Professional role expectations and related feelings when solving pedagogical dilemmas: a comparison of pre- and in-service teachers     

Aivi Toompalu  Äli Leijen  Katrin Kullasepp 《Teacher Development》2017,21(2):307-323

This study investigated teachers’ professional identity development. Using Dialogical Self Theory and a socio-cultural semiotic mediational perspective, we focused on pre- and in-service teachers’ communication of professional role expectations and related feelings when solving pedagogical dilemmas to reveal aspects of their professional identity construction. Data were collected from 102 pre- and 90 in-service teachers by asking them to solve seven pedagogical dilemmas. We report: (1) how pre- and in-service teachers solved pedagogical dilemmas in terms of communicating professional role expectations and related feelings; (2) how pre- and in-service teachers differed in the feelings they reported and the solutions they gave when solving pedagogical dilemmas; and (3) how the communication of professional role expectations and feelings was related to pre- and in-service teachers’ work experience. Finally, we discuss the implications of our study for initial and continuing teacher education programmes.  相似文献   

雇凶伤害案件的理论与实践问题研究     

李英 《许昌学院学报》2005,24(4):145-147

雇凶伤害案件是指雇主以提供某种利益为条件雇请他人按照其犯罪意图，实施故意侵害他人身体健康权从而获得约定利益的一种共同犯罪：其法律特征为共同犯罪；事实特征为：犯罪主体身份的特殊性，犯罪动机的多样性，犯罪行为的预谋性、暴力性和隐蔽性。司法实践中对雇凶伤害案件的处理应注意以下几点：雇佣双方在共同犯罪中的性质和作用的认定，实行过限的认定，认识错误的认定，犯罪未完成形态的认定，雇佣双方对承担加重结果责任的认定。  相似文献   

Pygmalion at 50: harnessing its power and application in schooling     

Rhona S. Weinstein 《Educational Research and Evaluation》2018,24(3-5):346-365

ABSTRACT

This special issue marks the 50th anniversary of the landmark Pygmalion experiment (Rosenthal & Jacobson, 1968). It offers contributions from across the globe, attesting to universal features of teacher expectancy effects. Reviews of this history underscore controversy, advances, and few intervention studies. Empirical studies emphasise teacher expectancy effects at group, classroom, and school levels, contrast expectation measures, and explore longitudinal and developmental perspectives, advancing the field. Despite headway, I argue that the field’s contested history has stifled its fullest investigation. Conclusions drawn – not replicable, small and dissipating effects, and largely accurate teacher expectations – have underestimated Pygmalion’s power and limited investment in intervention research to promote positive educational prophecies, especially for students placed at the margins. It is time for a greater articulation of the conditions under which expectancy effects are most powerful. It is also time to apply our tremendous knowledge towards the design and evaluation of positive expectancy interventions.  相似文献   

“Is that paper really due today?”: differences in first-generation and traditional college students’ understandings of faculty expectations   总被引：1，自引：0，他引：1  

Peter J. Collier  David L. Morgan 《Higher Education》2008,55(4):425-446

Success in college is not simply a matter of students demonstrating academic ability. In addition, students must master the “college student” role in order to understand instructors’ expectations and apply their academic skills effectively to those expectations. This article uses data from focus groups to examine the fit between university faculty members’ expectations and students’ understanding of those expectations. Parallel discussions among groups of faculty and groups of students highlight important differences regarding issues of time management and specific aspects of coursework. We find definite incongruities between faculty and student perspectives and identify differences between traditional and first-generation college students. We argue that variations in cultural capital, based on parents’ educational experiences, correspond to important differences in each group’s mastery of the student role and, thus, their ability to respond to faculty expectations. The conclusion discusses the theoretical and practical implications of considering role mastery a form of cultural capital.  相似文献   

Beyond employer engagement and skills supply: building conditions for partnership working and skills co-production in the English context     

Ann Hodgson  David Smith  Julia Jeanes 《Journal of Education & Work》2019,32(1):36-51

