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Maurice C. Taylor David L. Trumpower Edward R. Purse 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(6):815-833
Workplaces are settings where power, knowledge and self are brought together in a complex social environment which includes various forms of struggle related to identity, agency, socio-cultural norms, political structures and functional practices. The purpose of this article is to uncover how formal and informal work-related learning processes influence the identity transformation of workers with low literacy and essential skills. Drawing on two recent Canadian data bases which serve as cases in this study, the position taken by the authors is that the organisational context can both facilitate and impede worker subjectivity. Various conditions, approaches to learning and training pathways are examined as they contribute to social cognitive and transformative learning theories. 相似文献
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The following paper builds uon a survey of primary students’ wellbeing in an attempt to assess the impact of various creative initiatives on this aspect of their lives. Three case studies were conducted in schools with some of the highest aggregate wellbeing scores, all three schools having also been engaged in various extended Creative Partnership programmes. Teachers, Creative Practitioners and students were interviewed and observed during both normal lessons and Creative Partnership activities. It is posited that the implementation of creative activities under the framework adopted by Creative Partnership enhances both hedonic and eudaimonic aspects of wellbeing and accords with theories of motivation which stress the value of promoting student competencies and autonomy and creating classroom climates which promote connectedness. 相似文献
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Paul Miller 《School Leadership & Management》2015,35(3):237-250
Perceptions about teacher progression among Jamaica's primary schoolteachers should force society to stop and ask itself several questions. Are these perceptions accurate? If not, how did these perceptions emerge and what can national leaders and those in positions of authority do to ‘manage’ if not resolve these perceptions? If there is any truth to them, a different set of questions need to be asked. How did things come to be like this? How can the perception of corruption and mistrust be minimised? What will be done differently going forward? Either way, there is a more fundamental question: Do the current perceptions among teachers mirror perceptions in other areas of public service? The answers to these questions are not easy. The main aim of this small-scale qualitative exploratory study was to identify and understand the perceptions of primary schoolteachers in Jamaica as regards progression to the rank of principal. The findings point to a number of perceived barriers including religious affiliation, political affiliation, ministry- and school-level politicking, social connections and predetermined outcomes. This study concludes that promotion on any basis other than merit is problematic and does not promote trust, openness and transparency, nor does it build confidence in those who are part of the system but themselves do not have such connections and/or affiliations. 相似文献
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Keller Lena Cortina Kai S. Müller Katharina Miller Kevin F. 《Instructional Science》2022,50(2):251-272
Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.
相似文献79.
Miller Andrew F. Park Younghee Conway Patrick Cownie Charles T. Reyes John Reynoso Myra Smith Annie 《The Urban Review》2022,54(3):481-508
The Urban Review - Research conducted in the twentieth century found urban Catholic schools in the U.S. had a legacy of providing high quality educational opportunities for low-income students and... 相似文献
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