Educational Supervisors Research Articles

So You Are a Clinical Instructor-Now What?

Many nuclear medicine technologists find themselves in the role of clinical instructor, often without much in the way of educational background. This article provides a few recommendations on how to get started in this role. After distinguishing between the roles of affiliate education supervisor and clinical instructor, the article discusses 2 basic tools: the clinical course learning outcomes and the student handbook. Expectations for students are reviewed. An important aspect of clinical instruction is the attitude of the instructor. Clinical instructors can motivate students or demotivate them, with this choice having a significant impact on the student's development. Overall, the desire and determination to be pleasant and helpful to students make the greatest difference in their development into nuclear medicine technologists.

Digital Teaching Supervision Model of Educational Supervisors under the Office of Primary Educational Service Area in Northeastern Region

This research aimed to: 1) Investigate the effectiveness of digital teaching guidance provided by educational supervisors affiliated with the Northeastern Primary Education Area Office. 2) Develop a model for digital teaching guidance by educational supervisors under the Northeastern Primary Education Service Area Office. 3) Evaluate the feasibility and benefits of the proposed model. The research consisted of three phases: Phase 1: Investigating the effectiveness of digital teaching guidance by educational supervisors, based on relevant documents, research, and interviews with a purposively sampled group of 30 individuals demonstrating outstanding practices (Best Practice). Phase 2: Developing a model for digital teaching guidance by educational supervisors and evaluating the model’s suitability through a seminar involving 7 experts, using the Connoisseurship approach. Phase 3: Evaluating the feasibility and benefits of the digital teaching guidance model by educational supervisors. The sample group comprised 50 educational supervisors affiliated with the Northeastern Primary Education Service Area Office, selected through multi-stage random sampling. Statistical analysis used in the study included mean, percentage, and standard deviation. The research findings revealed that: 1. Effective digital teaching guidance by educational supervisors consists of four key processes: 1) Analysis of context, 2) Development of teaching guidance plans, 3) Observation of teaching practices, and 4) Reflection on outcomes. Each process involved problem analysis, needs identification, collaborative planning, and the systematic use of digital tools and online social media aligned with the teaching guidance process. The effectiveness of teaching guidance was evaluated through the assessment of teachers’ knowledge, understanding, and learning management abilities, collaboratively determined and facilitated through an online Professional Learning Community (PLC). 2. The developed model comprises five components: 1) Principles and concepts, 2) Objectives, 3) Core content of the model, including the four-step digital teaching guidance process, 4) Implementation guidelines, and 5) Success conditions. The model’s suitability was assessed at the highest level. 3. In the feasibility and benefits assessment, the overall evaluation indicated the highest level of feasibility and benefits.

Sustainable, affordable, and transferable approaches to experienced doctoral supervisor development

ABSTRACT Doctoral supervision is complex and takes place against a background of contextual, political, economic, and cultural affordances/constraints; with multiple purposes; and in a global higher education system. The result can be significant tensions for supervisors and, often, poor student satisfaction and progression. Globally, systematic development of doctoral supervision capacity is unusual and/or prohibitively expensive at scale. In response, this paper reports an educational design research initiative to develop a series of collaborative online workshops for experienced doctoral supervisors, supporting deliberate ‘reflective, personal, scholarly and systematic reflection’ across ten areas of doctoral supervision. Participants are then well-equipped to craft a successful application for the prestigious United Kingdom Council for Graduate Education supervisor recognition. Our evidence suggests short-term benefit is in two phases: directly via collaborative workshop engagement with the supervision literature in relation to participants’ shared experiences of supervision, and then via application of that to practice, captured in semi-structured scholarly reflective accounts on development of practice in submission for accreditation. Embedded medium-term benefits are now emerging. Multiple iterations suggest the approach is sustainable, transferable, affordable, and richly beneficial to participants, doctoral students, and wider doctoral communities. The contribution is to development of academics’ teaching and research, and it is both theoretical and practical.

