtues? Clearly, not every practical virtue is a moral virtue. Why was the courage of the Nazi soldiers in the second world war not a moral virtue, but yet is presumably one if included among the cardinal virtues? To clarify this question, this article will deal with the concept of a virtue but I will also investigate the notion of virtues being of a moral nature. To this end, I propose and explain (I) a definition of moral virtues and clarify this definition further in section (II), by explaining why I did not include qualities, which others have considered as essential.
Interventions, Collaborative Relationships and Burnout: Special Educators, Speech and Occupational Therapists Perspectives of Speech Disorders  [PDF]
Garyfalia Charitaki, Vasiliki Koutsikou, Spiridon Soulis Spyridon, Alexander-Stamatios Antoniou
Psychology (PSYCH) , 2018, DOI: 10.4236/psych.2018.94042
Abstract: This research aims to investigate special educators’ and therapists’ perceptions for Speech Disorders. Coping with speech disorders, cooperative relationships and burnout is posed at the focal point of the research. The sample consisted of five speech therapists, five special educators, five occupational therapists and an interdisciplinary group. Qualitative analysis showed no significant diversification which poses at common treatment for Speech Disorders among specialists and highlights the significance of collaboration. Also, high levels of Professional Well-Being were recorded. The main drawback was related to failure of implementing frequent meetings due to lack of time. Finally, results are discussed in terms of organization and improvement of Special Education structures.
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