在美国，教师们仍然质疑他们教育者的工作是否可以通过“学习成果”来衡量，比如毕业生的调查和推理能力。
The faculty remain doubtful that their work as educators can be measured by a "learning outcome" such as a graduate's ability to investigate and reason.
在 2004 年，挑选了2 名曾做过教师的人员担任教育者宇航员，这次也是发现号的成员，他们是JosephAcaba和RichardArnoldII。
Two one-time schoolteachers, chosen as educator astronauts in 2004, are on Discovery's crew: Joseph Acaba and Richard Arnold II.
每一位教师都应该做自觉的教育者，让教学成为道德事业。
Every teacher should be a conscious educator, making teaching become moral cause.
这一切都表明教师应当树立身为教育者的观念，因为素质教育来自于优质教学。
All the above points illustrate that teachers should raise a consciousness of being educators because quality education results from quality teaching.
因此，如何改变这些刻板的性别印象，成为了教育者的使命，教师在自己的日常言行中自然担当了重要的角色。
Therefore, it becomes a mission for educators to change these stereotypes of gender. Teachers play an important role in their daily speech and behaviors.
对教师的教学起作用理论必须根植于教育者的实践，并通过与教师的实践共生共长，被教师涵化在教学行动中。
The theory that plays role in teachers' teaching must be rooted in the practice of educators and acculturated in the teaching action through symbiosis with the teachers' practice.
非素质教育状况存在的根源在于家庭、教师和受教育者没有被当作平等的责任人。
The real reason leading to non-quality education rests with the attitude that the families, the teachers and education receivers are not treated as equal...
如何促进教师在教学中使用现代教育技术，已经成为摆在广大教育者面前的一个重要的研究课题。
How to promote the teachers to use modern educational technology in teaching, has already become a major subject for research to vast educators.
教师职业压力来源于社会的角色期待、片面的教师评价模式和教师自身对“教育者形象”的完美化追求。
The origin of teachers occupational stress is the expectation of social about teacher, lopsided Standard about teacher 's evaluate, hoping teacher' s image is perfect, ect.
教师职业压力来源于社会的角色期待、片面的教师评价模式和教师自身对“教育者形象”的完美化追求。
The origin of teachers occupational stress is the expectation of social about teacher, lopsided Standard about teacher 's evaluate, hoping teacher' s image is perfect, ect.
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