Beginning teachers' efficacy and emotional exhaustion: Latent changes,reciprocity, and the influence of professional knowledge

Although much research focuses on teacher self-efficacy, on burnout, and their interrelation, there is a scarcity of studies investigating change in these variables, particularly regarding how such change can be predicted. To address this gap, we specify latent change score models of teacher self-efficacy and emotional exhaustion, using a sample of beginning teachers in Germany. Additionally, we investigate whether professional knowledge gained during teacher education can predict change in these variables. Overall, our results reveal an increase of emotional exhaustion and a smaller increase of teacher self-efficacy during the first year of beginning teachers' induction. The results suggest that prior emotional exhaustion predicts change in teacher efficacy. Professional knowledge was shown to buffer the increase of emotional exhaustion, but did not have a positive effect on professional teacher self-efficacy.     

Higher Education, Pedagogy and the 'Customerisation' of Teaching and Learning

It is well documented that the application of business models to the higher education sector has precipitated a managerialistic approach to organisational structures ( Preston, 2001 ). Less well documented is the impact of this business ideal on the student-teacher encounter. It is argued that this age-old relation is now being configured (conceptually and organisationally) in terms peculiar to the business sector: as a customer-product relation. It is the applicability and suitability of such a configuration that specifically concerns this contribution. The paper maintains that the move to describe the student-teacher relation in these terms is indeed inappropriately reductive, but not straightforwardly so. The problem arises in that we remain unsure of the contemporary purpose of education. We lack any firm educational ideals that, in themselves, cannot be encompassed by the business paradigm. Indeed, the pedagogical critique of education (broadly, that education is only of use in as much as it is of use to society) extends further than has yet been intimated and prevents one securing any educational ideal that does not immediately succumb to critique. This pedagogical logic is unassailable in any linear way but, when pressed, precipitates an aporetic moment that prevents it from assuming any totalising hold over education. We draw on the work of Emmanuel Levinas and Jacques Derrida to consider whether one might yet imagine an educational 'quasi-ideal' that will enable practitioners and institutions to counter the effects of customerisation.     

试析高校人力资源疲劳现象的原因与消除对策

高校人力资源是发展我国高等教育事业的重要保证，由于诸多方面的压力，使高校人力资源产生了疲劳现象，高校管理者应在管理工作中积极探讨消除高校人力资源疲劳现象的对策，减轻压力，缓解紧张情绪，调适疲劳感，进而消除疲劳现象，防止高校人力资源精力衰竭，保持高校人力资源优势和长期发挥作用，从而推进我国高等教育事业的发展。     

Program reflections on the role of longitudinal digital portfolios in the development of technology competence

Abstract

Digital portfolios in teacher education provide opportunities to conceptualize learning and growth over time. The digital portfolio experiences of two secondary teacher education students in the context of an entire preservice teaching experience are presented. These vignettes, along with programmatic observations from the past four years, indicate that high‐level uses of educational technology are difficult to facilitate in large teacher education programs using a technology infusion model that emphasizes general skills. Whereas many teacher education programs have abandoned required technology courses to jump start National Educational Technology Standards‐based competence, the authors argue that advanced courses in educational technology for teacher education majors are still necessary for curricular integration with technology. This article concludes with a discussion of the nature and level of technology competence in relation to portfolio development and makes recommendations for how programs might pursue similar models.     

科学与人文相融——论结合专业教学进行人文教育

依靠全体教师 ,结合专业教学进行人文教育 ,是深化大学文化素质教育的关键。要解决结合专业教学进行人文教育的问题 ,首先要从理论上弄清科学与人文的关系。科学与人文性质不同 ,但两者是相通的 ,时代呼唤科学与人文的融合。调查表明 ,结合专业教学进行人文教育的方式是丰富多彩的 ,主要有 :起于知识、启迪精神、渗透美育、行为互动、营造氛围、以悟导悟、以人为本、提升境界 ,等。着力提高教师自身的人文素养 ,是在专业教学中渗透人文教育的必要前提 ,也是当前的迫切需要     

仁爱与关怀——儒家的仁爱教育思想与诺丁斯的关怀教育思想之比较

儒家的仁爱教育和诺丁斯的关怀教育在精神实质和教育理念上有很多相通之处,如都把情感作为道德的基础,重视情感教育;均视家庭教育为教育的起点.但两者也存在很多不同之处,如仁爱作为个体美德与关怀作为关系美德之不同;重责任教育与重权利教育之不同;培养男性为主的君子与培养两性平等的关怀者之不同.仁爱教育与关怀教育之比较,不仅有利于解释仁爱教育的现代化内涵,而且也能充实关怀教育思想.     

