共查询到20条相似文献，搜索用时 15 毫秒
1.
Sue Shuttleworth 《Action Learning: Research and Practice》2005,2(2):205-211
I passionately believe that reflective practice is an essential competency for the busy GP veterinary surgeon to develop throughout their career. Action learning sets would appear to offer a way of promoting this while at the same time helping the GP veterinary surgeon find a way forward with professional issues. In this article I reflect on my own action learning journey to date and how it relates to the ongoing development of an action learning set model that is inspired by the following personal reflections: reflective practice is an essential competency required by the professional so as to ‘get the most out’ of their career; action learning sets are an effective way for the busy professional to use their work-based learning to get on a developing lifelong ladder of postgraduate qualifications for the GP veterinary surgeon; action learning dialogue, inspired by personal and shared issues from within the consulting and operating room, provides effective and ongoing personal learning and professional development opportunities for the GP veterinary surgeon; action learning set membership promotes, encourages and facilitates the understanding by the individual of the importance of making time available on a regular basis to proactively develop their professional competencies throughout their career; issues are very similar within most veterinary practices and that being a member of an action learning set can help the individual to move their issue onwards towards a ‘win-win’ solution. 相似文献
2.
The data discussed in this paper derive from post‐lesson and end‐of‐year interviews with 17 teachers in their second year of teaching. They form part of a longitudinal study which first tracked these teachers through their initial postgraduate teacher education programme and induction year. In the light of earlier analysis, which had highlighted both the enduring importance of individuals’ dispositions towards their own learning and the profound sense of professional isolation that some teachers experience once the support of their induction year is withdrawn, this paper focuses specifically on the interplay between teachers’ orientations towards their own professional learning and the nature of the learning environments in which they are working. The complex interrelationships between these two dimensions are illuminated by six case studies, which offer strong support to those who have challenged exclusive conceptualisations of ‘learning’ as either ‘construction’ or ‘participation’. The findings have important implications for all those responsible for the professional education of beginning and early career teachers, especially as they respond to the government launch in England of a new ‘national framework’ intended (eventually) to offer opportunities for Masters level professional learning to all newly qualified teachers. 相似文献
3.
Adeline Yuen Sze Goh 《International Journal of Lifelong Education》2013,32(6):680-695
In this paper, I address a perceived gap in the lifelong learning literature. There is very little research which addresses how learning should be construed, when individuals transition across a longitudinal span of their working life. This transition which could be viewed as a process of ‘becoming somebody’, often oversimplifies the full complexity of individuals’ learning experiences. Using a sociocultural perspective, the paper explores the lived experiences of individuals in the process of becoming a vocational teacher, in order to help conceptualise the individuals’ learning through their working life. The study draws upon data from a completed research on a group of vocational education trainee teachers learning to teach. This paper argues that learning varies significantly from individual to individual, time to time, context to context and also in different stages of individuals’ lives. This transition could be viewed as an individual learning journey, through understanding the interrelationship between individuals and the contexts, across the individuals’ lives. Drawing from this understanding, the individual’s agency is presented as a way that individuals construct their own lifecourse through the actions and choices they made within the opportunities and constraints of the context. The findings of the study also contribute to the understanding of changes, from the individual learner’s perspective, which could be useful for policy and practice relating to lifelong learning. 相似文献
4.
《师资教育杂志》2012,38(4):461-475
ABSTRACTThe aim of the study was to explore the motives underpinning career mobility, and the impact of such mobility on changing the perceptions of senior teacher educators from Israel who have experienced cross-cultural professional transitions during the mid-career stage (hereafter referred to as ‘internationally oriented teacher educators’). A thematic analysis of five interviewees’ retrospective narratives highlighted three motives driving career mobility: the opportunity for professional development; the joy of adventure and challenge; and the need to bring about a fundamental change in their careers. In addition, two categories of changes in perceptions that occurred following international mobility were mapped: (a) pluralistic perceptions in a multicultural higher education environment, and (b) culture of learning among the younger generation. The discussion raises similarities and differences between the findings and the literature on career mobility in higher education. 相似文献
5.
