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1.
卢丽华 《中国职业技术教育》2006,(3):38-40
任何职业的职业角色既与其自身职业特点相联系而表现出相对稳定的特质，又一定会随着时代的进步，职业内涵的变迁而发生变化。社会经济发展会带来职业环境的变迁，会对就业者提出新的要求。作为培养直接就业者的高等职业教育必然要随之进行相应的变革，而高职教师又必然要成为承担高职教育变革的关键活动者。社会需要何种类型的从业者，需要就业者具备什么样的从业能力与工作态度，高职教师就要以此为培养目标，通过重新建构自我的知识结构，能力结构来转变自我的职业角色，以适应高职教育内外部环境不断变化的需求。 相似文献
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现代教师职业形象的内在精神及其建构 总被引：1，自引：0，他引：1
现代教师职业形象的建构是萌发于传统、立足于现实并指向未来的动态过程。在这一过程中,我们应当突破外在的、单向度的研究教师职业的传统思路,关注教师的专业意识、职业动机、职业效能感、职业满意感、职业美感等内在精神和自身的生命价值,使教师形象既表现出外在的社会角色特征,又内聚为职业主体精神。 相似文献
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职业认同：教师成长的内动力 总被引：1，自引：0，他引：1
把教育当做一种事业,而不仅仅是职业北京师范大学发展心理研究所所长申继亮教授认为,“职业认同”正在成为教师能否实现自我成长的内在动力。所谓“职业认同”,是指一个人对所从事的职业在内心认为它有价值、有意义,并能够从中找到乐趣。职业认同,既指一种过程,也指一种状态。“过程”是说教师从自己的经历中逐渐发展、确认自己的教师角色的过程。“状态”是说教师当前对自己所从事的教师职业的认同程度。“教师职业是一个特殊的职业,它不仅关乎教师自身的未来发展,对学生未来的影响更是长远而不可逆的,所以尤其需要建构坚实的职业认同。”… 相似文献
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《陕西教育学院学报》2019,(1):89-93
幼儿社会性的发展是在不断地社会交往中得以实现的,在纷繁的社会大环境中,不同的职业角色组成了一个个相对独立而又密切联系的单元,幼儿在成长的过程中逐渐加以熟悉和了解,其最初的职业意识来源于对父母职业的认知,渐渐地他们从游戏体验中尤其是通过职业角色的体验,对不同角色进行扮演,萌发自我对职业的意识,习得一定的交往技能,其社会性得以不断地发展。 相似文献
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每个人都生活在一定的社会环境之中．当一个人进入新的社会环境时,他的行为方式、自我形象也将随着生活环境和主题的变化而变化．由学生角色转换为职业角色的过程是每一个就业大学生必然经历的过程,这一过程同时也是对社会及工作岗位的适应过程．大学生应做好职业角色转换的准备。 相似文献
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一、引言职业决策自我效能(career decision making self-efficacy)是指决策者在进行职业决策过程中对自己成功完成各项任务所必需的能力的自我评估或信心①。自我效能感理论性和应用性的研究,在国内外都是一个焦点。职业生涯团体辅导指的是,应用团体辅导的形式,协助来访者将自我概念转变成相应的职业角色,进行职业探索,并做出职业决策的过程。在职业辅导方面,Betz,、K lein和Taylor(1996)认为,最广泛的应用还是集中在职业决策自我效能的研究②。最先把自我效能应用于职业心理学和职业辅导研究中的是美国心理学家Hackett和Betz③。本研究… 相似文献
7.
国外教师职业认同研究述评 总被引：14，自引：0，他引：14
近年来,在国外对教师的研究中,教师职业认同已经逐渐成为一个独立的研究主题。教师职业认同,既指一种过程,也指一种状态。"过程"是说,教师职业认同是个体自我从自己的经历中逐渐发展、确认自己的教师角色的过程;"状态"是说,教师职业认同是当下教师个体对自己所从事的教师职业的认同程度。对教师职业认同形成过程、影响作用、教师对其职业特征的感知等的研究成果都对教师教育和教师专业发展有积极的借鉴意义。 相似文献
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当前,我国在高职院校“双师型”教师发展规模上颇有起色,制度建设上颇有成效,角色定位上多重交织。从角色理论视野考量,高职院校“双师型”教师是职业场域角色、社会场域角色、家庭场域角色和自我场域角色组成的“角色集”。基于此,高职院校“双师型”教师成长培育路径是：强化角色意识,建立“角色冲突—角色适应”培育链路;提升角色认知,建立“角色期望—角色规范”合作链路;增进角色认同,建立“角色认知—角色行为”认同链路;增强角色技能,建立“角色学习—角色训练”生长链路。 相似文献
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作为社会生活中的一员,文字记者既代表个体生存,有着独特的个人形象,又是职业角色的社会表演者,在纷繁复杂的社会生活中扮演着特定的角色。本文试从文字记者这一社会职业的角色意识和社会表演要素,尤其是对记者采访过程中的角色定位与表演方式进行探讨,试图对新时期文字记者的职业角色塑造提出新的研究方向。 相似文献
11.