Identifying predictors of emotional exhaustion among special education paraeducators: A preliminary investigation

The purpose of this preliminary study was to identify predictors of emotional exhaustion among special education paraeducators. A sample of 100 paraeducators in public and specialized alternative setting schools was used to determine whether self‐reported levels of emotional exhaustion and other job‐related factors were reported. Using hierarchical regression analysis, the researcher investigated whether predictors of emotional exhaustion could be determined. Results indicated that a notable level of emotional exhaustion was reported among the sample and that role conflict, emotional demand, sense of efficacy, and supervisor support were significant predictors of emotional exhaustion. The results of this study are intended to be used to guide future studies to further investigate this topic. © 2010 Wiley Periodicals, Inc.     

Education research and educational practice: The qualities of a close relationship

The relationship between education practice and education research has a long history. In modern times, education practice and its relation to education research has been central to debates about the nature and quality of education as an academic discipline in universities. This article reports an empirical study that investigated a new instantiation of the practice–theory debate: ‘close-to-practice’ research in education. The research sought to (a) define and further articulate the concept of close-to-practice research and (b) provide reflections on the quality of close-to-practice research. The orientation of the work reported in this article is informed by theory on traditions of knowledge in the organisation of education that have contributed to the development of education as an academic discipline. The main section of the article reports the findings of the empirical study. The research design was a rapid evidence assessment (REA), and a series of interviews with education researchers whose experiences were highly relevant to understanding of close-to-practice research issues. The conclusions of the research are reported in relation to how close-to-practice research might be defined, including in relation to quality, but also implications for education as a discipline in universities subject to nationwide assessments of quality.     

Lost and Found: Personal Reflections on Educational Earnestness and the Power of Love

In this essay, Polly Graham addresses a current instantiation of what might be called self‐loss within education in the United States. Graham observes that, in her experience, many students and educators, whether decidedly or without reflection, conform to superficial schooling practices that circumscribe the possibility of receiving affirmations for the sense of self we implicitly know to be authentic. Through narrative, she puts forward the possibility of “educational love” as a counter to the fundamental insecurity associated with habits of acting in conformance with superficial, alienated, school‐determined identity criteria. The question of “repetition” in a Kierkegaardian sense invites the reader to resist the logic of standardization — which assumes and valorizes comparability and reliability from an outsider perspective — in favor of a consideration of generalizability as embedded within the intimacy of a particular relation. As such, educational love is resonance rather than dictation.     

The salience of gender during the transition to higher education: male students' accounts of performed and authentic identities

This article looks at the transition to higher education made by a group of male undergraduates. The data were collected though one‐to‐one interviews with 24 students, who were asked questions designed to elicit data about their positioning in relation to hegemonic masculinities. The evidence presented here supports the view that gender operates as a salient and accessible means of identifying an in‐group of peers and that ‘laddish’ practices are enacted as a function of the initial stages of peer group formation. However, such practices are described by many respondents as a ‘front’ or performance. In distancing themselves from such practices, these students did not succeed in articulating ‘alternative masculinities’, but many articulated a strong underlying value for an authentic self, providing an important insight into the experiencing of identity.     

Quality Assessment in Initial Teacher Education: Lessons from the 1993/94 OFSTED Experience

Different interest groups define quality in different ways. Enterprises such as education, and, specifically, teacher education, serve many interest groups including funding bodies, employers and students as consumers. Assessment of quality in this context has to take account of the priorities of such groups if the process is to have credibility. Processes involved also have to take account of the purposes to which such assessments might be put. Issues related to the recent cycle of inspections of secondary initial teacher education courses are discussed in the light of these factors. The process is fairly robust and comprehensive and is thus well equipped to inform various stakeholders and to bring about improvement through inspection. Because of a range of variables which have the potential to influence the outcome of an inspection, the process is less valid as a mechanism for influencing resourcing or as a means of comparing quality in initial teacher education with that in other areas of higher education.     

UNIVERSAL BASIC EDUCATION AND THE PROVISION OF QUALITY MATHEMATICS IN SOUTHERN AFRICA

In this paper, I discuss Universal Basic Education (UBE) in relation to the teaching and learning of mathematics in Southern Africa. I present the status of UBE for all countries in the region and then use 3 selected examples: Botswana, Malawi, and Zambia, to illustrate the provision of mathematics in the general framework of UBE in the countries. I draw from results of SACMEQ evaluations to compare the 3 countries’ quality of primary education and also the mathematical achievement of learners. According to the evaluations, countries that have better age-appropriate enrolment and provide a better quality of primary education seem to have better mathematical achievement than countries that have less age-appropriate enrolment and less quality of primary education. While this might seem obvious, it is important to note because of the many challenges that some Southern African countries are facing in their efforts in providing quality mathematics education to all.     

