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1.
Donna M. Gibson Colette T. Dollarhide Julie M. Moss 《Counselor Education & Supervision》2010,50(1):21-38
Professional identity development is an important professional issue. Examining the lived experiences of counselors‐in‐training (CITs), the authors used grounded theory methodology to describe the transformational tasks that are required for professional identity development. Tasks include finding a personal definition of counseling, internalizing responsibility for professional growth, and developing a systemic identity—all simultaneously manifesting as students progress from focus on experts to self‐validation. Counselor educators can facilitate movement through these transformational tasks by helping CITs to increase self‐evaluating, self‐motivating, and self‐locating within a professional community. 相似文献
2.
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
3.
Edward Wahesh Gulsah Kemer Ben T. Willis Christopher D. Schmidt 《Counselor Education & Supervision》2017,56(4):274-288
The authors examined the peer feedback exchanged in 2 supervision groups of counselors‐in‐training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight‐oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and corrective peer feedback was exchanged on topics ranging from counselor performance skills to case conceptualization. 相似文献
4.
This study explored factors that best predict intentional nondisclosure by counselors‐in‐training (CITs) during onsite supervision, including social judgment about one’s supervisor, the supervisory working alliance (SWA), and supervisee attachment styles. Stepwise regression in a sample of 146 CITs revealed that the SWA and supervisee attachment avoidance predicted 60% of the variance in intentional nondisclosure. 相似文献
5.
We examine the role of the Big Five personality traits in the job exploration process of Latino undergraduate business students to ascertain the personality traits and socio‐cognitive variables that lead to greater success of students in their job searches. We find that personalities such as extraversion and conscientiousness are positively associated with career self‐efficacy, career expectations, and interests in both academic and professional skills, which in turn positively influence job exploration behaviors. Additionally, we find that personalities such as agreeableness and neuroticism have a negative influence on career exploration behaviors. Our findings provide Latino business students with college vocational guidance that can help enhance their career confidence, job beliefs, and career interests in the job‐seeking process. 相似文献
6.
J. Santiago Arencibia Juan Manuel Moreno 《International journal of qualitative studies in education》2013,26(4):507-525
This paper presents the results of a two‐year qualitative inquiry, carried out in Spain, on a rather neglected side of external support to schools: the personal and professional experience of external support agents when they go back to teaching. These ex‐advisers are career teachers who return ‘home’ to school after having left it to serve for some years in Teachers’ Centers, which in Spain are the institutions in charge of school support and in‐service teacher training. During their stay there, the ex‐advisers have developed a new discourse on teaching, on school organization and on teacher training that, on their return, they have to contrast with their everyday life in schools. To explore this process, the conceptions, perceptions and visions of these professionals, has a high potential to throw some light on school support, in‐service teacher training and the construction and reconstruction of different professional identities within our educational systems. 相似文献
7.
Roger Brindley 《Teachers and Teaching》2013,19(5):577-594
In recent years teacher educators have witnessed an increase in the number of alternative pathways to university‐based teacher education for prospective teachers. One option is for second‐career teachers to enter post‐baccalaureate programs in education; however, the experiences of second‐career teachers are largely unexplored in the international literature. The purpose of this study was to investigate the teaching beliefs that post‐baccalaureate students brought into a graduate level teacher certification program, and the extent to which those beliefs persevered or changed during their first year of teaching. Written philosophy statements and semi‐structured interviews from the three participants were analyzed to identify emerging themes. Outcomes, presented in the form of vignettes, suggested that second‐career teachers experienced many of the same contextual pressures as baccalaureate teachers and struggled adapting to the teaching profession and implementing their stated teaching beliefs. Implications include continued research on second‐career teachers as they represent a distinct population entering the teaching profession. 相似文献
8.
