‘They call me wonder woman’: the job jurisdictions and work‐related learning of higher level teaching assistants     

Roger Hancock  Thelma Hall  Carrie Cable  Ian Eyres 《Cambridge Journal of Education》2010,40(2):97-112

This paper reports on an in‐depth interview study of the roles, job jurisdictions and associated learning of higher level teaching assistants (HLTAs). This role has the core purpose of covering classes to enable teacher release for planning, preparation and assessment. HLTAs’ individual job jurisdictions are described and discussed as are implications for their knowledge and practice. The HLTAs are found to have wide‐ranging job domains and, sometimes, unexpected involvements which mean they have to improvise practice. The study acknowledges that these HLTAs are being creatively managed and deployed by head teachers for the sake of teachers and schools. However, they are, at times, required to take on planning and cover duties which are beyond their knowledge and training with a likely impact on children’s learning. Given their training and experience it is asked if covering classes to release teachers is the most effective use of their abilities and time.  相似文献   

Doctoral students as journal editors: non‐formal learning through academic work     

Nick Hopwood 《高等教育研究与发展》2010,29(3):319-331

  相似文献   

职场排斥与员工离职倾向:组织认同与职业生涯韧性的作用     

尹奎  刘永仁 《软科学》2013,27(4)

以社会认同理论与人格特质理论为研究视角,以山东地区263名员工为被试,研究职场排斥对离职倾向影响的作用机制与边界条件。研究结果表明:职场排斥对组织认同有显著负向影响,对离职倾向有显著正向影响,组织认同在职场排斥与离职倾向中起到完全中介作用;职业生涯韧性能缓冲职场排斥对员工离职倾向的影响,即高职业生涯韧性的员工在相同职场排斥情况下,其离职倾向更低。  相似文献   

高职学生职场礼仪修养培养途径研究     

郭威 《科教文汇》2013,(28):156-157

本文将企业的实际需求与日常教学内容相结合,从课堂教学、课外实践、平时修养三个视角探索并研究最适合高职学校教育现状的培养途径,让学生在掌握职场礼仪基本知识的同时,能够灵活运用礼仪知识来规范自己的行为,提高自身的综合素质,为职业生涯发展奠定基础。  相似文献   

Supporting Technical Professionals’ Metacognitive Development in Technical Communication through Contrasting Rhetorical Problem Solving     

Andreas Karatsolis  Suguru Ishizaki  Marsha Lovett  Stacie Rohrbach  Mollie Kaufer 《Technical Communication Quarterly》2016,25(4):244-259

This article presents an experimental pedagogical framework for providing technical professionals with practice on writing skills focusing on the development of their metacognitive rhetorical awareness. The article outlines the theoretical foundation that led to the development of the framework, followed by a report of a pilot study involving information technology professionals in a global setting using an online learning environment that was designed based on the framework.  相似文献   

Affordances of teacher professional learning in secondary schools     

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   

Transitioning to engineering practice     

James Trevelyan 《European Journal of Engineering Education》2019,44(6):821-837

ABSTRACT

Transition from education to practice can be troublesome for many early-career engineers because expectations, habitual work practices and values tend to conflict with realities of engineering workplaces. Emerging technologies referred to as ‘Industry 4.0’ or the ‘fourth industrial revolution’ have prompted many to argue for students to develop improved socio-technical skills. Understandings of practice emerging from contemporary research could help educators shape a new generation of engineers with more appropriate abilities to restore global productivity growth and transform economies to eliminate greenhouse emissions in a short enough time to limit human-induced global warming. However, so far, explicit curriculum reforms addressing graduate attributes and workplace skills have not resulted in significant employability improvements. This paper argues that assessment practices and curriculum gaps may be acting as an implied or hidden curriculum shaping student expectations and values. This paper proposes ways to overcome these curriculum deficits in higher education institutions and also workplace education interventions. These changes could help educate engineers about productivity improvement, commercial and social value generation, business requirements and entrepreneurship. Changes like these will be needed to achieve sustainable development goals, especially in developing countries.  相似文献   

PIAAC results on opportunities for informal learning in the workplace in Spain / Resultados PIAAC sobre las oportunidades para el aprendizaje informal en el puesto de trabajo en España     

Pilar Pineda-Herrero  Laura Arnau-Sabatés 《Cultura y Educación》2017,29(1):151-182

This article uses data from the PIAAC (Programme for the International Assessment of Adult Competences) Background Questionnaire to describe conditions related to informal learning (IL) in the workplace and opportunities to learn informally in organizations in Spain. PIAAC data indicate that in Spain, informal learning processes in organizations are a common, everyday practice. However, some differences have been found in the intensity of this learning by gender, the position that the employee occupies and the business sector in which the organization is framed. This study opens some future avenues to develop further knowledge about IL mechanisms and practices in the workplace, as a strategy to help towards the development of people and organizations.  相似文献   

How and what do academics learn through their personal networks     

《Journal of Further & Higher Education》2012,36(3):336-357

This paper investigates the role of personal networks in academics’ learning in relation to teaching. Drawing on in-depth interviews with 11 academics, this study examines, first, how and what academics learn through their personal networks; second, the perceived value of networks in relation to academics’ professional development; and, third, whether and how network participation affects professional learning and extant teaching practice. Findings suggest that personal networks equip academics with a diverse pool of knowledge and skills about teaching, offering both professional and emotional support. What academics learn through personal networks subsequently becomes embedded in their teaching practice. In this sample, change in teaching practice is focused on application of new learning technologies and new teaching and assessment strategies.  相似文献   

高职高专院校职业英语任务型教学模式的构建   总被引：1，自引：0，他引：1  

侯炜征 《襄樊职业技术学院学报》2012,(1):114-117

职业英语教学不仅提升了高职高专学生英语水平和能力,更训练了学生毕业后作为职业人的能力,为社会培养具备英语应用能力的职业性应用型人才起到了重要作用。本文主要通过分析全新的职业英语任务型教学模式的构建,并以《新职业英语》实际课堂教学任务设计为例,探讨了如何在职业英语教学中运用任务型教学模式的理念,优化职业英语课堂教学,努力提升学生的职业能力与职业素养,实现强化教学任务实践性,提高学生英语交际能力的目的。  相似文献