Managing Professional Competency Enhancement Among Polish Library Staff     

Maja Wojciechowska 《Slavic & East European Information Resources》2013,14(1-2):121-138

In this article the author presents the concept of professional competencies. She describes the development of the notion of competencies in Polish librarians’ jobs in recent years and the possibility of competency management, both by the employer and the library worker. She also discusses recent laws, regulations, and standards related to qualifications for librarians’ jobs.  相似文献   

基于软件工程专业课程体系的学风建设--以重庆理工大学软件工程系为例     

张小川  涂飞  刘洁  王森 《人天科学研究》2014,(12):165-167

从专业课程分层体系角度,提出高校学风建设新思路。以重庆理工大学软件工程系为例,通过建立专业导师、讲座、课外学习小组等教育媒介,树立学习标杆,持续对学生施加正面影响,激发学生的学习热情,提高学生的学习主动性。近年来的教学实践证明,该校学风建设取得初步成效,学风得到极大改善。  相似文献   

Reconstructions of Nordic Teachers: Reform policies and teachers' work during the 1990s   总被引：1，自引：0，他引：1  

Ingrid Carlgren 《Scandinavian Journal of Educational Research》2013,57(2):117-133

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The challenge of a distance learning professional doctorate in education     

John Butcher  Sandy Sieminski 《Open Learning》2013,28(1):59-69

This article summarises research into the effectiveness of a distance learning doctorate in education (EdD). Drawing on an emerging literature which attempts to conceptualise professional doctorates as distinctive from the PhD, we developed a case‐study approach to investigate the EdD student experience. Four themes emerge which are developed into a model of professional outcomes: professionalisation; professional change; bridging the academic/professional divide; and professional self‐esteem. We argue none of these outcomes would have been achieved so effectively for these distance students without a highly structured but flexible support system.  相似文献   

学生专业社团在国家骨干高职建设中的发展思路     

王俐凤  李霞 《十堰职业技术学院学报》2013,26(4):16-18

在国家骨干高职的建设过程中,学生专业社团作为校园文化建设的重要载体之一,在提高学生综合素质、就业竞争力和改善学风方面发挥出越来越大的作用。本文从校企合作、工学结合和专业竞赛的角度探讨了专业社团的发展思路,为打造精品专业社团提供了对策。  相似文献   

图书馆馆员专业知识、专业能力提升浅析     

康云岚 《南昌教育学院学报》2013,(8):186-187

图书馆馆员队伍在性别和年龄结构、专业知识和专业能力结构等方面存在较严重的失衡,在服务理念和意识方面存在不足。本文认为,通过多种形式培训、专业进修、举办学术研讨会、参加科研等途径可以达到图书馆馆员专业知识与专业能力提升的目的。  相似文献   

技工院校五年制数学课程改革的探究     

姜健 《湖北广播电视大学学报》2013,33(9):36-37

从对技工院校五年制数学课程的现状分析以及面临的主要问题入手,围绕"全面提高教学质量"这一宗旨,对影响技工院校数学教学质量诸多因素进行了深入探索与研究,提出了改革五年制数学课程的原则、方法和教学内容。  相似文献   

Teacher ethics as a research problem: syntheses achieved and new issues     

Gunnel Colnerud 《Teachers and Teaching》2013,19(3):365-385

Research on teacher ethics and the moral dimensions of teaching has contributed to extensive and valuable knowledge, which has sometimes led to constructive syntheses of positions. Four research problems which have been elucidated are discussed in this article: the relationship between care and justice, the conflict between the ethics of virtue and the ethics of rules, the relationship between moral education and professional ethics and what is morally significant in the teaching profession. Furthermore, an invitation to renew the discussion and formulate the next generation of research problems is made. Two issues are proposed. First, to answer the question why is it so difficult to be a morally good teacher and, second, teachers’ moral responsibility for the content taught.  相似文献   

Teachers’ professional identity in super-diverse school settings: teachers as agents of intercultural education     

Christiana Karousiou  Christina Hajisoteriou 《Teachers and Teaching》2013,19(2):240-258

ABSTRACT

This research study focuses on the ways in which teachers’ professional identity is being shaped and influenced in ‘super-diverse’ school settings. For the purposes of this research, we used the Cyprus educational system as our case study to investigate how teachers experience the enactment of intercultural education at the school level. To this end, 20 interviews were carried out along with 11 female and 9 male teachers of 10 primary schools, which presented diverse profiles of their student populations. Research data revealed that teachers’ professional identity and its underpinning constructs such as emotions, job satisfaction, professional commitment, autonomy and confidence were constantly challenged and negotiated within the changing educational setting. Contextual and professional factors such as work intensification, lack of training and resources, lack of respect and negligence of teachers’ previous experiences, ideologies, values and beliefs were found to affect teachers’ identity and consequently intercultural policy enactment. Therefore, the case is made that the complexity of professional identity needs to be taken into account by policymakers because teachers are the ones who embrace, reinterpret and develop the curriculum. The way and degree to which teachers understand, adjust, perceive and enact on educational policies are affected by the extent to which these policies interact with and challenge existing identities.  相似文献   

The road taken: professional pathways in innovative curriculum development     

David Leat  Rachel Lofthouse  Sally Taverner 《Teachers and Teaching》2013,19(6):657-674

This article describes the phases that teachers went through in their engagement with innovative teaching strategies as part of a school‐based research consortium linked to a university department of education in England. The teachers recorded their experiences and responses in diaries which gave access to their dominant feelings and concerns during the innovation. The diaries were analysed to investigate changes in the entries over time. The six phases were: initiation, novice, concerns, consolidation, expansion and commitment. The analysis also indicates the changing nature of professional support that was important during each of these phases. The conditions that characterized the ‘working space’ created by the teachers are discussed and particular emphasis is given to the fact that they collaborated with each other and with outside agents. Evidence from later interviews is used to suggest that these conditions have had a lasting impact on the schools. Further these conditions are related to the concept of social capital and the school research coordinator exploiting a ‘hole’ in the organization. It is argued that social capital among teachers and school leaders is critical to large‐scale change.  相似文献