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1.
Why teachers choose their career has been a popular topic of research in many contexts since the introduction of the FIT-Choice framework by Watt and Richardson in 2007 to study teacher motivations. Although altruistic motivations have been identified as the common driving factor behind preservice teachers' (PSTs') decision to enter the field, there are other motivational factors—such as teaching being a career that fits well with family commitments, or choosing teacher education as a ‘fallback’ option—that are widely reported in different contexts. The introduction of incentives for student teachers in certain subjects has been subject to media criticism in England as promoting ‘bursary tourism’. This study investigates the career entry motivations and teaching perceptions of PSTs from a university that is one of the key teacher education providers in the country, using the FIT-Choice framework. The paper discusses the findings (N = 115), including validation of the FIT-Choice scale, collecting data on 12 motivations and six perceptions, along with preliminary findings. It was identified that intrinsic career values were the highest rated motivation, followed by altruistic values such as the desire to make a social contribution and being a part of shaping the future of children and adolescents. Perceived abilities were also rated higher, while personal utility values and task returns— including monetary rewards—were rated very low. While the participants agreed that the job is professionally and emotionally demanding, it was promising to note that they were highly satisfied with their career choice, implicitly indicating their intention to continue in the teaching profession. Gender differences, along with field of study and training pathway differences in motivations and teaching perceptions are also discussed, with practical implications. 相似文献
2.
Efthymios Constantinides Marc C. Zinck Stagno 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):7-24
The importance of social media as platforms of social interaction, communication and marketing is growing. Increasing numbers of businesses in various industries have already integrated or plan to integrate social media applications into their marketing programs. Higher education institutions show increased interest in the potential of social media as a marketing tool. Particularly important is the potential of these tools to reach and attract future students. An important issue for research is to understand how potential students use social media and what their role is in the decision making process of choosing a program of study, a University, or College. This paper identifies market segments among future students based on the use of the social media and examines the impact of the social media on the choice of a higher education program and institution. The study is based on data collected by means of a national survey among future university students in the Netherlands. Future students are pupils from the last two years of secondary education. Market segmentation was carried out based on the use of social media, by means of a cluster analysis and a factor analysis; the latter proved to be the best choice since it produced more differentiated market segments. The findings indicate the existence of three distinct segments in the population of future students in the Netherlands on the basis of social media use. Another major finding of the study is that future students are mostly interested in social interaction and information seeking when using social media, while the content contributed by this group is limited to photo and video sharing. Compared to traditional communication channels social media still play a secondary role in the students' choice. While penetration of social media is extremely high among future students, the impact of these in the choice of study and institution is relatively low compared to more traditional forms of university marketing. This paper provides university marketers with a useful insight into the developments in the market and discusses various options and opportunities for engaging social media as effective marketing tools. 相似文献
3.
大学生是社会性媒体网络的主要用户群体。了解大学生使用社会性媒体情况,探索使用中存在的问题,有利于引导大学生健康成长。该研究使用问卷调查法,研究当前社会性媒体的使用状况。研究表明,社会性媒体在使用中其自身蕴含的分享、构建理念及潜在的学习功能并没有实现。发掘社会性媒体潜在教育价值是我们未来的研究方向。 相似文献
4.
《Journal of College Student Psychotherapy》2013,27(3):193-203
Current technology provides counseling center clinicians regular and immediate access to the students they work with via social networking. Focusing on Facebook in particular, this article discusses the opportunities and challenges this access creates and specifically explores how utilization of ethical, clinical, and cultural lenses might affect decisions about Facebook use, with particular emphasis on consideration of appropriate ethical principles and standards. The authors encourage counseling center staff members and trainees to consult with one another regarding use of Facebook and offer specific scenarios for engaging in discussions about this topic. The article concludes with guidelines for making decisions related to social networking. 相似文献
5.
College athletes develop many strengths and skills during their athletic career, such as dedication, ability to work across cultures, leadership, and community building. Social workers need many of these same skills. This study explores the potential transfer of skills from athletics to social work among 15 former college athlete MSW students. Qualitative interviews asked about transferability of skills developed as college athletes to social work practice. Participants identified both interpersonal and intrapersonal skills gained in their athletic career that were of use in social work practice. Implications for both athletic career development and social work recruitment and education are discussed. 相似文献
6.
Annika Andersson Mathias Hatakka Åke Grönlund Matilda Wiklund 《Learning, Media and Technology》2014,39(1):37-52
There is a debate about the advantages and disadvantages of using social media in education. Drawing on interviews and surveys with students and teachers in three Swedish schools, this study finds that students as well as teachers find much of the students' social media use distractive to learning. We investigate this by means of an interpretative study of students' and teachers' experiences. We find that concerns relate to how social media use makes students less social, how weaker students are more likely to get distracted, how teachers lack strategies for tackling the problem and how the responsibility of the use is delegated to the students. We discuss how the distractive use of social media is made possible as a result of education policies requiring a higher degree of individual work, individual responsibility, and educational choices for students. Teachers and school leaders need to jointly reclaim the students and coping strategies for the distractive use are urgently needed. 相似文献
7.
