New teachers,mentoring and the discursive formation of professional identity   总被引：1，自引：0，他引：1  

Anita Devos 《Teaching and Teacher Education》2010

This paper considers the implications of mentoring for the discursive formation of professional identities of newly graduated teachers. The site for this analysis is the Teacher Mentoring and Induction Program, in Victoria, Australia. The paper draws attention to the effects of mentoring as conceived in this context on the construction of new teacher identities, the close relationship between professional standards and mentoring, the relationship between mentoring and the performative culture of schools, and what it means to be ‘a good teacher’ within this culture. The aim is to reposition mentoring as a product of its contexts and times, and in so doing contribute to the development of a more theoretically informed and critical platform from which to conduct research into its effects and benefits.  相似文献   

教师的身份变迁与教师教育演变——兼论我国教师教育走向     

张学敏  张翔 《西南师范大学学报(人文社会科学版)》2010,(5):7-11

人类社会经济形态经历了前工业经济、工业经济,并正向信息化经济变迁,这种变迁也使教师经历了兼职人员、职业教师和专业教师三种不同身份演变。教师身份的演变使教师教育由自然养成方式发展为封闭式师范教育,进而发展为以大学为主体的职前-职后一体化教师教育。我国在当前以及今后一段时期内将处于以信息化经济为发展方向的前工业经济、工业经济和信息化经济并存交融时期,因此,教师教育的走向也具有较强的时代特征和中国特色。  相似文献   

少数民族大学生社会认同运行机制的社会化视野解读     

姜国峰  成团英  杨庆玲 《保山学院学报》2012,(4):11-15

作为对少数民族大学生思想、观念、行为、心理都会产生重要影响的社会认同,在其形成、发展、表现的过程中,势必会受到某些外在和内在因素的制约,导致社会认同出现多样化的表现,而在分析清楚影响因素之后,更重要的是采用怎样的方式去构建社会认同的运行机制,文章通过对云南少数民族大学生社会认同机制偏颇态势的分析,从人的社会化过程角度,即生命全程、整体发展、发展变化等三个过程提出构建少数民族大学生社会认同运行机制。  相似文献   

体育行为和大众参与体育运动的影响因素——中国26-55岁城市居民体育生活方式影响因素调查报告   总被引：3，自引：0，他引：3  

李仕丰 《体育与科学》2009,30(4)

文章统计分析中国26-55岁城市居民参与体育运动的影响因素,找出阻碍中国26-55岁城市居民参与体育运动的共同的主要障碍;运用心理学的理论分析体育行为的产生、发展、形成的具体过程.结论:影响大众参加体育运动的主要因素是"人"本身,大众参加体育运动的决定因素是"人"这一行为主体,外部环境条件只起到推动、限制和导向等辅助作用.讨论:"人"的体育行为的特殊性--行为主体、行为客体、行为手段三者同一,解决大众参与体育运动的  相似文献   

Teacher agency,positioning, and English language learners: Voices of pre-service classroom teachers     

《Teaching and Teacher Education》2015

This study explores the identity (re)negotiations and agency of three pre-service classroom teachers who received their ESL (English as a Second Language) endorsement at a research university in the United States. An analysis of interview data and teachers' journal entries, from a narrative positioning perspective, indicates that the teachers took on various, and sometimes conflicting, positional identities in relation to their social context (e.g., mentor teachers, ELLs, etc.). The findings further indicate that those positional identities have shaped teachers' agency and self-reported classroom practices. The analysis presented provides implications for teachers of ELLs and teacher educators.  相似文献   

Questioning Race: Ancestry DNA and Dialog on Race     

《Communication monographs》2012,79(2):271-290

Human genetics and racial identity converge pointedly in the family narrative. Until recently, genetics, racial identity, and family narrative were all rather malleable concepts in the public arena. All were presented in anecdotal form for the most part, and were often based on certain social conventions. The interjection of popularly available ancestry DNA data adds an additional piece of information to the discussion of genetics, race, and narrative. Using the framework of both narrative theory and theory of social construction, this work uses quantitative and qualitative data to explore how individuals react to ancestry DNA findings and to consider if and how this information will change narratives, behaviors, and perspectives. We also explore whether one's racial identification makes a difference in initial accuracy and if there is a difference among racial groupings in terms of change in census identification based on knowledge of their DNA profile.  相似文献   