Struktur, Kategori, dan Fungsi Sosial Petatah Petitih Minangkabau di Nagari Sianok IV Suku Kabupaten Agam

This research is conducted to document the structure, categories, and social functions of Minangkabau proverbs at Nagari Sianok VI Suku Agam Regency. The aim of this research is to describe structure, categories, and social functions of Minangkabau proverbs at Nagari Sianok VI Suku Agam Regency. This research is a qualitative using a descriptive methods. The data were conducted by doing interview using recording sheers, voice recording device, and interview guideline. The results of this research is revealing 42 Minangkabau proverbs at Nagari Sianok VI Suku Agam Regency which have: physical structures (diction, imagery, figure of speech, typography, and concrete words); internal structures (themes, feelings, tones, and messages); categories (animals, plants, part of body, human, and nature); and social functions (educational tools, enforces and supervisors of norms, instruments for traditions and cultural institutions, and projection systems). This research concludes that Minangkabau proverbs have an influence on customs and normative values at Nagari Sianok VI Suku Agam Regency.

Perceptions and experiences of trainers and trainees of UK workplace-based assessment for general practice licensing: a mixed methods survey

ABSTRACT Background Workplace-Based Assessment (WPBA) forms a major component of the UK General Practitioner (GP) licensing, together with knowledge and clinical skills examination. WPBA includes Case-based Discussion, Consultation Observation Tool, Mini-Consultation Exercise, Multisource Feedback, Patient Satisfaction Questionnaire, Clinical Examination and Procedural Skills, Clinical Supervisor’s Report, and Educational Supervisor Review. We aimed to investigate GP trainees’ and trainers’ perceptions and experiences of WPBA regarding validity and fairness. Methods We used a national online survey, with Likert-scaled and free-text responses, to a convenience sample of GP trainees and trainers, on perceptions and experiences of WPBA. Analysis included descriptive statistics, scale development, and regression models to investigate factors associated with attitudes towards WPBA, with thematic analysis of free text responses supported by NVivo 12. Results There were 2,088 responses from 1,176 trainees and 912 trainers. Both groups were generally positive towards WPBA, with trainers more positive or similar to trainees towards individual assessments. In a multivariable regression model, accounting for sex, ethnicity and country of primary medical qualification, trainees were significantly less positive (p < 0.001) while international medical graduates (IMGs) trained outside the European Economic Area (EEA) were significantly more (p < 0.001) positive towards WPBA. Qualitative analysis revealed varying concerns about validity and relevance, assessment burden, potential for bias, fairness to protected characteristics groups, gaps in assessment, and perceptions of individual assessments. Discussion Trainers’ greater positivity towards elements of WPBA accords with their role as assessors. Despite concerns about bias, IMGs from outside the EEA were significantly more positive towards WPBA.

PRINCIPAL'S CLINICAL SUPERVISION: TEACHERS' PERSPECTIVES ON INSTRUCTIONAL FEEDBACK

The purpose of this study was to investigate the instructional feedback given by Principals during classroom observations. A qualitative approach was used, with semi-structured interviews conducted to gather data. Content analysis was employed to analyze the data. The participants were 20 elementary school teachers from Surabaya city in the 2023-2024 academic year, selected through purposive sampling. The findings revealed that Principals showed insufficient competence in supervision, conducting classroom observations only once a year as a formal procedure. Compared to educational supervisors, Principals were found to need greater proficiency in managing instructional issues faced by teachers due to their familiarity with teachers and knowledge of school activities. The study highlighted that teachers did not find the feedback provided by Principals beneficial, as it was seen as general advice. Therefore, it is essential for administrators to learn effective supervision methods to support instructional improvements in schools. Principals should understand how their role in the supervision system impacts the feedback they provide to teachers.