Luis Miguel Dos Santos 《师资教育杂志》2019,45(2):225-227
There are many research projects focused on pre-service teachers’ professional development programmes but only a few focus on mid-life career-changing teachers’ career decision. This paper worked with data collected from semi-structured interviews with 11 mid-life career-changing secondary school teachers. The aim was to understand the career decisions of these participants and how they made sense of their new profession during their mature adulthood in Indiana, USA. 11 mid-life career-changing secondary school teachers referred to ‘changing the next generation with industry experience’, ‘rich life experience’, ‘life-long learning’, ‘knowledge transferring’, and ‘make a difference’ to describe their current occupation as career changing secondary school teachers. The findings also outline how to reform the curriculum and instruction of the pre-service teachers’ professional development programmes. 相似文献
6.
ABSTRACTNurturing students’ continuous learning is a current trend in the higher education agenda. Curricula and academic contents should enable students to take part in stimulating learning experiences, as well as promoting both developing and training opportunities in the course of their lives and careers. Despite the relevance given to lifelong learning in the educational system, there are still some open questions: how this concept is understood and put into practice by higher education institutions? The paper aims to analyse the conceptions of lifelong learning as reflected on the learning outcomes proposed in a sample of study programs. A qualitative methodology and a data-driven approach are adopted to explore the content of the learning outcomes proposed in 10% of total study programs submitted to quality accreditation, since 2009. Generally, results reveal that higher education institutions are committed to the lifelong learning paradigm, particularly in master and PhD degrees. Students are expected to ‘invest in personal and professional development through life’, to ‘develop learning competences through life’, as well as to ‘foster lifelong learning’. This study provides a better understanding of the range of perspectives and the relevance given to lifelong learning as a valuable learning outcome. 相似文献
7.
Mike Coldwell 《Teachers and Teaching》2016,22(5):610-624
Despite the very large literature on teacher careers from an individual perspective, there is relatively little that links the perspectives of teachers themselves to how schools as organisations approach careers. The aim of this paper is, first, to outline how teachers’ orientations towards careers change across three dimensions, and, second, to examine how schools as organisations deal with career, developing a model of organisational responses, including developing a concept of ‘career culture’, derived from an analysis of interviews regarding the first three years of teaching conducted with senior leaders and second-year teachers themselves. By considering the fit between individuals’ career orientations and school career cultures, the paper surfaces both the fluid nature of these orientations and the subsequent potential instability of the fit. 相似文献
8.
9.
Chinh Duc Nguyen 《Teacher Development》2019,23(2):174-191
Language teachers’ struggles for professional legitimacy have emerged as an area of interest in the field of language teaching research. Grounded in Wenger’s concept of ‘trajectories of learning’, the current study explored the fight for legitimate status of two primary school English language teachers in Vietnam. Data for this article were collected through life-history interviews in which the two participating teachers were encouraged to tell stories about the early days of their teaching careers. The findings of the study reveal that the participants struggled for professional legitimacy during the early stage of their teaching careers. Beyond the school setting, the two teachers encountered negative attitudes towards their teaching profession as teaching languages to young learners was not highly valued in society. Based on the findings, the study pointed to the issue of power relations which, although regarded as a barrier to teachers’ professional legitimacy, is not adequately addressed in the concept of ‘trajectories of learning’. The study also revealed some implications for legitimising language teachers’ professional status. 相似文献
10.
Designing informal learning experiences for early career academics using a knowledge ecosystem model
Faye Miller Helen Partridge Christine Bruce Brian Hemmings 《Journal of Further & Higher Education》2017,41(5):692-705
This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics. 相似文献
11.
Kay Livingston 《European Journal of Education》2014,49(2):218-232
The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what ‘teaching’ means in 21st century learning environments. These changes also require teachers to be supported in learning to ‘teach’ in different ways that are relevant to their own individual needs and to the contexts in which they work throughout their career. In this article, it is argued that a more integrated and collaborative approach to teacher education is needed with better understanding of those who take up the roles of teacher educator across a teacher's career. With a particular emphasis on ‘teacher educators’ working in school to support teachers' career-long professional learning it is argued that currently many do not recognise themselves as teacher educators nor are they recognised by those they work with as teacher educators. Drawing on an empirical study carried out with mentors in schools in Scotland, it is suggested that these teacher educators may be ‘unrecognised’ and remain ‘hidden professionals’ because of the identities they construct for themselves, the values and priorities that they or others attach to their roles or because of the institutional structures and cultures in which they work. It is concluded that it will be difficult to recognise and value these ‘hidden teacher educators’ and the distinctive contribution they can make to teachers' career-long professional learning without further clarification by them and others of the roles and responsibilities they hold. 相似文献
12.
