试论教师专业成长及其意义

教师的专业成长是指教师从接受师范教育的学生,到初任教师,到有经验的教师,到实践教育家的持续过程,包括内化教师职业价值,获取教师职业手段,认同教师职业规范,形成教师职业性格等几个方面。道德品质、教育理念、知识和能力等方面的进步是教师专业成长的基本内容。教师的专业成长受到学校组织文化、校长、教师群体、教育政策等客观因素的影响,也受到教师的需要、动机、兴趣、态度等主观因素的影响。课程实施过程中的专业生活则成为影响教师专业成长最为直接的因素。教师的专业成长对于社会、教育事业本身以及教师个人都有重大意义。     

From state to market coordination: the Chilean case

Chile's higher education system has moved a long way from state and professional towards market coordination. Presently, market oriented policies predominate across the system, based on a loosely regulated private provision of higher education and the use of a set of “para market” mechanisms designed to enhance competition between state supported universities. The effects of these policies on the number and differentiation of higher education institutions, on enrollment, on the evolution of professional careers and academic degree programs, and particularly on the funding of the higher education system are here analyzed. A balance is drawn, specifically with respect to the nature and quality of private institutions and their public regulation, and to the competition for funding between state supported universities.     

Learning Stories as cross-national policy borrowing: The interplay of globalization and localization in preprimary education in Contemporary China

Chinese kindergartens’ over 110 years of adaptation of foreign models is a vivid example of how globalization comes into direct contact with Chinese culture and creates cultural hybridities. Learning Stories as a narrative assessment tool to children’s development from New Zealand, has swept China with the endorsement from the professional organizations and local authorities, especially attracting many followers in Beijing. Based on a two-year participatory action research in Beijing, the article examines Learning Stories as policy borrowing, redesigned as an innovative reflection tool for professional learning community which results from processes of mutual influence between the global and the local. The article highlights the importance of culture and context in considering professional development and the ‘fluid’ and dynamic nature of ‘glocalization’ working towards integration of globalization and localization. Furthermore, borrowing or learning foreign policies in preprimary education can be seen as one of governmental strategies to assimilate education more thoroughly than ever before into a network of disciplinary procedures and voluntary self-control.     

Different Policies to Different Errors

Making of errors is an inevitable and indeed necessary part of the learning process.We should have positive attitude towards errors and the policies towards error correction should be flexible and adaptable.Teachers should have different policies towards different errors.For example,pre-systematic error should be tolerated.The immediate correction is ineffective.The systematic error should be corrected immediately,with the help of the teacher.And the teacher should encourage the student to discover and correct the post-systematic error by themselves.     

Teachers' Resource Centres in Southern Africa; an investigation into local autonomy and educational change

During the last two decades the concept of Teachers' Resource Centres (TRCs) has become widely accepted across Southern Africa as an essential ingredient of a professional support structure for teachers and schools. This paper demonstrates that the present general consensus conceals a history of conflicting interpretations regarding the structure and functioning of this provision in relation to educational change. Tracing the ups and downs of TRCs and their related structures of school clusters in Mozambique, Zambia and Zimbabwe it shows that their fate has been closely associated with changing philosophies and concomitant policies on school development and the roles of teachers in educational development. Earlier official encouragement towards local pedagogical autonomy, emphasizing teachers' creative contributions to educational renewal through professional self-development, is contrasted against more recent pressures towards centralised control over strategies for school improvement combined with decentralised delivery of support services. Changes are analysed within the larger context of the political and socio-economic climate in the sub-region and the intervention of external agencies. A case is made for the reversal of these trends, in particular so as to create space for indigenous approaches to educational development.     

全日制教育硕士专业认同研究——以首都师范大学为例

以首都师范大学为例,对首届全日制教育硕士专业认同情况进行调查。结果表明,首都师范大学全日制教育硕士研究生的专业认同总体水平较高,但是专业认同子项目中的专业情感数值偏低;专业认同程度在教育硕士所学学科、工作经历等方面存在显著差异;全日制教育硕士的专业认同受社会评价、学校政策、就业状况等因素影响。在此基于影响因素提出提高专业认同水平的建议。     

Challenges in Implementing Wellness Approaches in Childhood Disability Services: Views from the field

Despite increasing demand for wellness approaches from disability advocates and consumer groups, they are not implemented routinely in childhood disability services. Interviews were conducted with 23 allied health therapists and managers working within four Australian childhood disability services. They described attempts to embed wellness approaches into their policies and practices. The participants were challenged by professional and pragmatic issues arising from moving towards wellness approaches. The professional challenges concerned changing professional identity and working collaboratively with therapists from different disciplines. In addition, they were challenged by pragmatic issues of balancing quality of care with economic imperatives and the speed of change expected to adopt a new model of care. The findings have implications for the quality and delivery of services and support for children with disabilities and their families, for future research, and for the training of allied health professionals.     

