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Leadership in learning and teaching is a strategic priority for Australian universities, in that it is critical for improving the quality of higher education. Opportunities for academic staff to prepare for such leadership, especially during the early phases of their career, are not well embedded. This article reports on the implementation of a leadership development program for emerging leaders of learning and teaching in higher education that developed and utilised a professional learning conversation protocol. The results demonstrate that participating in the conversations had a range of positive outcomes for participants and the organisation in which the program was offered. 相似文献
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吴敬慈 《Journal of Zhangzhou Technical Institute》2011,13(4):78-82
针对目前高职英语教学的现状,呼吁教师应转变教育教学理念,以教师为主导,以学生为主体,把终结性评价与形成性评价结合起来,通过师评、自评与互评等开放性的多元评价策略来提高高职英语教学水平。 相似文献
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Liesbeth Baartman Judith Gulikers Asha Dijkstra 《Assessment & Evaluation in Higher Education》2013,38(8):978-997
The development of assessments that are fit to assess professional competence in higher vocational education requires a reconsideration of assessment methods, quality criteria and (self)evaluation. This article examines the self-evaluations of nine courses of a large higher vocational education institute. Per course, 4–11 teachers and 3–10 students participated. The purpose of this article is to critically examine the quality of assessment in higher vocational education, to identify critical factors influencing assessment quality and to study whether self-evaluation leads to concrete points for improvement. Results show that strong points are fitness for purpose, comparability and fairness. Weak points are reproducibility of decisions and development of self-regulated learning. Critical factors are the translation of competences into assessment criteria to be used in daily lessons and the involvement of the work field. The self-evaluations generated many points for improvement, but not all were translated into actions. Altogether, this article provides a rich picture of assessment quality in higher education and identifies quality aspects that need improvement, (partly) confirming other research on current assessment methods. 相似文献
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刘彩云 《潍坊教育学院学报》2012,25(3):94-95
专业英语是高校的一门专业基础课程。本文分析了本科评估和英语国际化的背景下,高等院校专业英语教学目标、教学内容的特点和教学中存在的问题,并结合教学实践,对提升高等院校专业英语教学效果,培养学生的英语应用能力的具体措施进行了探索。 相似文献
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“专业教育”辨析——兼论专业教育与高等职业教育的关系 总被引：4，自引：0，他引：4
本文从相关概念的界定出发,对专业教育的属性和特征,专业教育与高等职业教育之间的关系等问题进行了分析.本文认为,专业教育作为一种教育类型有其自身的属性和特征,专业教育和高等职业教育之间既有共同性又有差异性. 相似文献
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提高质量:高职院校师资队伍建设的着力点 总被引：1，自引：0，他引：1
基于高职教育兼具高教性和职教性的特点,突出职教性、彰显高教性、凸显行业(区域)性是高职院校师资队伍建设的出发点,提高质量是高职院校师资队伍建设的着力点,应着眼于教师队伍建设的基本要求、特殊要求和个性要求三个方面。完善体现教师的高教性与职教性相统一要求的专任教师考核、评价和晋升机制,促进兼职教师的动力机制和保障机制相结合,完善专任教师企业挂职锻炼的保障机制是加强高职院校师资队伍建设的应然选择。 相似文献
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The initial years as an early career academic (ECA) are challenging times as those new to the academy attempt to balance the three aspects of their role: teaching, research and service, while also coming to terms with both overt and hidden expectations. Formal mentoring arrangements for ECAs are threatened by competing demands on time. Additionally, they may not fully support the needs of ECAs as they can be more closely aligned to university needs than those of the ECA. The purpose of this paper is to open conversations about ECAs finding ways to develop agency. We use a reflective inquiry approach to identify and respond to the ideological and hegemonic influences on the experiences of ECAs. We also promote self-sustaining peer support and informal mentoring from more senior staff as complementary forms of professional learning. 相似文献
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孔维永 《黑龙江教育学院学报》2005,24(3):43-44
目前在高校的专业教育当中存在一些问题,这些问题直接影响到专业人才的培养。解决这些问题就应在高校开设新专业的模式选择上、专业人才培养目标的确定上、专业课师资队伍建设上、专业课实践教学的权重等方面予以关注和解决,这将有益于高校专业教育的发展,有益于高校对专业人才的培养。 相似文献