Examining Professional Development for Special Education Teachers, General Education Teachers, and Paraeducators Who Support Autistic Elementary Students

ABSTRACT Background Autistic youth primarily receive services in public schools from educators who persistently report variable training and use of evidenced-based practices (EBPs). Educational achievement of individualized goals may be hindered by inconsistent implementation of EBPs. Objective To better understand EBP training practices, this study employs both quantitative and qualitative methods to examine EBP training experiences accessed by educators of different roles. Method Eighty-one participants (special education teachers, general education teachers, and paraeducators) serving autistic children in public schools completed an exhaustive survey on professional development, as well as a complementary semi-structured interview. Results Special education and general education teachers had similar patterns in terms of the types of training and providers they accessed. Compared to paraeducators, general and special educators were more likely to report accessing Teacher Preparation or Educator Certification Programs and School or District In-Service. The type of provider conducting the training also differed by role, with general educators being more likely to receive training from Higher Education Faculty, District Coaches, and Supervisors, and paraeducators more likely to receive training from Teachers. Special education teachers, general education teachers, and paraeducators also reported qualitative differences in their training experiences and needs. Conclusions This study provides valuable EBP training suggestions synthesized from the perspectives of educators working together to support autistic students. One recommendation is the facilitation of opportunities for educators to train and work together across roles, as well as the personalization of these trainings for educators of different roles, fostering a more comprehensive understanding of the needs of autistic students and promoting consistent EBP utilization.

Does a service provide safe, effective rehabilitation? An evaluation method for providers and purchasers

Background Independent organisations monitor the safety and governance of clinical services but do not assess specialist expertise. Peer review can assess service capability but is resource-intense and infeasible. The problem How can you ensure a service provides safe, effective rehabilitation? You ask them to provide data as evidence that they can be trusted to do so. This article suggests a structured approach to providing data on entrustability. An analogy How is the specialist skill of a doctor in training established? They provide evidence about high-level outcomes (capabilities in practice) related to their speciality. An educational supervisor assesses whether they can be trusted to perform safely and effectively without supervision. The capabilities in practice define their expertise. The solution A service can use seven high-level rehabilitation service capabilities, based on the clinical capabilities associated with medical training, with observable indicative descriptors, to collect evidence of their rehabilitation approach. A service must also select four to eight high-level competencies indicating they can rehabilitate their patient caseload safely and effectively. These competencies also need indicative descriptors as evidence of their performance in the service; 11 examples are given. Capabilities. The seven rehabilitation capabilities are: using the biopsychosocial model, having a multi-professional team, making a person-centred rehabilitation plan, working collaboratively across all boundaries, tailoring treatments to the patient's needs, ensuring staff have specific competencies required for their caseload, and acknowledging and managing uncertainty and complexity. Conclusion. Service providers could use this structured approach to develop and provide users with evidence of their rehabilitation expertise.

Integrating Digital Skills Competencies into Professional Diploma in Education Curriculum in Vocational and Technical Education in North-East Nigeria

The main aim of the study was to integrate digital skills competencies into Professional Diploma in Education curriculum in Vocational and Technical Education in North-East Nigeria. The study was guided by three research questions and three hypotheses. The study adopted a survey research design was carried out in northeast Nigeria. The population of the study was 1485 comprising 993 Vocational and Technical Education lecturers from 9 Colleges of Education (COEs) where PDE are undertaken in the northeast, 210 ICT experts from the 9 COEs, and 182 Education Supervisors from the Ministry of Education in the six States of the Northeast. The study adopted Simple random sampling and a sample size of 317 respondents was determined using Krejcie and Morgan (1970) sample size table. A structured questionnaire was utilized to gather data for the study. The questionnaire was validated by three experts and a reliability index of 0.86 was obtained using Cronbach Alpha after a trial test. The data for the study was analyzed using mean and standard deviation to answer the research questions while ANOVA was used to test the hypotheses at 0.05 l3v3l of significance. The study revealed that 26 digital skills competences, 26 general performance objective as well as 26 specific objectives each grouped into 8 clusters were found relevant for inclusion into the vocational and technical Professional Diploma in Education (PDE) curriculum in northeast, Nigeria. It was recommended that The National Commission for Colleges of Education (NCCE), and the National Teachers Institute (NTI) should adopt the identified digital competencies into the PDE curriculum of the Vocational and Technical Education curriculum; and the NCCE and NTI should update the curriculum guidelines and standards to explicitly include digital skills competencies as essential components of the PDE curriculum in vocational and technical education.