A Framework for Creating a Climate of Transparency for Professional Performance Assessment: Fostering Student Investment in Gatekeeping

Students unfamiliar with their counseling program's professional performance assessment policies may consider such policies pejorative. Moreover, student beliefs about the primacy of ethical service to clients may be confounded when faculty members are reluctant or fail to formally address concerns about deficient professional performance of students. The authors propose a framework intended to promote openness and transparency in professional performance assessment and believe this framework is critical to students' accurate perceptions of the assessment process, their trust in faculty members, and their future investment in safeguarding public welfare and the ethical integrity of the counseling profession through gatekeeping.     

Regional lifelong learning policies and the social vulnerability of young adults in Girona and Vienna

ABSTRACT

This article explores the interface between lifelong learning policies and the definition of social vulnerability of young adults in two regions located within the European Union. Girona comprises a constellation of small towns with important industry, service and hospitality sectors. Vienna is a global city where many key international operators are based and employ a large number of highly qualified professionals. The article explores to what extent the meta-governance and the ‘causal narratives’ of lifelong learning policies contribute towards shaping the prevailing images of youth vulnerability in these regions. In Girona, bureaucratic governance patterns lifelong learning policies, which strongly rely on the potential of career guidance to encourage the youth to undertake further education. Correspondingly, policy designs and professional discourses emphasise that the beneficiaries previously failed at school. In Vienna, authorities govern lifelong learning by means of both bureaucracy and complex networks of employers and non-profit organisations. The ‘causal narrative’ of the policies straightforwardly claims that all youth must have an experience with employment, whether in apprenticeships or in transitional workshops that emulate real jobs. There, policies portray beneficiaries according to their capacity to undertake and finish apprenticeships.     

冷门专业的专业认知和职业规划

文章以在苏州大学冷门专业的调研为例,联系实际叙述大学生对冷门专业的认知和应有的态度,提出一些探索性的改革措施,提高本科学生的专业认可度和做好未来的职业规划,培养大学生在面对实际工程应用时的综合素质。     

Teacher Mentoring and Early Literacy Learning: A Case Study of a Mentor-Coach Initiative

Educational reform policies such as the No Child Left Behind Act continue to place great demands on teachers. Additionally, educational reform policies such as this imply the need for continuous professional development activities that enhance teacher qualifications, especially for practicing teachers. This study examined the effectiveness of a nation-wide mentor-coach initiative towards enhancing teacher pedagogy and its effect on children’s literacy performance. Forty-four Head Start teachers and classrooms were examined. Results indicated that reading and writing scores benefited significantly more when teachers participated in the mentor-coach initiative. These findings suggest that professional development activities such as mentor-coach initiatives, if offered appropriately, can enhance children’s academic performance.     

Information Policy and Social Media: Accept or Decline

In this article I examine how intersections between information policy and social media affect professional ethics and instructional decision making as considered through the lens of professional development and continuing education. The discussion uses techniques from autoethnography such as personal narrative, figurative language and scenarios. Data are extracted from my field notes, observations and writings. My experiences as an instructor of information policy and as an academic with a Ph.D. in Educational Communication and Technology who teaches online courses to graduate professional learners are included. My conclusions are: (1) The formal information policies of social media platforms create an environment requiring instructors to apply professional ethics considerations when deciding how students will use social media platforms. (2) The informal information policies which students hold affect their responses to the information policies of social media platforms used for educational purposes. (3) Instructors can examine the intersections of information policies, professional ethics and student preferences to aid their instructional decision making regarding the integration of social media platforms into professional development and continuing education.     

