A contested profession: employability,performativity and professionalism in Irish further education     

Bernie Grummell  Michael J. Murray 《Journal of educational administration and history》2015,47(4):432-450

Further education typically represents the vocational, technical and practice-based forms of education, but this is now being repositioned in a neo-liberal era that is driving a performance-based and market-orientated vision of education in the Republic of Ireland and elsewhere. The implacable drive of neo-liberal economics in everyday practice is evident in the current economic and training discourses of further education, which aim to upgrade the employability of low-skilled and marginalised sectors of the population. The article provides an overview of shifts in educational policy and practices that align Irish further education with what has occurred in the UK and elsewhere through processes of professionalisation and performativity. Analysis of the potential impact on notions of professional identity in the sector helps to articulate the principles, pedagogies and philosophies that will be vital when contesting the performance cultures of New Managerialism that seem likely to ensue. We explore the implications in terms of the policy discourses, organisational structure and professional practices of further education. We contend that changes in these areas have profound impacts on the learning and knowledge base of further education, constraining its social justice and transformative capacity for the learners at the heart of further education.  相似文献   

教师持续专业学习与发展:内涵、条件与评估 ——专访英国诺丁汉大学荣休教授戴杰思     

谢萍  刘芊  王馨薇 《教师发展研究》2022,6(1):13-22

在教师发展领域,基于原有的教师“专业发展(PD)”“持续/连续专业发展(CPD)”,戴杰思教授进一步提出并强调教师“持续专业学习与发展(CPLD)”的概念。他认为,CPLD项目本质上是对教师实施的系列干预活动,主要是通过有意识地为教师提供有价值的学习内容和发展机会,促进教师的专业成长,从而实现学校的积极变革和可持续发展。在CPLD项目的设计和实施过程中,要重视教师的内因作用,特别是他们的情绪韧性;同时,学校在开展CPLD项目过程中,需要从四个方面保障其有效性,即正确认识教师学习的本质与改变、重视教师专业性、提升学校领导层重视度、创建专业学习共同体。由于教师工作的复杂性,CPLD项目实施效果的测量和评估需通过构建长期、多视角立体式的测评模式探索其有效的路径和方法。  相似文献   

中国职业足球俱乐部公司化无形资产界定研究   总被引：7，自引：0，他引：7  

戴晨 《体育科学》2001,21(4):35-37

采用文献资料、调查访谈、比较研究等方法，对我国职业足球俱乐部公司化中的无形资产界定进行了系统研究。结论：应以现代公司制度的产权制度来塑造中国职业足球俱乐部，其中无形资产的界定是关键，要使职业足球俱乐部公司享有法人财产权，能够自负盈亏、自我发展。  相似文献   

The changing nature of autonomy: Transformations of the late Swedish teaching profession     

Wieland Wermke  Eva Forsberg 《Scandinavian Journal of Educational Research》2017,61(2):155-168

This article discusses teacher autonomy in the case of the Swedish teaching profession since the 1980s. It is argued that deregulation, decentralization, and marketization reforms of the 1990s have indeed increased teacher autonomy, but in some respects also led to a increase of complexity in the Swedish school system. In order to handle this complexity, the state intensified a standardization of schooling, which restricts teacher autonomy today. Relevant the paper's understanding is that teacher autonomy is always about control, exerted internally by the profession itself and facilitated externally by state standards. The article argues that the restriction of teacher autonomy in recent times is also related to a simplified understanding of the phenomenon in the reforms of the 1990s.  相似文献   

The perception,management and performance of risk amongst Forest School educators     

Mark Connolly  Chantelle Haughton 《British Journal of Sociology of Education》2017,38(2):105-124

This article investigates how risk perception amongst teachers within an outdoor educational initiative, Forest School, both shape and are shaped by their understandings of childhood, pedagogy and their own professional identity. Drawing on a social constructionist perspective in theorising risk and childhood, the article argues that contemporary, hyper-sensitised concerns regarding children’s vulnerability emanate from both fears of the modern world, and the proclivity towards over-protection which these fears precipitate. Rather than treating this hyper-sensitivity as irrational or paranoid, the paper draws on socio-cultural theories and qualitative methods to interrogate how risk is perceived, managed and performed by teachers within an initiative which aims to reintroduce risk into children’s lives. The research found that while these teachers’ motivations to participate in Forest School were derived from a desire to expose children to formative risk-taking in the outdoors, the hegemonic cultural and institutional risk aversion which they were attempting to counter, aligned with their contested occupational identity, created tensions in how they managed and performed risk which militated against the full realisation of a Forest School pedagogy.  相似文献   