Use of Volunteer Teachers in Public Schools in The Djiri School District: Problems and Perspectives

This study aimed to understand why volunteer teachers from the Djiri inspectorate stopped classes at the end of each month. The objectives were to describe the experiences and financial impact on volunteer teachers, analyze the behavior of parents in fulfilling their contractual obligations with these teachers, and report on the contribution of volunteer teachers to children's education. The research involved 13 volunteer teachers, 28 educational supervisors, and 23 parents. Data were collected through interviews. All respondents indicated that the discontinuation of classes was due to non-payment of subsistence allowances by parents. To address this issue, it is recommended that parents honor their financial commitments to ensure continuous and quality education for their children.

Implementing a community rotation to the internship training in Kenya: barriers and enablers

ABSTRACT Community placements among trainee doctors have proven beneficial in understanding community problems, the role of primary care in health, and increasing the likelihood of pursuing a primary care career, albeit with some challenges. In 2020, Kenya started community rotations as part of the mandatory internship programme. This study aimed to describe the experiences among medical interns and their educational supervisors during the rotation from which insights on how to improve the community rotation may be drawn. A qualitative analysis of 13 in-depth interviews carried out among medical interns and their supervisors was undertaken in the first year of the implementation of the community rotation. Factors that enabled a successful rotation were an increased awareness amongst interns about patient health in the context of the community, presence of existing primary care structures, and the use of technology for patient follow-up during the COVID-19 pandemic. Conversely, challenges experienced by participants included insufficient communication prior to implementing the community health rotation, limited community health exposure among medical graduates before the internship, and fear of contracting or spreading COVID-19. The study identified opportunities to improve the community rotation through stakeholder engagement, timely government communication, and strengthening undergraduate medical training in community health competencies.

Challenges of teaching skills (student teachers) in the kindergarten practical education process from their perspective

Practical education is a significant part of the educational and psychological tools represented by vision and practice. This has a positive impact on teacher preparation The second semester is devoted to practice in kindergartens, lasting six weeks. This is a real training opportunity for student teachers to demonstrate their skills and learn many teaching and kindergarten skills that will become a teaching experience in the future. The aim of this study is to identify the obstacles of student teacher teaching skills in the process of practical education in kindergartens in central Sulaimani, all of which were female. Utilizing a descriptive research method, the researcher employed a measurement tool consisting of 33 items categorized into six areas to identify obstacles to teaching skills among basic education students. The research sample comprised 82 student teachers. Statistical treatment of data was conducted using the SPSS program, facilitating the analysis of collected information and percentage weight. Finally, the researcher came to several conclusions: Level of obstacles to teaching skills Practical education among teacher students is generally high. The field of teaching materials, educational supervisors and kindergarten staff is generally at a weak level among student teachers, but the fields of planning, personality and teaching methods of teachers are at a high level.

Pedagogical Practices and Teaching Performance in Physical Activity Towards Health and Fitness 1 (PATHFit1) Leading to a Strategic Teaching Plan