基于职业能力培养的专门用途英语教学改革探究——以机电商贸英语为例

以职业能力培养为导向的专门用途英语（ESP）课程是一门将语言和专业相结合的语言实践课,旨在培养和提高学生在专业领域和职业岗位中用英语进行有效沟通的能力.文章以机电商贸英语课程建设为例,探索如何基于职业能力培养对专门用途英语课程进行改革.     

Remaking the professional teacher: authority and curriculum reform

Globally, national curriculum policies are up for renegotiation. These negotiations are shaped by international and national top-down accountability regimes, and an increasing turn towards curriculum centralization and standardization. The new Australian Curriculum (AC) is no exception. The AC is an important educational policy event, one in which understandings about teacher professional authority is being redefined. In this paper, we examine how judgements about teachers’ professional authority are used to defend, promote and explain the AC. Drawing on an analysis of policy documents and interviews with high-level policy-makers, we argue that the AC is opening space in the policy field to reposition teachers’ work by promoting a view of teachers’ professional authority as constrained and defined through the written curriculum documentation.     

Teaching for Democracy in Higher Education

Britain, South Africa and Russia all have national policies that acknowledge that higher education should play a role in the development of democracy. This paper reports how a group of teaching staff in British, South African and Russian universities view the relationships between their teaching and their understandings of its democratic purposes. There are some common ways in which the relationship between teaching and democracy is understood. These point towards a concern for greater equality between teachers and learners. There is also a widely held view that globalisation may impact in ways which are counter to lecturers' educational and democratic purposes. However, the different cultures and histories of the countries heavily influence such understandings. The study suggests that professional development of university teachers might pay more attention to the democratic purposes of higher education.     

基于协同创新视角的同类型高校联盟工作研究——以全国独立设置职技高师院校联席会为例

针对国家协同创新政策的现实要求,以全国独立设置职技高师院校联盟为例,分析了其发展的新模式,提出了协同创新发展策略,即在联盟体系建设和职教师资培养标准建设上加强合作,实现全方位、多层次、专业化的合作模式.     

Border crossings: Research training, knowledge dissemination and the transformation of academic work

At the crossroads of current innovation policies towards a European Research Area (ERA) and a European Higher Education Area (EHEA) lies an important province of higher learning and research: doctoral training and the further careers of PhD graduates. A considerable number of higher education systems across Europe shift their paradigms for doctoral training away from the traditional so-called Humboldtian model towards the so-called professional model. On this background, the paper discusses (1) the German pattern of a strong link of the PhD to the labor market outside academe that is based on a traditional academic-disciplinary mode of apprenticeship training, and (2) approaches that argue for a new mode of knowledge production replacing an academic-disciplinary model of research training by a hybrid model that crosses disciplinary and organizational borders. The paper argues that a diversity of organisational and structural forms as well as different validation criteria and procedures will probably determine the future face of research training.     

Teaching and Learning Generic Skills in Universities: The case of 'sociology' in a teacher education programme

The paper examines the links between a recent focus in Australian universities on 'generic skills' or 'graduate qualities', and national employment policies directed at developing employment-related 'key competencies'. It examines the attempt by a team of teacher educators in Australia to develop curricula that would meet the goals of national workplace policy initiatives, while retaining the traditional university concern of teaching critical evaluation of information and social practice. The specific example is the teaching of sociology within a teacher education programme. However, the examples and analysis offered here would be of interest to university teachers working with students in any professional degree programme where there is an expectation that students will be able to understand and apply sociological knowledge within their professional field. The project was framed within the policy context of 'meeting students' needs' .     

高校一线专职辅导员队伍建设的现状、困境与出路

通过对广州某市属高校一线专职辅导员队伍建设现状的调研显示,辅导员队伍建设制度完善、队伍结构相对合理,但是人员配备有待加强、行政职务难以提升,专业化、职业化建设程度不高等,需要政府落实政策、学校提供平台、辅导员做好工作三方共同努力,促进辅导员队伍朝专业化、职业化发展。     

民国中期成人女子职业教育研究

民国中期,由于政府的重视,革命根据地和国统区的成人女子职业教育得到了大力发展:表现为在教育政策与规章上颁布了一系列文件;教育目的强调培养职业女性;教育对象平民化;教育内容上重视德育;办学形式与办学类型多元化。在政府与职业教育家的努力下成人女子职业教育逐渐走向规范化、规模化。但与此同时,在成人女子职业教育中还存在专业设置受限、就业困难、受教育人数少等问题。