《Teaching and Teacher Education》2004,20(2):203-215
This essay explores my role as a teacher educator within a changing policy and curriculum landscape, including managerial attempts to define acceptable educational ‘outcomes’ and other globalising pressures to regulate education. I interrogate my professional knowledge and experience as a teacher educator, raising questions about the adequacy of my support for student teachers as they enter this new landscape. I conceive the key challenge facing me at the moment as a challenge to my professional identity that requires me to find new ways of understanding and talking about my work (cf. Teaching and Teacher Education 19(1) (2002) 5). The essay might be read as a ‘self study’, in which my ‘self’ is conceived as a function of the networks or relationships in which I operate as a teacher educator and the larger structures that shape my professional world. 相似文献
12.
戚业国 《高等师范教育研究》2013,(5):67-71
“校本研修”是目前我国学校应用最为广泛的教师专业发展制度之一,在我国教师专业发展中发挥着重要的作用,但随着校本研修的持续不断深入发展,现实的困惑与问题越来越突出：在一所学校内部随着交流的深入,信息差异逐渐减少,校本研修的成效逐渐降低。解决这样的问题需要厘清校本研修制度的机制,需要进行制度的创新。本文研究认为,引入新的信息来源,建立新的“信息交换增值机制”应当是最主要的途径。 相似文献
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Joyce S. Tsunoda 《Community College Journal of Research & Practice》2013,37(3):171-180
As is true of so many women professionals, Joyce Tsunoda recognizes that, although shefulfills multiple roles,she is "only one me." Inthis accountingof a typical 1-month period in her hectic career, Dr. Tsunoda re ects on the philosophy that allows her to keep her many "selves" together and focused. In both her personal and her professional lives, Joyce Tsunoda dwells in the international realm. Her children and grandchildren are divided between Hawaii and Japan. Her professional responsibilities include heading a statewide system of seven community colleges spread over six islands, yet also handling international responsibilities for the 10-campus statewide University of Hawaii System of which the Community Colleges are a part. This article recounts a one-month period during which Joyce traveled from Hawaii to Japan, back through Hawaii to the East Coast of the mainland United States, and home once again to Hawaii. Her Japanese heritage, combined with her American upbringing, proves to be a two-edged sword as she experiences both her "grandmother" role and her professional role in Japan. Through all the travel and the many personal and professional demands on her time, she steers her true course by remembering life's many Ls: leading, listening, liking, learning, letting go, and language of the lullaby. 相似文献
15.
Miriam Ben-Peretz 《Teachers and Teaching》2013,19(3):313-323
An attempt to clarify how learning from experience takes place and the role memory plays in the process was carried out in the frame of a study of retired teachers' accounts of their teaching, focusing on their views on the transformation of experience into professional wisdom. Forty-three retired teachers participated in the study and were asked to talk about their professional memories. The stimulus question was: 'What can you tell me about recollected events of your teaching practice?'. Further data was collected through lengthy and repeated interviews with 15 teachers. In the interviews, retired teachers were asked what the role of experience was in the development of their professional knowledge. They focused on the necessary conditions for learning from experience, as well as on the process itself. Among the necessary conditions for learning from experience, teachers in the present study mentioned time, maturity, and interaction with others. The following characteristics of the learning process were identified: the importance of narratives; the emotional aspects of learning from experience; and the role of disequilibrium and reframing. Teachers' recollections concerning their practice and insights about learning from experience represent cases of practice that can be analyzed and discussed in pre-service and in-service courses. They serve to create a sense of professional identity and continuity. 相似文献
16.