Physical Activity Towards and Health and Fitness 1 (PATHFit1): Movement Competency Training aims to restore the basic movement pattern, which is made up of both locomotor and non-locomotor skills. The focus will be on exercise progression and regression to improve fitness and adapt movement skills to pursuit of independent physical activity. The purpose of the paper is to correlate the pedagogical practices and teaching performance in PATHFit1 in the Local Universities and Colleges in the National Capital Region (NCR). This study used a descriptive comparative-correlational research design utilizing stratified random sampling. Slovin’s formula was used to derive the teacher samples. Out of 116, 90 PATHFit1 teachers were employed as respondents including all 33 Physical Education Supervisors from Local Universities and Colleges in NCR. The study concluded that most of the teacher-respondents have advanced degrees and have participated in numerous professional trainings and seminars. Nearly half have over 11 years of teaching experience. Classroom management and student engagement are the strengths for pedagogical practices. However, teaching modalities, particularly for student motivation and engagement, need to be improved. Instructional delivery engages students well, but there is a need for more support in planning and design. Enhancing multimedia tool usage and inclusive engagement strategies can further improve instruction quality and create a more dynamic learning environment for all students. Higher educational attainment and tailored professional development is crucial for continuous growth, and ongoing support is essential regardless of teachers' tenure. Teachers and supervisors share a common perspective in their evaluations of pedagogical practices and teaching performance, due to shared criteria, common teaching objectives, a collaborative environment, joint professional development, and objective assessment measures. Teachers excelling in pedagogical practices also perform better in their teaching roles. This correlation emphasizes the importance of continuous improvement and professional development to enhance overall teaching quality.

Employing e-learning applications in learning difficulties programs from teachers and educational supervisors’ perspective

Employing e-learning applications in learning difficulties programs from teachers and educational supervisors’ perspective

The development of Critical Thinking Skills during Practical Training: The Perspectives of Pedagogical Supervisors and Sports and Physical Education Trainees

In the Republic of Congo, initial teacher training has both a theoretical and a practical dimension. Theoretical training takes the form of theoretical courses within the training institution itself. Practical training, on the other hand, takes place in professional settings (secondary schools). This comparative study consisted of identifying the conceptions relating to the development of critical thinking by educational supervisors and by student-trainees. Inscribed in a qualitative methodological approach, this research was based on Eric Lavertu's (2013) conceptual approach to the development of critical thinking in internships. Eight (08) educational supervisors and nineteen (19) student-trainees voluntarily participated in the study via three focus groups. The results obtained, following a content analysis of the corpus collected, reveal several didactic-pedagogical devices for the development of student-trainees' critical thinking, both according to the perception of pedagogical supervisors, and also, according to that of student-trainees. As didactic-pedagogical devices, educational supervisors identify three: the communication strategies highlighted by the supervisor, the climate of exchange established by the supervisor and the attitude of the supervisor. The student-trainees, for their part, emphasize the educational supervision environment, the attitude of the supervisor and the attitude of the student-trainee. Thus, to promote the development of critical thinking among student trainees, the measures mentioned specify that the supervisor must implement a pedagogical approach to supervision anchored in a social-constructivist paradigm to support the development of the student, using a reflective approach in support. In addition, these mentioned systems emphasize the importance of placing the student at the center of their learning by making them a real actor in their development.

Developing the Performance of Educational Offices in the Jazan region in Light of the Requirements of the Saudi Arabia Vision 2030

The current study aimed to determine the degree of availability of the requirements of the Kingdom’s vision (2030) represented in (strategic planning - administrative transparency), and to reveal the statistically significant differences between the average responses of the study sample members due to the study’s classification variables (type - job - years of experience), The study used the descriptive method, and the study population consisted of all educational supervisors and school leaders in the Jizan region for the academic year 2021 AD. The study sample amounted to (377) educational supervisors and school leaders. The study results showed that the dimension of “strategic planning” is the most important of these dimensions, as it obtained an arithmetic average (4.72), while the dimension of “administrative transparency” was the least important of these dimensions (4.5). A proposal to develop the performance of education offices in the Jizan region in light of the requirements of the vision of the Kingdom of Saudi Arabia 2030.

