EDU433 Glossary

EDU433 · Glossary ·  Facilitator

A facilitator is a person who helps a group of people to work together better, understand their common objectives, and plan how to achieve these objectives,

 Curriculum Designer

A curriculum designer is a professional who creates educational content and guidelines for classroom teaching in grade school. These employees collaborate with teachers, schools and organizations to develop and implement instructional programs that prepare students for standardized exams and further education.

 Evaluator

An evaluator is a person whose job is to judge the quality, importance, amount, or value of something

 Counselor

A person trained to give guidance on personal or psychological problems.

 Architype

It is a very typical example of a certain person or thing.

 Poiesis

Poiesis is about making things. It is about ‘how something may come into being which is capable of either being or not being’ (which means that it is about the variable, not about what is eternal and necessary).

 Praxix

Praxis is ‘about what sort of things conduce to the good life in general’. It is about practice of knowledge.

 Phronesis

Phronesis is a reasoned and true state of capacity to act with regard to human goods. Aristotle refers to this kind of judgment as phronesis, which is usually translated as practical wisdom

 Credentials

Professional work involves set of skills, intellectual functioning and knowledge which are termed as credentials.

 Authority

Professions are marked by a large degree of self-governance. The distribution of power, authority and control in schools is one of the most important issues in contemporary education research and policy.

 Disposition

A person's inherent qualities of mind and character. Dispositions are the aspect of teacher preparation that addresses what is viewed as professionalism.

 Code of Conduct

A code of conduct is the most common policy within an organization. This policy lays out the company's principles, standards, and the moral and ethical expectations that employees and third parties are held to as they interact with the organization.

 Reflective Practice

Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning.

 Expansive learning environment

An expansive learning environment is one presenting wide-ranging and diverse opportunities to learn, in a culture that values and supports learning.

 Pseudo teams

In this type of team, members are labelled as a team, but in reality, have little shared responsibility or coordination of their teamwork.

 Accreditation

University programs are accredited by oversight bodies that determine whether the programs provide adequate education. Accreditation assures that graduates from accredited programs start their professional lives with the knowledge they need to perform effectively.

 Certification

After completion of education and skill development, a professional is required to pass one or more exams that assure the person has attained a minimum level of knowledge.

 Code of Ethics

Each profession has a code of ethics to ensure that its practitioners behave responsibly. The code states just not what its practitioners actually do but what they should do. Professionals can be ejected from their professional societies or lose their license to practice for violating the code of ethics.

 Individual professionalism

Individual professionalism is an attitude, pride, responsibility and being a team player.

 Licensing

Licensing is similar to certification except that it is mandatory instead of voluntary and is administered by a government authority.

 Modern Professionalism

The modern professionals were established in the mid-nineteenth century, when laws governing bodies granted a monopoly over practice, with a clear understanding that professions would be “altruistic, moral and would address society’s concerns”.