‘Why should I be like bloody Rain Man?!’ Navigating the autistic identity     

Andrea MacLeod  Ann Lewis  Christopher Robertson 《British Journal of Special Education》2013,40(1):41-49

This article explores the views of six higher education students with autism/Asperger syndrome. The research draws upon social identity theory to explore how participants made meaning of their label. There was consensus that information given at the point of diagnosis generally did not reflect their individual experiences. First‐hand accounts tended to be perceived as more personally relevant. The ‘Asperger’ identity was generally framed as fragile and inconsistent, leading some individuals to distance themselves from it. This may be problematic for a group that is already disadvantaged and isolated. However, participants conveyed strong self‐images regardless of how and whether they identified with their diagnosis, which was attributed to their relative privilege in achieving higher education and therefore experiencing success and achievement related to their personal strengths. In this article, Andrea MacLeod, Ann Lewis and Christopher Robertson, from the University of Birmingham, call for researchers and relevant services to involve autistic individuals directly in fostering a constructive ‘autism identity’.  相似文献   

Is multiculturalism a viable path in Chile? Intergroup and acculturative perspectives on Chilean society and Peruvian immigrants     

《Int J Intercult Relat》2013,37(6):739-749

Many Western democracies have implemented multiculturalism to integrate different minority groups, including immigrants. What happens with countries that are recently experiencing an increasing growth in their immigration rates? This is the case of Chile. As a consequence of continuing economic growth, it has become an attractive destination to people from neighbouring nations. Among these immigrants, Peruvians are the largest group. Since in Chile multiculturalism has started to become an issue of public opinion, the current study analyzed levels of endorsement of multiculturalism and differences in Socioeconomic Status (SES) among Chileans (N = 300) and Peruvian immigrants (N = 400). Based on the Instrumental Model of Group Conflict and Social Identity Theory, we tested predictors of multiculturalism. In addition, we analyzed the relationship between acculturation and intergroup variables in both samples. Findings showed Chilean endorsement of multiculturalism. This was negatively associated with perceived threat and Social Dominance Orientation, especially among people of low SES. Moreover, permeability and legitimacy proposed by Social Identity Theory emerged as important predictors of desire for separation among Peruvian immigrants. These results are discussed in terms of its conceptual and public policy implications in Chile.  相似文献   

On Geoffrey Benjamin’s deep sociology of the nation-state     

Allen Chun 《Inter-Asia Cultural Studies》2016,17(2):324-331

What is the unseen presence of the nation-state? What is so mystifying about the state of social theory that has effectively masked the nature of its cultural hegemony? At the time of his initial writing, Geoffrey Benjamin’s ruminations on these themes were novel and theoretically critical. Thirty years on, many of these conceptual mysteries remain unresolved. However, like the advent of governmentality, neo-liberalism and biopolitics, the omnipresence of national imagination and violence of state power still warrant problematization.  相似文献   

Acculturation, well-being and classroom behaviour among white British and British Asian primary-school children in the south–east of England: Validating a child-friendly measure of acculturation attitudes     

Dennis Nigbur  Rupert Brown  Lindsey Cameron  Rosa Hossain  Anick Landau  Dominique Le Touze  Adam Rutland  Charles Watters 《Int J Intercult Relat》2008,32(6):493-504

Using a sample of white British and British Asian primary-school children (N = 386, aged 5–11 years), we measured acculturation attitudes (own and perceived outgroup), correlated constructs (ingroup and outgroup affect and identification) and relevant outcomes (self-esteem, classroom demeanour) in a structured interview to validate a customised, child-friendly measure of acculturation attitudes based on Berry's framework. Scale items measuring desire for culture maintenance and intergroup contact loaded onto the predicted factors, were internally reliable and showed concurrent validity with affect and identification. The predictive utility of measures was demonstrated in associations between children's acculturation attitudes (or perceived discrepancies with those of the outgroup) and outcomes such as self-esteem and teacher ratings of emotional symptoms.  相似文献