Social media such as Blog, Facebook, Twitter, Youtube and so on are not only use for entertainment and communication, but also plays social and political role on people's daily life. Whether social media enhance democracy or not and how social media impact on journalism and the issues of social media, especially the social networking will be discusses on this article. 相似文献
8.
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
9.
Fiona Curtis 《Journal of Further & Higher Education》2019,43(2):251-262
Students’ development of professionalism is vital within medical education, while social media communications can blur professional and personal boundaries. In the UK advice for medical practitioners and students has been developed, advocating care in the projection of a professional identity online as offline. This study takes an academic literacies approach to a small-scale investigation of attitudes and practices of second-year medical students in a British university through a focus group and paired interview, recognising that issues of identity and power are multi-layered and complex. Use of social media focuses primarily on Facebook, where they had already begun to adapt their self-presentation. Depictions of alcohol use are a particular area of concern. The students’ reflections demonstrate professionalism in respect of care for patient confidentiality and privacy. Yet they express an ambivalent sense of a future trajectory in which continuing social media use may appear simultaneously undesirable and yet vital. A finding of considerable concern is a reluctance to challenge inappropriate online behaviour despite policy guidelines. New generations growing up with social media raise challenges and opportunities for medical education that require greater attention and the development of participatory approaches to research, increasing understanding that in turn may be beneficial for policy-makers. 相似文献
10.
The social networking use of university and college counseling center (UCCC) mental health providers has not been widely researched. Most of the 20 providers surveyed in this preliminary study reported engaging in social networking despite identifying pros and cons to its use. Participants’ reported use of social media may indicate that social networking sites are used primarily to glean information. Risks associated with social networking for UCCC practitioners are discussed and implications for training and social media use are provided. 相似文献
11.
Many countries in Europe use some kind of competence framework to define the quality of teachers. They typically formulate one level of teaching quality which defines the competence level that teachers must have acquired after completing initial teacher education. In addition, most countries provide limited career structures that define career opportunities within the teacher profession itself, resulting in a profession where often the only option for career progression is to move to leadership positions. Competence frameworks that create opportunities for vertical and horizontal career structures can make being a teacher a more attractive profession. They offer teachers opportunities for ‘career crafting’ and professional growth and supply school leaders with tools for more elaborate career guidance. In this article, we present a framework that was developed in the Netherlands to support teacher growth and teachers' career development. It has been used as a starting point for creating a shared language and understanding of the teacher profession and as a catalyst for dialogue between teachers and school leaders on professional growth. We elaborate the main characteristics of the resulting model, its limitations, the feedback that has been collected and how this feedback has been incorporated in how the model is used and discussed by teachers, school leaders and teacher education institutes. Finally, we argue that the strength of the framework can be explained by the way it acts as a boundary object, inspiring mutual learning and dialogue between different activity systems (of teachers, school leaders and teacher educators). 相似文献
12.
Jennifer Charteris Mitchell Parkes Sue Gregory Peter Fletcher Vicente Reyes 《Technology, Pedagogy and Education》2013,22(4):459-472
ABSTRACTFacebook is social media that is ubiquitously used in higher education contexts by both staff and students. It provides a platform for student networking and expression. The authors illuminate how pre-service teachers in an Australian university, undertaking undergraduate units, use Facebook as a student-initiated social media community. Although an increasing number of research studies have investigated student use of social media in higher education, this is an under-theorised area. In particular, little has been written about the student-initiated use of Facebook as a commentary on the activities running simultaneously to formal online learning programmes in universities. Data drawn from 15 semi-structured interviews support an investigation into student Facebook use. Findings highlight that student-driven Facebook sites have a range of purposes and offer ever-present access to a relational community online, although this can sometimes be problematic. When emotional support is not forthcoming from academics or there is disenfranchisement in formal learning spaces, membership in student-initiated learning communities can afford immediacy, informality, influence and shared emotional connections. 相似文献
13.
《Learning, Media and Technology》2013,38(2):145-160
While pedagogy is predominantly viewed from the perspective of classroom instruction, educators worldwide invariably play a critical pastoral role of shaping the personal development of their students and nurturing in them life skills. With the avid use of participatory media by young people in peer interaction, educators need to be aware of the attendant risks and opportunities so that they may offer counsel and render appropriate advice. To this end, through interviews with 36 Singaporean male juvenile delinquents and youths-at-risk, this study explores how these youths utilise participatory media in their peer interaction. The findings indicate that for this vulnerable youth population, participatory media such as social networking sites can become a platform through which they are unwittingly drawn into criminal behaviour and post-rehabilitation, participatory media may offer an insidious route to recidivism. Participatory media complicates peer interaction by presenting risk factors such as network transparency, negative peer modelling, network seepage and network persistence, all of which have implications for these youths sliding further into delinquency and criminal activity. This article concludes with recommendations on the strategies which youths-at-risk can employ to avoid the risks of participatory media. 相似文献
14.