Wilfried Admiraal Joke Kruiter Ditte Lockhorst Wouter Schenke Henk Sligte Ben Smit 《Studies in Continuing Education》2016,38(3):281-298
It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers’ professional learning to their school practice with a positive impact on teachers’ motivation to learn and the effectiveness of their learning. In this field study, teachers, school leaders, policy-makers, educational consultants and educational scholars were asked for their perceptions of conditions for teacher learning in school and of interventions in school to enhance teacher professional learning. These conditions and interventions were understood as affordances in schools that enable and support teacher professional learning. The main affordance in school these stakeholders mentioned was an open, but critical way in which teachers share their practices, collaborate and reflect upon their teaching practice. Collaborative practices seem to stimulate many interventions of teacher professional learning in school. Two implications of this finding are discussed. First, we suggest that the maximum teaching time should be reduced, team teaching should be more implemented or classes should be scheduled in such a way that teachers can meet. Second, distributed leadership approaches match with our findings about the role of school leaders in teacher professional learning. 相似文献
13.
Margus Pedaste li Leijen Katrin Poom‐Valickis Eve Eisenschmidt 《European Journal of Education》2019,54(3):389-399
In the modern world, teachers are expected to be ‘learning professionals’ who constantly expand their knowledge and skills and share both practical and theoretical insights in a community of colleagues. Teacher professional competence‐based standards could be an instrument to support teachers' professional learning if they are integrated with broader assessment and evaluation frameworks and if their evaluation, professional development and career advancement are in line with the standards. In Estonia, teacher professional standards were first developed in 2005. Currently, they support initial teacher education, the evaluation of teacher competences and the design of continuous professional learning. They also allow teachers to progress to the senior teacher and master teacher qualification level. According to our findings, the standards are successfully used to design pre‐service education and award certificates at the end of the studies. However, they do not support building the teachers' career ladder and only in some schools do they support planning of professional learning. In this article, we give an overview of the changes in the professional standards of teachers in Estonia and analyse why they have not found the desired degree of use in teachers' career advancement and professional development in the school context and why they have not had a significant effect on teacher status in society. 相似文献
14.
This paper focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. In-depth biographical interviews were carried out with 12 teacher educators, together with living graphs of their career paths. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings within a sociocultural learning framework, the authors draw in particular on Swennen et al.’s model of teacher educators’ sub-identities, Akerlind’s categorisation of an academic identity and Eraut’s contextual and learning factors. 相似文献
15.
This article examines the career pathways of US teacher leavers, individuals who have voluntarily left classroom teaching prior to retirement. Based on the perspective that teachers construct their own career pathways through an ongoing negotiation among intrinsic and extrinsic factors, this research captures the experiences of 24 teacher leavers from geographically diverse regions of the United States. Using life history interviews, this study inquires into individuals’ experiences before, during, and after classroom teaching. Unexpectedly, only one of the 24 individuals initially intended to enter teaching. Data also indicate that teachers’ career pathways were shaped by dynamics pushing and pulling their careers into and out of the classroom. These life history interviews suggest that teachers were pushed and pulled into teaching, pushed and pulled out of teaching, and pushed and pulled around their passions. The trajectories of these teacher leavers, who have now moved into fields as diverse as non-classroom education, medicine, government, and caregiving, suggest important theoretical and practical implications for understanding and shaping teachers’ careers in today’s workforce. 相似文献
16.
