TESOL professional standards in the “Asian century”: dilemmas facing Australian TESOL teacher education     

Indika Liyanage  Tony Walker  Parlo Singh 《Asia Pacific Journal of Education》2015,35(4):485-497

Australian teacher education programmes that prepare teachers of English to speakers of other languages (TESOL) are confronting the nexus of two facets of globalization: transformations in the Asian region, captured in the notion of the “Asian century”, and shifting conceptions of professionalism in TESOL in non-compulsory education. In booming Asian economies, English language learning is integral to the demand for high-quality education. This has produced increases in TESOL Teacher Education Programme (TTEP) enrolments of both domestic Australian students and international students from Asia. Growth in demand for TTEPs has necessitated that they cater to student diversity, and the intended contexts of practice. This demand has coincided with a concurrent movement towards professional standards for TESOL that, we argue, confronts complexities around quality, accountability, and professional identity and achieving conceptual and contextual coherence. Drawing on discourses of managerialism and performativity, this paper explores tensions between increased student demands for TTEPs, professional standards discourses which are part of the global policy discourses on teacher quality, and the achievement of programmatic conceptual and contextual coherence from the perspective of Australian TTEPs.  相似文献   

Teacher unions’ participation in policy making: a South African case study     

Logan Govender 《Compare》2015,45(2):184-205

This article contends that teacher unions’ participation in policy making during South Africa’s political transition was characterised by assertion of ideological identity (unionism and professionalism) and the cultivation of policy networks and alliances. It is argued that, historically, while teacher unions were divided along political and ideological lines, they have demonstrated flexibility in contesting for influence in the policy arena. In this regard, teacher unions’ agency plays an important part and is reflected in changes in organisational strategies to ensure their independence or prevent marginalisation. The article highlights the threat of state co-optation for teacher unions and suggests that a framework for managing teacher union–state relations based on ‘professional unionism’ could potentially contribute to more effective education service provision. Comparisons with teacher unions’ experiences elsewhere in the world are also made, while recognising the specificity of the South African situation.  相似文献   

Sustaining care: cultivating mindful practice in early years professional development     

Geoff Taggart 《Early Years: An International Journal of Research and Development》2015,35(4):381-393

The practitioner’s own self is a resource in early childhood education and care (ECEC). It is proposed that an experiential training focusing on the ‘professional self’ helps to raise awareness of how psychological dispositions may impair or enhance quality of provision. A key concept in such training is emotional labour, explored with students through examples of ‘relational pedagogy’ and ‘attunement’ to the needs of children. The argument of this paper, underlying the training, is that the expectation of attunement encapsulates both the best and worst aspects of such labour. The research focuses on the introduction of mindfulness exercises into the training in order to sustain this attunement. It seeks the students’ responses to them and to the experience of the training overall. The paper concludes by recommending that such practices be incorporated into professional development whilst acknowledging that such interventions can only succeed where working conditions reflect a compassionate culture.  相似文献   

美国专业学位教育体系结构及其专业性特征     

张秀峰  高益民 《辽宁教育研究》2014,(5):114-118

专业性是专业学位教育的根本性质。美国的专业学位教育在本科、硕士研究生和博士研究生三个教育层次都予以开展,目前至少有41种专业学士学位,约112种专业硕士学位,56种专业博士学位和11种第一级专业学位,涉及学科群33个。美国专业学位教育主要是在专业学院进行的。  相似文献   

职业化背景下辅导员队伍建设现状调查及思考     

于晓霞 《辽宁高职学报》2014,16(8):91-93

近年来,如何加强辅导员队伍素质建设、提升辅导员队伍的职业化研究成为各高校关注的课题。然而,由于多方面原因,辅导员队伍的职业化发展以及辅导员在高校中的角色定位依旧成为困扰当前高校辅导员队伍建设的一个瓶颈问题。对此,沈阳医学院以科学发展观为引领,从本校的实际出发,通过对辅导员的问卷调查,在了解该校辅导员队伍现状的基础上,探索出一条适合沈阳医学院辅导员队伍发展的建设之路。  相似文献   

高职“示范、骨干院校”建设的“三大支柱”     

柴福洪 《宁波职业技术学院学报》2010,14(6):1-3

2006年教育部、财政部在全国筛选出100所高职示范院校,2010年又筛选出100所高职骨干院校,在建设过程中,其要求并不统一。在综合研究这些院校建设的基础上,提出了＂三大标志性支柱＂的观点,即标志性支柱专业、标志性支柱人才、标志性支柱成果。  相似文献   

Inclusion: Dimensions of inclusion in education     

Ane Qvortrup  Lars Qvortrup 《International Journal of Inclusive Education》2018,22(7):803-817

The understanding of inclusion in education has transcended the assumption that inclusion is about students with special needs. It concerns the inclusion of all children. With systems theory as a framework, the article argues that in order to handle inclusion as a phenomenon that concerns all children, we need an operational definition of inclusion differentiated according to three dimensions. The first dimension covers different levels of inclusion. The second dimension concerns different types of social communities in and out of school, from which a child may be included or excluded. The class is one such type of social community, but equally important is membership in the self-organised community of children in the school-yard, the bilateral relationships with other children and/or teachers, etc. The third dimension concerns different degrees of being included in and/or excluded from the different communities. The point is that a child is not either completely included or excluded, but that he/she is included in or excluded from the different communities in different degrees. A comprehensive matrix definition is presented combining the three dimensions, which matches the present understanding of inclusion in education.  相似文献   

技术转移机构的专业化:理论内涵和发展实践     

安涌洁  胡贝贝  刘海波  张亚峰 《科技管理研究》2022,(23)

提升技术转移机构服务能力是推动科技成果转移转化、完善国家创新系统建设的重要抓手，“专业化”已经成为改造和升级技术转移机构服务能力的共识。但尚未有研究从理论层面系统探究技术转移机构的专业化是什么、如何发展等问题。文章借鉴职业社会学和医学专业主义相关研究，结合技术转移发展实际，创新性提出技术转移机构专业化概念。在此基础上，以专业知识、社会需求、职业身份为基础构建分析框架，利用多案例分析方法探讨技术转移机构的专业化发展实践，并提出发展建议。本文不仅扩充了社会治理的理论边界，还为技术转移机构的实践发展提供有益参照。  相似文献