Education providers and employers working together to prepare young people and adults for employment is internationally accepted as a key factor in effective technical and vocational education. In the English context, however, we argue that two related orthodoxies have prevailed – ‘employer engagement’ and ‘skills supply’ – in which education providers have striven to gain employer involvement in their programmes and meet their skills needs. The effectiveness of these twin orthodoxies has been limited by the ‘New Low Skills Equilibrium’ (NLSE) involving a symbiosis of weaknesses on both the education and employer sides. The article draws on findings of a two-year research and development programme in East London which explored the process of education-employer partnership working to support inclusive growth in key economic sectors. The research suggested that this aim was best supported by processes of ‘co-production’ that actively involved both partners in attempting to address features of the NLSE. The research also pointed to constraining factors. The article concludes by identifying the conditions required for the realisation of co-production approaches that include the development of new collaborative structures – High Progression and Skills Networks (HPSNs) – involving a wide range of social partners at the local and regional levels.  相似文献   

李白咏侠诗述论   总被引：2，自引：0，他引：2  

侯长生 《河北师范大学学报(哲学社会科学版)》2003,26(6):92-96

唐代是中国诗歌的鼎盛时期，诗歌的思想内容得到了极大的丰富和发展，咏侠诗在唐朝也成为众多诗人表述心志的另一种方式。李白不仅有任侠的经历，而且创作了大量的咏侠诗，通过对这些诗歌的分析，对于理解李白的功业理想和心理期待有重要的意义。  相似文献   

“Don’t give up on me”: critical mentoring pedagogy for the classroom building students’ community cultural wealth     

Daniel D. Liou  Antonio Nieves Martinez  Erin Rotheram-Fuller 《International journal of qualitative studies in education》2016,29(1):104-129

This one-year ethnographic case study focused on students of color from a West Coast High School who faced a variety of academic challenges. Collectively, they shared perspectives on school improvement, and among the recommendations was the importance of mentorship in the classroom to develop students’ aspirational, navigational, and informational capital for academic resiliency, high expectations, and success. This article highlights the perspectives of multiple stakeholders, such as students and teachers, on the qualities of mentorship practices. Using these data, a framework was developed to promote mentoring as an interrelated process in classroom instruction to ignite a new perspective on school reform. In this particular context, this study concludes that these students of color viewed mentorship as a critical component that was often missing in their high school careers. In an effort to improve students’ experiences in the classroom, this article argues that teachers must develop critical mentoring skills, beyond what is traditionally considered as mentoring services, as a pedagogical tool to assist students to overcome their academic challenges and achieve school success.  相似文献   

用人单位对高校毕业生的录用与评价   总被引：47，自引：0，他引：47  

马陆亭 《高等教育研究》2002,(1)

对用人单位录用与评价高校毕业生的调查结果表明 :尽管毕业生择业的竞争压力在逐步加大 ,但整个就业市场仍存在着巨大的潜力 ;学校在毕业生择业时所起的推荐作用和提供的信息偏小 ,需要进一步加强毕业生就业指导工作 ;用人单位录用毕业生时主要看重的是其素质和能力 ;不同层次毕业生所从事的职业岗位及其工作适应性存在着一定的差异 ;用人单位人才流失的主要原因是待遇问题 ;加强对研究生创造能力的培养、拓宽本科生的知识面、突出专科生教育的专业技能训练 ,使各层次教育办出特色 ,应成为高等学校教学改革的重要内容  相似文献   

高职教育工学结合中校企合作的制约因素与对策     

邵庆龙 《深圳信息职业技术学院学报》2008,6(1):31-34

工学结合人才培养模式的探索是当今高职教育的热点之一,文中分析了当前工学结合中校企合作的制约因素,提出了高职院校提高工学结合校企合作质量的对策。  相似文献   

Economic globalisation,youth expectations and social class: The case of Sri Lanka     

Angela W. Little  Ricardo Sabates 《International Journal of Educational Development》2008

Whether economic globalisation is associated with a narrowing or a widening of the social class gap between the education and occupation expectations of Sri Lankan youth is examined through a test of four hypotheses. Methodologically, the study employs the estimated parameters from a system of seemingly unrelated equations for testing hypotheses. Youth expectations for education and occupation are higher than those of their parents when young. Social class effects vary among youth and fathers and mothers when young. The occupation expectations of youth show a widening gap between the middle and low social classes. In all other comparisons, the gaps are positive, indicating a widening, but none attains statistical significance. Causal explanations are explored and the implications for future investigations are identified.  相似文献