Sentence examples for educator practice from inspiring English sources

The Metropolitan panel comprised a diabetologist, diabetes educator, practice nurse, dietician, diabetes counsellor, social worker, pharmacist, community nurse, podiatrist, general practitioner, exercise physiologist and occupational therapist.

Defining the precise characteristics of a successful early childhood education teacher is very difficult, however the International Step by Step Association ISSAA) identifies a list of successful educator practices or 'principles' that act as indicators for quality teachers.

These critiques should not be read as arguments against the benefits of higher qualifications for the quality of educators' practice.

In-depth examination of peer educators' practice in this context offers potential insights into the practice of lay workers in other related complex health promotion programs.

One way of turning from a large- to a small-scale approach to workforce sustainability is to focus on educators' practice.

In particular, better mobilising discourses of sustainability, and further exploration of the micro-politics of educators' practice, are two ways we have suggested new possibilities could be generated for approaching seemingly entrenched workforce challenges.

It could also be argued that if calls for improved public recognition of professional status are not matched by improved remuneration, the undervaluation of educators' practice might be perpetuated (Lyons 2011).

We conclude by arguing that greater attention to the everyday politics of educators' practice, along with the forces shaping these milieux, may be a way of generating new possibilities for supporting workforce sustainability.

We also draw upon Deleuze and Guattari's (1987) ideas about flows of micro- and macro-politics to suggest the potential of micro-politics of educators' practice as a means of thinking further about the macro-politics of workforce sustainability.

Our first purpose is to speculate about the likely effectiveness of Australia's early childhood workforce strategies; our second is to think differently about concepts of sustainability and the politics of educators' practice and consider how these might assist in generating other possibilities.

At the same time, as Press and Skattebol (2007) and Osgood (2009) caution, an increased focus on the micro-politics of educators' practice should not preclude further attention to the productive capacity of macro-political flows to effect change (through policy initiatives in particular).