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Current research indicates that instructors find support for their teaching via membership in small social networks. The present study was conducted to further our understanding of these networks by looking specifically at the perceptions network members hold of each other in terms of similarity of beliefs and the value of their interactions. Results indicate that participants were more likely to perceive high rather than low similarity of beliefs with others in their network, and value was positively associated with perceived similarity. Implications for teaching practice and the work of educational developers are discussed. 相似文献
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Moderation is a quality assurance process that plays a central role in the teaching, learning, and assessment cycle in higher education. While there is a growing body of research globally on teaching, learning, and, to a lesser degree, assessment in higher education, the process of moderation of assessment has received even less attention. In a context of heightened accountability and greater transparency in the tertiary sector, the formalising of moderation processes has not been a part of established practice. In light of these changes, the purpose of this qualitative study was to identify and investigate current marking and moderation processes and practices operating within one faculty in a large urban university in eastern Australia to gain insight into the challenges to effective moderation. The findings suggest the need for moderation to be considered holistically as an inherent part of teaching and learning, and the need for ongoing staff development. 相似文献
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范光宇 《天津职业院校联合学报》2001,3(3):15-17
中职与高职教育的衔接问题,是当前职业教育发展中迫切而又重要的课题.文章从中、高职衔接的内在规律进行剖析,从而提出要实现中、高职衔接应着力抓好的几个方面以及急待解决的几个问题. 相似文献
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Lucie Mottier Lopez Raphaël Pasquini 《Assessment in Education: Principles, Policy & Practice》2017,24(2):228-249
AbstractThis article describes two collaborative research projects whose common goal was to explore the potential role of professional controversies in building teachers’ summative assessment capacity. In the first project, upper primary teachers were encouraged to compare their practices through a form of social moderation, without prior instructor input or theoretical preparation. In the second project, lower secondary school teachers were encouraged to compare their summative assessment practices with reference to a theoretical model of curriculum alignment, under the guidance of an instructor. The findings support the potentially constructive role of professional controversies in supporting teachers’ professional development for summative assessment. They highlight the status of references called upon in discussion of controversies, and their contribution to the construction of the subjects under discussion. 相似文献
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杭国英 《大学.研究与评价》2007,(10)
高等职业教育的内涵应该从只是培养职业技能人才转向培养以人文素质为基础的高素质技术人才。但在我国高等职业教育发展的过程中,却凸显出人文教育的缺失。因此,高等职业学校亟需加强人文教育,促进高等职业院校人才综合素质的提高。 相似文献
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论高职人才职业素质教育 总被引：5，自引：1，他引：5
目前,在国内高职办学规模不断扩大的新形势下,如何保证高职教育教学质量和办学特色,是高职教育工作者面临的一个重要课题。加强对高职学生的职业素质教育,是切实保证高职教育教学质量和办学特色的有效手段和方法。因此,就高职人才职业素质教育的内涵、重要性、途径进行理论上的探讨。 相似文献
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王春丽 《河北师范大学学报(教育科学版)》2001,3(2):94-96
在实现高等教育大众过程中,发展高等职业教育有利于优化高等教育结构,促进高等教育向多样化发展;有利于满足社会发展对人才规格提出的客观要求,促进经济发展,为实现高等教育大众化提供物质基础;有利于我国终身教育体系的建立,为实现高等教育大众化开辟有效途径。 相似文献
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浅谈高职教育与相关教育的关系 总被引：1，自引：0，他引：1
张永良 《甘肃广播电视大学学报》2000,10(1):68-71
随着社会经济和科学技术的迅速发展,社会对它本身所需求的人才结构不断提出新的要求,也即对教育结构、教育类型、教育层次提出了新的要求。本将高职与普通高等工程教育、中等职业技术教育、成人高等教育、高等专科教育从培养目标、教学计划、招生对象、人才类型等方面的关系加以论述。 相似文献
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周富强 《清华大学教育研究》2006,27(4):84-88
专业博士学位是上世纪90年代引入英国的,虽然只有短暂的发展历史,但近年已成为英国博士教育中发展最快的领域,形成了不同于哲学博士学位的鲜明培养特色。本文介绍了英国专业博士发展背景、发展成因及培养特色,并进一步指出其面临的问题、挑战及对我国专业博士培养的启示。 相似文献
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关于高职高专会计电算化专业建设相关问题的思考 总被引：1，自引：0，他引：1
为了适应会计行业对会计电算化人才的需求,一些高职高专院校纷纷开设会计电算化专业,但由于开设时间不长,所以在专业的发展过程中还存在目标定位不清晰、课程设置及教材选用不合理、师资力量跟不上、实践教学力度不够等问题,本文对这些问题进行分析的同时,针对问题提出一些相应的建议。 相似文献