Teachers’ voice,power and agency: (un)professionalisation of the early years workforce     

Marek Tesar  Branislav Pupala  Ondrej Kascak  Sonja Arndt 《Early Years: An International Journal of Research and Development》2017,37(2):189-201

This article examines Slovak early years teachers’ concerns with conceptions of teacher professionalism. It suggests that there is a mismatch between understandings of professionalism, policy aspirations and the attitudes of teachers to their own professionalism, and that this mismatch fuels early years teachers’ sense of agency. These tensions between conceptions of professionalism, teaching practice and actual working conditions have led to a ground-up approach to self-governance within the early years teacher workforce. We analyse teachers’ discussions in an early years online forum of 12,500 members that was started and remains governed by the teachers themselves. It represents in itself a very particular attitude and response to the need to determine what it means to be a professional teacher. This analysis examines intersections of policy, quality and professionalism, and highlights considerations of power and voice, and the complexities of uncertainty and change. The article concludes with the suggestion that teacher attitudes, power and agency are impacted in unpredictable ways by the policy landscape.  相似文献   

Understanding students’ experiences of professionalism learning: a ‘threshold’ approach     

Hilary Neve  Helen Lloyd  Tracey Collett 《Teaching in Higher Education》2017,22(1):92-108

Professionalism is a core element of curricula in many disciplines but can be difficult to teach and learn. This study used audio-diary methodology to identify professionalism threshold concepts in a small group learning setting in undergraduate medicine and to understand factors that might facilitate students to ‘get’ such concepts. Fifteen students and seven tutors kept audio-diaries over two terms. Data were analysed qualitatively for content. The key themes were then cross referenced to threshold concept criteria (e.g. where language indicated that learning was troublesome, integrative or transformative). Seven potential threshold concepts were identified which centred on students’ developing professional identities including working with uncertainty, considering the bigger picture, not needing to know everything and professional culture. Reflection on workplace experiences within a small group helped students ‘get’ these concepts. The study concludes that threshold concepts and audio-diaries are useful tools for understanding lived experiences of professionalism learning.  相似文献   

Don’t we care?: the ethics and emotional labour of early years professionalism   总被引：1，自引：1，他引：0  

Geoff Taggart 《Early Years: An International Journal of Research and Development》2011,31(1):85-95

This paper argues that early childhood education and care (ECEC) has a legitimate aspiration to be a ‘caring profession’ like others such as nursing or social work, defined by a moral purpose. For example, practitioners often draw on an ethic of care as evidence of their professionalism. However, the discourse of professionalism in England completely excludes the ethical vocabulary of care. Nevertheless, it necessarily depends on gendered dispositions towards emotional labour, often promoted by training programmes as ‘professional’ demeanours. Taking control of the professionalisation agenda therefore requires practitioners to demonstrate a critical understanding of their practice as ‘emotion work’. At the same time, reconceptualising practice within a political ethic of care may allow the workforce, and new trainees in particular, to champion ‘caring’ as a sustainable element of professional work, expressed not only in maternal, dyadic key‐working but in advocacy for care as a social principle.  相似文献   

高校课程大纲的功能和要件:兼论我国大学课程大纲制度之现状     

张光 《清华大学教育研究》2011,32(2)

在高等教育发达的国家和地区,课程大纲是高校教师开课之初必须向选课学生提供的文件。本文在讨论高校课程大纲的功能和基本内容后,报告了我国两所重点高校相关调查结果。对N大学社会科学本科生专业课课程大纲使用情况的调查表明,该校教学中缺乏课程大纲制度和文化,严重影响了本科生和研究生的教育质量。对N和X大学部分教师的调查表明,90%受访教师认为大多数中国高校教师提供的课程大纲不符合国际规范。中国大学课程大纲现状,是其整体教师队伍尚处于前职业阶段的写照。  相似文献   

论学生馆员职业素养的缺失及提升策略   总被引：1，自引：0，他引：1  

唐小芳  周志英 《黑龙江教育学院学报》2011,(11):200-202

高校学生馆员职业素养的高低影响图书馆的服务质量和服务水平,而目前学生馆员职业素养缺失状况令人担忧。从学生馆员职业素养缺失的表现形式出发,分析学生馆员职业素养缺失的影响因子并提出了一些合理化建议。  相似文献