Lynn Bohecker Linwood G. Vereen Pamela C. Wells Cristen C. Wathen 《Counselor Education & Supervision》2016,55(1):16-30
This study explored the lived experiences of 20 counselors‐in‐training (CITs) in a mindfulness experiential small group. Using grounded theory, the authors described a 5‐dimensional model for navigating ambiguity. Findings suggest mindfulness training provides CITs self‐reflection skills and a greater ability to manage cognitive complexity. 相似文献
9.
Graham Rogers 《课程研究杂志》2013,45(2):249-268
A coherent view of student‐teachers’ preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university‐based teacher‐education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student‐teacher experience is still a relatively limited one. This paper takes the view that student‐teachers’ epistemological growth is a key component of their professional development, their sense of identity as intending teachers, and their successful entry into a teaching career. In adopting a phenomenographic approach it explores a chain of evidence which demonstrates that immersion in the processes of learning and knowing, within a specific disciplinary context, had a significant impact on students’ emerging professional identities and on their values as teachers which extends beyond the subject matter itself. Arguably, the findings of this case‐study hold important implications for a teacher‐education programme and for effective pedagogic practice. 相似文献
10.
《Journal of Further & Higher Education》2012,36(1):33-44
The literature suggests that members of the working class value informal (‘hot’) information rather than formal (‘cold’) information. They are also said to lack a future orientation; have a fatalistic (and pessimistic) attitude to life; and have low aspirations. These values should influence the way students from working‐class backgrounds approach career decision‐making. Thirty in‐depth interviews with full‐time undergraduates in their final year of study were carried out to find out if this was the case. The research found that students from working‐class backgrounds did not possess many of the values indicated in the literature. They did, however, show a reluctance to make use of formal sources of information from places like the university careers service. Their failure to utilise such sources appears to be a key factor contributing to significant gaps in the students' knowledge and understanding of the graduate labour market. It also means they are inadequately prepared for making the transition into graduate employment. The article concludes by suggesting that the provision of better careers information is not enough. There is a need to make university careers services more welcoming so that they become a source of ‘hot’ information. The article also suggests that students should be encouraged to reflect critically on how they undertake career decision‐making and planning. By getting students to engage in activities that challenge their taken‐for‐granted assumptions and biases, they are more likely to develop alternative approaches to career decision‐making. 相似文献
11.
Jeannine Dingus 《Teaching Education》2013,24(3):195-206
The scholarship on historical and contemporary African‐American teachers highlights the emphasis on community connections in their work. As such, the scholarship portrays African‐American teachers almost exclusively as givers without fully considering what teachers derive from community connections. This paper describes a qualitative study in which intergenerational African‐American teachers illustrate the dual nature of community connections and the ways in which constructs of community informed their work. Three distinct points along the professional spectrum—entry, career development, and long‐term career trajectories—illuminate the ways in which community reciprocity impacts and informs the teachers under study. Study findings elucidated a communal reciprocity in that community connections influenced professional entry contributed to feelings of personal and professional self‐worth and impacted long‐term career goals. 相似文献
12.
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
13.
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
14.
In this study, Social Cognitive Career Theory (SCCT) is used to explore changes in the career intentions of students in an undergraduate research experience (URE) program at a large public minority‐serving college. Our URE model addresses the challenges of establishing an undergraduate research program within an urban, commuter, underfunded, Minority‐Serving Institution (MSI). However, our model reaches beyond a focus on retention and remediation toward scholarly contributions and shifted career aspirations. From a student's first days at the College to beyond their graduation, we have encouraged them to explore their own potential as scientists in a coordinated, sequential, and self‐reflective process. As a result, while the program's graduates have traditionally pursued entry‐level STEM jobs, graduates participating in mentored research are increasingly focused on professional and academic STEM career tracks involving post‐graduate study. In addition to providing an increasingly expected experience and building students’ skills, participation in undergraduate research is seen to have a transformative effect on career ambitions for many students at MSIs. While undergraduate research is often thought of in context of majority‐serving institutions, we propose that it serves as a powerful equalizer at MSIs. Building on the institutional characteristics that drive diversity, our students produce scholarly work and pursue graduate degrees, in order to address the long‐standing under‐representation of minorities in the sciences. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 169–194, 2017 相似文献
15.