A Qualitative Research on the Necessity and Activation Methods of AI Convergence Education: Focusing on the Perceptions of Educational Supervisors in charge of AI Education

A Qualitative Research on the Necessity and Activation Methods of AI Convergence Education: Focusing on the Perceptions of Educational Supervisors in charge of AI Education

Unveiling CPR training challenges in nursing education: Pedagogical strategies for success

AimThis study explored the challenges nursing students face while learning CPR and identified experiential learning strategies to address these challenges. BackgroundNursing students often experience challenges and anxiety during clinical learning, including CPR training. Given the experimental nature of CPR training, experiential learning models like mARC can significantly enhance the learning experience by addressing these prevalent challenges. DesignThis study adopts an interpretivist approach within a qualitative methodology and uses a phenomenological design. MethodSemi-structured interviews and the Delphi method were used to gather firsthand experiences from 37 educational supervisors, nursing professors and nursing students undergoing CPR clinical training at five public medical universities. ResultsFour main challenges and eighteen sub-challenges of CPR training were identified, elaborated and modeled. Additionally, thirteen experiential learning strategies, based on the mARC experiential learning model (more Authentic, Reflective, Collaborative), were mapped to address these challenges. ConclusionsAmong the four main challenges of CPR training identified by this study, the lack of pedagogy appears to be the underlying cause of the other three. This underscores the significance of integrating effective pedagogical approaches into nurse education strategies and initiatives.

IMPLEMENTATION OF MERDEKA MANDIRI CURRICULUM CHANGES IN ISLAMIC RELIGIOUS EDUCATION LEARNING AT UPT SMP NEGERI 2 GRESIK

The Merdeka Mandiri curriculum is the curriculum chosen by UPT SMP Negeri 2 Gresik to implement the independent curriculum initiated by the Minister of Education and Culture, Nadiem Makarim. This research aims to determine the design of the Merdeka Mandiri curriculum that has changed Islamic Religious Education learning and the implementation of the Merdeka Mandiri curriculum that has changed the learning of Islamic Religious Education, as well as evaluate the Merdeka Mandiri curriculum that has changed in the learning of Islamic Religious Education. To achieve the objectives of this research, qualitative research was the choice to reveal the implementation of the independent learning curriculum, especially in Islamic Religious Education learning with the method used to collect data: interviews, observations, and documentation. Meanwhile, the data analysis techniques used are data condensation, data presentation, and concluding. The results of the research are the design of the Merdeka Mandiri Curriculum Changes in Islamic Religious Education learning in accordance with the central learning outcomes and developed by teachers in charge of Islamic Religious Education through teaching modules, the implementation of the Merdeka Mandiri Changed Curriculum in Islamic Religious Education learning is carried out in accordance with the teacher's understanding and when there are problems in the process solutions were sought for learning together through MGMPS Islamic Religious Education and teacher meetings. Evaluation of the Merdeka Mandiri Changed Curriculum for Islamic Religious Education learning was carried out internally from UPT SMP Negeri 2 Gresik and externally from the Education supervisor at the end of the semester.

The Required Personal Traits and Professional Competencies for Primary School Teachers

Objectives: The study aimed to identify the importance of personal traits and professional competencies necessary for primary school teachers from the point of view of supervisors and experts in the Kingdom of Saudi Arabia. Methods: I followed the descriptive survey approach by giving a questionnaire to a sample of (91) experts in the fields of curricula, teaching methods and childhood education, and the number of educational supervisors reached (298) educational supervisors. Results &amp; Conclusions: The study came out of: The most prominent personal characteristics necessary for primary school teachers from the point of view of educational supervisors in the following order: (extroversion, neuroticism, alertness, openness to experience, acceptance). The most prominent personality traits necessary for primary school teachers from the point of view of experts (faculty members) were in the following order: (extroversion, vigilance of conscience, neuroticism, openness to experience, and acceptability). The most important dimensions of the professional competencies necessary for primary school teachers from the point of view of educational supervisors are in the following order: (classroom environment, evaluation, ethics and values of the learning profession, communication and social interaction, knowledge, planning, implementation, professional development). The most important dimensions of the professional competencies necessary for primary school teachers from the point of view of experts were as follows: (knowledge, planning, communication and social interaction, evaluation, implementation, classroom environment, ethics, and values of learning the profession, professional development.