Elizabeth Cheung 《Teachers and Teaching》2013,19(2):127-149
Changes that occur in teachers’ careers are typically conceptualized in research as occurring in several demarcated and sequential stages/phases. This study examines secondary schoolteachers’ understandings of their careers and whether they could identify stages/phases in their career development. It is based on experienced teachers’ recall of their career development and their in‐depth interviews. The findings demonstrate the need to acknowledge the individual ways in which teachers develop as well as the need for the use of multiple frameworks for describing teachers’ career development. Using a single a priori model to describe their career development, as has been common in certain previous research, does not do justice to teachers’ understanding of their own careers. Furthermore, the findings of this study shed light on the contextualized nature of experience and expertise. Accordingly, implications for teacher education and policy‐making in the area are drawn. 相似文献
17.
Ann Nielsen 《School Leadership & Management》2016,36(2):221-245
Since the late 1980s there has been an increase of ‘second career teachers’ (SCTs), professionals that switch careers to become teachers. Little is known about SCTs and their sense of professional identity. Building from Pierre Bourdieu’s concepts of power and cultural capital, the professional identities of teachers were examined through the following questions: What are the professional identities of SCTs? How can SCTs inform the field of teaching about professional identities? This mixed methods study gathered perspectives on professional identities through an online survey of 236 educators within 1 school district which were analysed and compared to interviews of 16 SCTs and their supervisors from the same district. The study findings invite us to consider alternative definitions of professionalism in teaching, especially for teacher leadership. 相似文献
18.
This article details the transition of second career teachers to the workplace called ‘school’. Post‐baccalaureate students at a mid‐size comprehensive state university completed surveys pre‐ and post‐student teaching. Participants responded to the personal and professional challenges in changing careers. Issues faced by the non‐traditional students emerged. An increasing number of adults are changing careers and entering teacher certification programs. The study was conducted to discover the special challenges graduate teacher certification students encountered when leaving a career field and becoming novice teachers. Forty graduate students in the study completed an extensive certification program of courses related to the art and science of teaching. Open‐ended surveys were used for the students to reflect on personal and professional expectations prior to and following the student teaching semester. Teacher educators who address the needs of second career teachers, such as increasing field experiences, providing classroom management and time management strategies, may lead second career teachers to use the unique competencies they bring to the teaching–learning setting. 相似文献
19.
Mariette de Haan Kevin Leander Asli Ünlüsoy Fleur Prinsen 《Learning, Media and Technology》2014,39(4):507-535
New infrastructures that dramatically change our possibilities for knowledge production and learning have also brought forward ideals on ‘new’ connectivity. Two important ideals of connectivity are that of the individual who tailors his or her knowledge among expansively dispersed resources, and the ideal of access to multiple, diverse resources that provide individuals rich learning opportunities. In order to better understand what cultural norms are implied in our ideals of connectivity, we argue, they must be tested in the crucible of empirical data through the analysis of the actual socio-technical practices of different social and cultural groups. Through a combination of ego-network analysis and a qualitative, in-depth discursive approach, we analyze the networked learning practices of three ethnically different groups in the Netherlands from an extensive research study called ‘Wired Up'. We comparatively describe Dutch youth as ‘unrooted' learners, Moroccan-Dutch youth as ‘routed' learners, and Turkish-Dutch youth as ‘rooted' learners. We propose the idea of the Networked Configuration for Learning as a means to contrast the learning opportunities individuals and groups have in relation to particular offline and online connections, their historical geographies, the development of learning ‘places’, and particular learning affinities. 相似文献
20.
ABSTRACTThe purpose of this study was to investigate how three Chinese teachers developed their teacher identities in a reform context. Drawing upon data from a larger social historical study, the work-life narratives of the three teachers at different stages of their careers were used as case studies to showcase three types of teacher identity development trajectories, namely, learning to be both professional educator and subject teaching expert，learning to be subject teaching expert, and navigating to balance between educator and subject teacher. This study also investigated the factors that influence identity development trajectories of teachers and develops a conceptual framework for understanding teacher identity development in China. The framework shows that Chinese teachers’ exertion of their individual agency is embedded in the institutional context. Meanwhile, interpersonal relationships can work as a buffer to alleviate the tension between the institution and individual teachers. The study also shows the ways in which Chinese teachers’ exert their agency when developing their identities. The findings have significant implications for teacher education in terms of how to develop positive teacher identity over the course of a teacher’s career. 相似文献