C.T. Patrick Diamond 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):199-209
The author’s academic journey in learning to mentor and be co‐mentored involved three rites of passage. In this reflective essay (invited paper), the author acknowledges his most influential co‐mentors—former dissertation supervisees and long since colleagues—who helped form the “we” that is him. The first phase coincided with a constraining time in research and supervision. The author co‐published only a few journal articles and mainly with one mentee. During his second stage in Toronto, Canada, he experienced an exponential increase in co‐publication. This was a natural extension of mutually beneficial working relationships and successful doctoral defenses. Like a trusted friend, a mentor can guide his or her charges as they set out to discover and realize the potential within. The responsive form of learning in partnership enacted a version of collective action among equals. The author became a collaborative arts‐based‐educational researcher‐mentor: a hyphenated collection of selves. Since having returned to Australia, he co‐mentors early career academics seeking to publish and use writing as and for their professional development. 相似文献
16.
师专毕业生教师职业道德状况总体上是好的他们能认识到教师职业的崇高性;教师之间团结协作;关心尊重学生;业务上精益求精.但也有问题与不足选择职业的心态存在不良倾向;对中小学教师职业道德规范缺乏足够的了解和认识;教师与学生家长沟通不够等.因此,建议加强对师专毕业生多渠道多方式进行教师职业道德教育;注重师专生在校学习期间的教师职业道德教育;进行社会职业选择与评价的教育;实施岗前培训. 相似文献
17.
面对大学生就业难这一普遍存在的问题,有必要加强对大学生的职业生涯规划指导,引导他们正确认识自己,了解社会,树立正确的职业理想与职业发展目标,提升就业竞争力,指导学生制定职业生涯规划,开展职业生涯规划教育。 相似文献
18.
不少高职学生对专业认知模糊,对专业课程也缺乏总体认识,进而导致职业规划意识弱,规划能力低,学习消极被动。其主要原因是不知道所选择的专业是什么、学什么、怎么学、做什么(就业规划)。南通纺织职业技术学院将专业认知与职业规划合二为一,设置成专业导论课,有助于高职生了解所学专业,培养专业兴趣,掌握专业课程的学习方法,规划自己学业。 相似文献
19.
Tony Hooper 《高等教育研究与发展》2009,28(5):509-522
The motivation of mid‐career students can be expected to be more considered and intense than students whose studies continue from undergraduate programmes. How students perceive their personal circumstances and their career when they first make the decision to enrol and what happens as a result of their studies can reveal how mid‐career management programmes can be structured to ensure greater alignment with student needs and therefore greater student satisfaction. It can also inform curriculum development and marketing strategy. This investigation indicates that the motivators that triggered the enrolment decision often evolve into intrinsic motivators as a result of the study experience and this can lead on to deeper learning and greater satisfaction with learning outcomes. Self‐determination theory posits the need for autonomy as an antecedent of intrinsic motivation. Providing autonomy support in course content and curriculum design as well as competence support and relatedness in assignments and assessment can be expected to result in greater intrinsic motivation and deeper learning. 相似文献
20.
Lisa Smulyan 《Gender and education》2004,16(2):225-245
This study explores how twenty‐eight women graduates of a liberal arts college renegotiate personal and professional identities over a ten year period. Approximately half of these women entered college planning to pursue a career in medicine; the other half indicated some interest in the field of education. Each participant was interviewed six times over the course of ten years. Analysis suggests that prior designations of women's careers as “traditional” (i.e. teaching) and “non‐traditional” (i.e. medicine) no longer apply as women actively reconceptualize their lives, their identities, their definitions of success, and the meaning of their chosen career. Prior studies that examine the balancing of personal and professional lives also simplify a more complicated process experienced by women who explore multiple understandings of themselves within personal and social structures. The women in this study draw on the critical perspectives learned in college as they recognize and respond to competing social and cultural definitions and discourses of success, work, and self. 相似文献