Unstated and unjust: juggling relational requirements of professional experience for pre-service teachers     

Jenny Buckworth 《Asia-Pacific Journal of Teacher Education》2017,45(4):369-382

Overarching tasks faced by initial teacher education (ITE) students comprise a multitude of factors, not least learning to marry theoretical learning with practical application. Part of this learning is the gradual construction of relationships with learners and colleagues. Another, less exposed, challenge arises from a disparity of outlook that can extend to differences in beliefs, values and openness to others. This study focussed on failing final year pre-service teachers. Using a phenomenological method, these student voices were interpreted to reveal instances of discrimination and silencing that emerged during their mandated professional experience. Accounts of inequity, bias and injustice illuminated some contradictions inbuilt into this period as poor relationships and inappropriate power relations became counterproductive in what is presumed to be a developmental and non-negotiable ITE activity. Results highlight some of the unspoken and unquestioned practices in schools and the corresponding agency employed by pre-service teachers as they seek acknowledgement and inclusion.  相似文献   

The Cultural Work of Magical Realism in Three Young Adult Novels     

Don Latham 《Children‘s Literature in Education》2007,38(1):59-70

Magical realism as a literary mode is often subversive and transgressive, questioning the values and assumptions of the dominant society that it depicts. Young adult literature, by contrast, is typically thought to serve a socializing function, helping to integrate young readers into adult society. What then is the cultural work of magical realism when it appears within young adult novels? An examination of three young adult novels—by Francesca Lia Block, David Almond, and Isabel Allende—reveals that they employ magical realism to accomplish socialization through subversion.  相似文献   

Context–process authenticity in learning: implications for identity enculturation and boundary crossing     

David Hung  Der-Thanq Victor Chen 《Educational technology research and development : ETR & D》2007,55(2):147-167

This paper posits that authenticity is an aspect of both the context and the process of learning. These two aspects cannot be seen in isolation and must be analyzed as one unity. We refer to this coupling relationship as the context–process authenticity. Existing learning and instructional approaches associated with authenticity, such as simulations, participation, and co-evolution privilege the authenticity of professional practices and do not adequately tackle the issue of the transitions across contexts. To avoid demeaning the authenticity of schools, we recommend other approaches, which emphasize the identity enculturation aspect in diverse communities. Furthermore, we argue for a context–process authenticity continuum. This continuum encompasses both school and professional communities and the context–process authenticity coupling. Implications are discussed with respect to the proposed context–process authenticity continuum.  相似文献   

专科层次的高职生不宜写毕业论文     

徐汉峰  黄文军  高想清  沈爱珍 《孝感职业技术学院学报》2007,10(1):21-23

专科层次高等职业技术学院学生受生源、学制、教学模式、教学特点、教学管理诸因素的制约不宜写作毕业论文,建议高职院校以毕业技能鉴定代替毕业论文,以适应高职教育双证书特点和社会对高职人才素质的需要。  相似文献   

Teachers’ professional learning goals in relation to teaching experience*     

Monika L. Louws  Klaas van Veen  Jacobiene A. Meirink  Jan H. van Driel 《欧洲师范教育杂志》2017,40(4):487-504

In this study, we explored the relationships between teachers’ self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers’ professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience and subjects were interviewed. The results show different learning goals, related to communication and organisation, curriculum and instruction, innovation, responsibilities, and themselves as professional. Various relationships between learning goals and teaching experience emerged, which clearly reflect the development from early- to mid- and late-career teachers. Issues related to curriculum and instruction appeared to be learning goals for early- and mid-career teachers. This implies that regardless of increasing teaching expertise, curriculum and instruction remain central to teachers’ continuous learning. Late-career teachers were interested in learning about extra-curricular tasks and innovations. Models of professional life phases have been used to interpret these results.  相似文献   

“生产经营型”新型职业农民胜任素质的要素构成研究——基于行为事件访谈法     

陈春霞  石伟平 《现代远距离教育》2020,(1):11-18

“三农”问题是国家发展战略中的重难点,培育新型职业农民是中国实现农业现代化的必然选择。基于行为事件访谈法对样本区域的35名“生产经营型”新型职业农民进行研究,在此基础上建构其胜任素质的要素构成。结果表明,“生产经营型”新型职业农民的胜任素质包括“从农动机、职业承诺、团队建设与领导力、市场信息搜集与获取、成本收益评估能力、模式创新力、关系资本积累能力、农人新思维”等17项要素。新型职业农民胜任特征编码具有较高信度,胜任特征能对绩优组和绩平组进行有效鉴别与区分,具有较高效度。因此,采用行为事件访谈法对“生产经营型”新型职业农民胜任素质要素构成进行研究也是有效的。  相似文献   

浅谈高校图书馆工作人员的职业道德修养     

黄德建  梁伟 《襄樊职业技术学院学报》2002,1(4):57-58

通过对高校图书馆工作人员职业道德修养重要性的分析，说明了图书馆工作人员职业道德修养的具体内容。同时，就如何加强图书馆工作人员的职业道德修养谈了自己的看法。  相似文献   

Relational processes between people and place: Understanding environmental interest and identity through a learning ecosystem lens     

Marijke Hecht 《Environmental Education Research》2020,26(7):1060-1061

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Towards an ‘international forum for teacher educator development’: an agenda for research and action*     

Geert Kelchtermans  Kari Smith  Ruben Vanderlinde 《欧洲师范教育杂志》2018,41(1):120-134

The outcomes of an international collaborative project are presented, involving experienced teacher educators and researchers from eight different countries, who engaged in a series of structured discussions on the professional development of teacher educators. We start with an overview of the needs in practice and policy, as well as the research interests, making structured opportunities for teacher educator development necessary. As a first outcome, we present a model to conceptualise teacher educator development, grounded in a study of the international literature and the systematic critical discussion of its findings by the participants in the project. The model facilitates international (research) collaboration, mapping and guiding initiatives in policy and practice by providing both an overview of the complexities of teacher educator development and a language to discuss them. The second –structural- outcome is the establishment of InFo-TED – the International Forum for Teacher Educator Development.  相似文献   

Sex as an Intergroup Arena: How Women and Gender Minorities Conceptualize Sex,Sexuality, and Sexual Health     

Valerie Rubinsky  Angela Cooke-Jackson 《Communication Studies》2018,69(2):213-234

We present a qualitative analysis of 186 women and gender minorities’ definitions of sex, sexuality, and sexual health, as well as their accounts of how those concepts changed for them over time. Participants describe these phenomena as communicative, layered, and related to identity. Definitions of sex produced themes of intimacy, consent, and who is involved; definitions of sexuality involved sexual orientation, sexual expression, and personal identity; definitions of sexual health included communication skills, an emphasis on physical and emotional health, and prevention and maintenance. Using the Communication Theory of Identity as a lens to guide our analysis and discussion, we argue that sex, sexuality, and sexual health are intergroup arenas that require an acknowledgment of group membership.  相似文献