Exploring Teaching Strategies and Their Influence on the Effectiveness of Beauty Care Educators: A Framework for Training Improvement
Keywords:
Beauty care education, teaching practices, performance outcomes, professional development, pedagogical trainingAbstract
This integrative literature review explores the intricate dynamics between teaching practices and the performance of beauty care educators, shedding light on essential factors that shape the quality of beauty care education. The study synthesizes findings from existing research to reveal a diverse range of teaching practices in beauty care education, emphasizing the importance of integrating theoretical knowledge with practical application for comprehensive skill development. Identified challenges faced by beauty care educators, such as limited access to professional development, insufficient integration of industry trends into curricula, and a lack of standardized pedagogical training, underscore the complexities within the educational landscape. Moreover, the study establishes a clear positive correlation between effective teaching practices and enhanced student performance. Educators who adeptly combine theoretical knowledge, practical skill development, and industry-relevant content significantly impact student outcomes, emphasizing the necessity of pedagogical approaches aligned with the dynamic beauty sector. The study concludes by highlighting the critical need for targeted training programs for beauty care educators, addressing the identified gaps in training and ensuring educators are equipped with the necessary skills and industry knowledge. These insights contribute to the ongoing discourse on beauty care education, providing a foundation for future research, policy development, and practical interventions to elevate the quality of education in the rapidly evolving beauty and wellness industry.
References
Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university: what the student does. UK: Open University Press
Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational evaluation and policy analysis, 39(1), 146-170.
Brown, C. (2017). Further exploring the rationality of evidence informed practice: A semiotic analysis of the perspectives of a school federation. International Journal of Educational Research, 82, 28-39.
Brown, E. L., Phillippo, K. L., Weston, K., & Rodger, S. (2019). United States and Canada pre-service teacher certification standards for student mental health: A comparative case study. Teaching and Teacher Education, 80, 71-82.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied developmental science, 24(2), 97-140.
Diano Jr, F., Kilag, O. K., Malbas, M., Catacutan, A., Tiongzon, B., & Abendan, C. F. (2023). Towards Global Competence: Innovations in the Philippine Curriculum for Addressing International Challenges. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 295-307.
Johnson, W. H., Baker, D. S., Dong, L., Taras, V., & Wankel, C. (2022). Do team charters help team-based projects? The effects of team charters on performance and satisfaction in global virtual teams. Academy of Management Learning & Education, 21(2), 236-260.
Johnson, J., Panagioti, M., Bass, J., Ramsey, L., & Harrison, R. (2017). Resilience to emotional distress in response to failure, error or mistakes: A systematic review. Clinical psychology review, 52, 19-42.
Jones, K. D., Ransom, H., & Chambers, C. R. (2020). Teaching Ethics in Educational Leadership Using the Values–Issues–Action (VIA) Model. Journal of Research on Leadership Education, 15(2), 150-163.
Kilag, O. K., Marquita, J., & Laurente, J. (2023). Teacher-Led Curriculum Development: Fostering Innovation in Education. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 223-237.
Kilag, O. K., Miñoza, J., Comighud, E., Amontos, C., Damos, M., & Abendan, C. F. (2023). Empowering Teachers: Integrating Technology into Livelihood Education for a Digital Future. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(1), 30-41.
Kilag, O. K., Obaner, E., Vidal, E., Castañares, J., Dumdum, J. N., & Hermosa, T. J. (2023). Optimizing Education: Building Blended Learning Curricula with LMS. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 238-250.
Lateef, F. (2010). Simulation-based learning: Just like the real thing. Journal of Emergencies, Trauma and Shock, 3(4), 348.
Malbas, M., Kilag, O. K., Diano Jr, F., Tiongzon, B., Catacutan, A., & Abendan, C. F. (2023). In Retrospect and Prospect: An Analysis of the Philippine Educational System and the Impact of K-12 Implementation. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 283-294.
Martinez, N., Kilag, O. K., & Macario, R. (2023). The Impact of Organizational Culture on Leadership Strategies in Crisis Management. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(5), 454-466.
Monternel, B., Kilag, O. K., & Restauro, G. (2023). Crisis Response and Employee Engagement: The Dynamics of Organizational Resilience with Fink's Model. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(5), 279-291.
Manire, E., Kilag, O. K., Habig, M., Satin, R., Genovania, M. R., & Tan, S. J. (2023). A Technological Approach to Early Childhood Education: Unveiling the SEEDS Pedagogy. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(5), 333-344.
Ordu, U. B. (2021). New challenges to education: lessons from around the world BCES conference books. Sofia: Bulgarian Comparative Education Society.
Özkan, U. B., & Akgenç, E. (2022, March). Teachers' job satisfaction: Multilevel analyses of teacher, school, and principal effects. In FIRE: Forum for International Research in Education (Vol. 7, No. 3, pp. 1-23).
Rogers, D. (2020). A Correlational study: E-mentoring, perceptions of E-mentoring and the actual career advancement of women In educational leadership (Doctoral dissertation, City University of Seattle).
Smith, E., & White, P. (2019). Where do all the STEM graduates go? Higher education, the labour market and career trajectories in the UK. Journal of Science Education and Technology, 28, 26-40.
Smeplass, E. (2023). Nurturing inclusivity and professional growth among vocational teachers through communities of practice. Pedagogy, Culture & Society, 1-20.
Thompson, C. (2016). Getting ahead? Embodied technologies, democracy, and inequality in the 21st century. Stephen Straker Memorial Lecture.
Thompson, E. (2018). High yoga: Does weed have a place in your yoga practice? YouAligned. https://youaligned.com/high-yoga-is-it-for-you/
Thompson, M. P., Kingree, J. B., & Lamis, D. (2019). Associations of adverse childhood experiences and suicidal behaviors in adulthood in a US nationally representative sample. Child: care, health and development, 45(1), 121-128.
Tynjälä, P. (2013). Toward a 3-P model of workplace learning: A literature review. Vocations and learning, 6(1), 11-36.
Uy, F., Kilag, O. K., Abendan, C. F., Macapobre, K., Cañizares, M. C., & Yray, F. (2023). Application of Adaptive Crisis Management Theory: The Dynamics of Leadership in Times of Crisis. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(5), 159-170.
Wang, K. (2019). BEAUTY BOYS: The Aesthetic Labour of Transformation.
Yong, T. (2012). The Mode of Theoretical Knowledge and Practical Knowledge Combination: The Significance of Internship. World Journal of Education, 2(4), 55-63.
Zhao, Y., & Wang, L. (2022). A case study of student development across project-based learning units in middle school chemistry. Disciplinary and Interdisciplinary Science Education Research, 4(1), 1-20.