Neil Haigh 《International Journal for Academic Development》2013,18(1):3-16
Because conversation is a constant in our personal and professional lives, we are not inclined to stop and think about it as a phenomenon. However, that is what I have found myself doing. In particular, I have become much more self‐conscious, and hopefully more thoughtful, about the conversations that constitute an inevitable aspect of my day to day work in an academic staff development role. Drawing on my own reflections and a body of related literature, I have thought about the features of conversation that may make it conducive for professional learning; how “valued” conversation is as a context for professional learning; the possible ingredients of a conversation and the extent to which they can be controlled or influenced without disturbing, or even destroying, the defining essence of conversation; and the competencies and sensitivities that may be required if conversation is to become an occasion for learning. In this article, I present the outcomes of my reflections and inquiry with the hope that they will prompt conversation about conversation as a context for professional learning and development. Puisque la conversation est une constante dans nos vies personnelle et professionnelle, nous sommes peu enclins à nous arrêter et à y réfléchir en tant que phénomène. Cependant, c’est ce à quoi je me suis affairé. Plus particulièrement, je suis devenu davantage conscient et, je l’espère, davantage réfléchi, en ce qui a trait aux conversations qui constituent un aspect inévitable de mon travail quotidien en tant que conseiller pédagogique. Puisant dans mes réflexions et dans un ensemble de connaissances connexes, j’ai réfléchi aux aspects de la conversation qui la rendent propice à un apprentissage professionnel; dans quelle mesure la conversation constitue‐t‐elle un contexte valorisé d’apprentissage professionnel; les ingrédients possibles d’une conversation, ainsi que la mesure dans laquelle ceux‐ci peuvent être contrôlés ou influencés sans déranger, ou même détruire, l’essence même de la conversation; de même que les compétences et les habiletés pouvant être requises pour que la conversation constitue une occasion d’apprendre. Dans cet article, je présente le résultat de mes réflexions et interrogations dans l’espoir de susciter une conversation au sujet de la conversation en tant que contexte d’apprentissage et de développement professionnel. 相似文献
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Caroline Trautwein 《Teaching in Higher Education》2013,18(8):995-1010
ABSTRACTTeaching development programmes in Higher Education aim for a learning-centred teaching culture. In a shift from teaching-centeredness to learning-centeredness the teacher’s role changes from a bearer of knowledge to a facilitator of learning. This, in turn, influences the academic’s professional identity as teacher. Insights into this process of identity development are, however, scarce. The present study explores changes in the teacher identity of eight academics enrolled in a teaching development programme by means of episodic interviews and teaching portfolio entries. Data was thematically analysed. The eleven recurring topics were clustered into thematic fields reflecting three phases of the identity development of academic teachers: ‘Taking on the teacher role’, ‘Settling into the teacher role’ and ‘Finding a new role as a teacher’. This study suggests that the process of identity development is highly significant for the individual academic and influences teaching development programmes’ impact on the quality of teaching. 相似文献
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Elizabeth Briant 《Teaching Education》2013,24(1):51-69
Many education systems are experiencing a re-scaling and consolidation of governance through rolling national agendas of standardisation and centralisation. The present article considers the case of Australia as it moves towards implementing its first national curriculum, to explore how teacher educators plan to retain pedagogical space for debate, diversity and contestation of such systemic curricular reform. The present article reports on an interview study conducted with nine teacher educators across the four curriculum areas included in the first wave of the Australian curriculum: English, science, mathematics and history. The analysis reveals how teacher educators reported professional dilemmas around curricular design, and planned to resolve such dilemmas between the anticipated changes and their preferences for what might have been. While different curricular areas displayed different patterns of professional dilemma, the teacher educators are shown to construe their role as one of active curriculum mediators, who, in recontextualising curricular reforms, will use the opportunity to reinsert both residualised and emergent alternatives in their students’ professional value sets. The study also identifies a new set of dilemmas emerging around the politicisation and standardisation of curriculum, and its impact on the teaching profession and teacher educators. 相似文献
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《Teaching and Teacher Education》2005,21(6):679-697
Increasingly educators and policy makers recognize that new teachers need help making the transition to independent teaching. One particularly important role mentor teachers can play is to help beginning teachers to focus on students’ “mind activity” in order to build on their prior knowledge, experience, and interests, and to promote understanding and meaningful learning. Drawing on interview and observational data collected over two years, this article presents two detailed cases that portray educative mentoring and illustrate how new teachers’ personal history and professional school culture influence what they can learn even from serious mentoring. The authors also offer several directions for strengthening induction programs. 相似文献
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It is a professional way of life for me. I fully believe in and I'm committed to partnerships in education to improve teaching and learning and foster and promote improved teacher education programs for both pre-service and inservice tasks. (school-based administrator) 相似文献