The rapid adoption of social media technologies has resulted in a fundamental shift in the way communication and collaboration take place. As staff and students use social media technologies in their personal lives, it is important to explore how social media technologies are being used as an educational tool. The aim of this paper is to analyse the role of social media, in particular, Facebook, as an educational tool in higher education. Through a review of the literature, this paper explores the myriad ways in which Facebook is being used as an educational instrument for learning and teaching. Multiple benefits of Facebook usage for learning and teaching have been identified such as increased teacher-student and student-student interaction, improved performance, the convenience of learning and higher engagement. The paper also highlights the potential problems and limitations of Facebook usage ranging from educators’ dominance to privacy concerns. Finally, Facebook usage guidelines that can be adopted by educators to encourage social media adoption are proposed. As social media usage continues to grow in higher education, future empirical research is warranted. 相似文献
15.
This paper describes the support that Australian early career teachers are accessing through private groups within social media. It presents findings from 22 interviews with teachers who indicated that Facebook was a source of support. Participants describe using private online groups for: (a) support during casual employment; (b) accessing collegial support from pre-existing connections, in particular those formed during initial teacher education; and (c) support to deal with challenging situations such as a hostile work environment. The paper suggests that further research needs to be conducted into how private media groups might support the needs of early career teachers. 相似文献
16.
Amber Rowland Jana Craig-Hare Marilyn Ault James Ellis Janis Bulgren 《Educational Media International》2017,54(2):99-111
In this article the authors share how social media, paired with gaming and in-class supports, can facilitate the practice of scientific argumentation and report data that show how students can learn and practice argumentation through these highly interactive and engaging mediums. Social media will continue to evolve and fluctuate in popularity, but no matter the service or software, there will continue to be online spaces for communication, collaboration, learning, and future career growth. Since the role of education is to prepare students to be college and career ready, the use of social media as a component of schooling should be explored. This work has parsed out specific strategies and methods to support higher order thinking through gaming and social media. 相似文献
17.
张建凤 《福建工程学院学报》2019,(2):194-199
对大学生学习新闻专业的动机和择业倾向进行调查,利用因子分析等方法分析,发现学习动机为多彩生活、经济独立、追求自我和服务社会,理想的新闻工作领域是社会与文化、科技与发展、政治与商业,大学生学习新闻专业动机和择业倾向上存在正相关关系,但性别间的区别不大。结果表明新闻学子钟情“软新闻”领域,这与社会的发展、媒体的利益追求和个人在社会环境下的自我选择相关。新时期国家、社会和新闻教育界需要采取相应的应对措施,共同推进新闻教育发展。 相似文献
18.
Reynol Junco 《Learning, Media and Technology》2014,39(1):75-89
Numerous studies have shown that college students use computers, the internet, and social networking websites (SNS) at high rates; however, all of these studies have relied on self-report measures of technology use. Research in other areas of human behavior has shown that self-report measures are considerably inaccurate when compared to actual behaviors. This study produces more effective estimates of the time that college students spend on computer and internet activities by using logging software to collect data on actual use. A sample of 45 students installed a computer monitor for two months. The results show that social networking was the most popular computer activity, with Facebook being the most popular SNS. Furthermore, the results also suggest that students may be able to somewhat regulate their computer use in ways that could benefit them academically. For instance, students spent significantly more time using the university's learning management system when classes were in session and less time watching videos. Although there are some limitations of monitoring computer usage, such monitoring is an effective method of evaluating frequency of use. 相似文献
19.
Using a framework based on social cognitive career theory, we conducted 38 interviews and four focus groups with college students to identify motivations and barriers faced by underrepresented groups to natural resource careers. Interviews revealed career satisfaction as the most important goal for both natural resource and a comparison of liberal arts students. School difficulty and outsider perceptions were barriers for both groups. Natural resource students faced family pressure to pursue other careers. Focus groups with natural resource students using Q methodology revealed participation in outdoor recreation, exposure to nature-related media, and witnessing environmental degradation as important influences. Barriers included perceptions of ethnic/racial discrimination, financial pressures, and lack of confidence. Results may help academia and agencies better address motivations and barriers to natural resource careers. 相似文献
20.
Jordan Fullam 《International journal of qualitative studies in education》2017,30(4):406-422
This paper draws on a case study of one youth activist, and explores connections between social media activism, identity development, and critical education. Justin Rodriguez, a 17-year-old high school student in Newark, New Jersey, leveraged social media and texting as organizing tools and garnered support for a school walkout to protest education budget cuts. Drawing on the Listening Guide interview method and Justin’s narrative of his experiences, the study explores the question: Does social media activism have implications for how we understand the development of youth activist identities? The findings suggest Justin’s development as a youth activist was mediated, not produced, by social media activism; and Justin developed as a youth activist through various forms of interaction that included social media and face-to-face relationships. The paper also explores the supports provided by adult mentors that were important in Justin’s development as an activist, including education for critical consciousness and opportunities for Justin to participate in civic venues. 相似文献