Moving Forwards,Sideways or Backwards? Inclusive Education in Samoa

The introduction of inclusive education (IE) has been promoted to meet the needs of all students. Initially this was a western-driven ideology but has been adopted by numerous developing countries such as Samoa. In this country, the education of students with special learning needs has followed the usual pattern of development from voluntary provision to government-funded segregated placements, followed by mainstreaming, and finally inclusion in regular schools. This qualitative phenomenologically oriented study gathered data from educators and parents about their perceptions of IE and how it was being implemented. The results indicated that this has not always been an easy transition and many participants in the study, although subscribing to the notion of IE, believe that there are a number of implementation difficulties, particularly around issues of support. In relation to this, IE is regarded as a borrowed policy that has overlooked cultural issues and ownership. A model for future developments is outlined and recommendations for future research are indicated.     

大学个性与高等教育资源配置的关系刍议之一:西方历史视域

大学个性与高等教育资源配置是有着密切联系的两个概念.本文以时间为线索,具体分析了中世纪大学、洪堡时代的德国大学、美国的"赠地学院"等西方教育史典型时段中大学个性与高等教育资源配置的动态性关系,认为西方大学的大学个性主要体现在大学自治及学术自由,而高等教育资源以制度赋予形式为主.     

网络教育中的伦理问题与对策探析

网络教育伦理是网络教育中重要领域之一,在网络教育研究和实践过程中,存在许多伦理问题,并且没有得到重视。在厘清网络教育伦理与教育伦理、网络伦理之间的关系后,对网络教育过程中存在的网络教育不平等、数字鸿沟、网络异化等网络教育中主要伦理问题进行了阐述,并初步提出了应对策略。     

Beyond Biopolitics. A Biopedagogical Perspective on Corporeal Experience

In this article, I am concerned with the position and role of the human body in the realm of education—more precisely, in relation to the issues of social emancipation and equality. As a rule, educational research has not paid much attention to the body, typically dealing with corporeality in a merely instrumental way. In recent times, the body has more and more become the focus of educational research. This is because these new approaches claim that the body plays a constitutive role in all educational processes. Nevertheless, I argue that the body is actually not taken seriously and that corporeality is still regarded as a nuisance or merely a tool. In this article, I will therefore try to conceive an alternative approach, which I call biopedagogic. I take some ideas from the biopolitical school of thought and confront these with concrete phenomenological analyses of occurrences and practices that take place in educational contexts and bring into presence the body in a literally physical sense (such as laughter, exhaustion, and repetitive exercises). This allows me to move a step beyond the biopolitical point of view, and to conceive of a perspective that considers the body to have, in and of itself, educational relevance. This is because certain corporeal experiences (as distinct from experiences of the body) might enable a deep transformation of individual and collective existence.     

Unpacking the career aspirations of Australian school students: towards an evidence base for university equity initiatives in schools

Demand for higher education in Australia has doubled since 1989, increasing the number of students from diverse social, economic and academic backgrounds. Equity targets have seen a proliferation of programs and interventions aimed at encouraging school students, particularly those from low socio-economic status backgrounds, to participate in higher education. However, little is known about the specific occupational interests of school students upon which targeted strategies might effectively be designed and implemented. This paper examines school students’ aspirations for specific careers that require a university education, in relation to student background and school-related variables. The analysis draws from a study of 6492 students from Years 3 to 12 in 64 New South Wales public schools. We found a complex array of factors relating to interest in different careers. Year level at school, gender and prior achievement were stronger predictors across many careers than factors such as SES, Indigenous status and school location. We argue that rather than taking a one-size-fits-all approach to encouraging participation in higher education, outreach activities should be targeted to take account of student diversity and inequalities that foster differing aspirations.     

Enacting a place-responsive research methodology: walking interviews with educators

Place-based and place-responsive approaches to outdoor learning and education are developing in many countries but there is dearth of theoretically-supported methodologies to take a more explicit account of place in research in these areas. In response, this article outlines one theoretical framing for place-responsive methodologies for researching outdoor learning and education. We exemplify how this might work in practice with data and analysis from one suggested place-responsive research method: the walking interview. Implications and consequences are explored for how outdoor learning might be researched more widely.     

蔡元培与梅贻琦的大学理念殊异比较与探析

蔡元培与梅贻琦的大学理念在专识与通识教育、大学与社会的关系和办学自由等方面存在着较为明显的差异。人生阅历、时代背景和学校性质是造成二者理念殊异的主要原因。     

Student teachers’ feelings of anxiety and exhaustion: can self-regulated learning skills function as an antidote?

This study examines first-year student teachers’ (N?=?310) self-evaluated, study-related anxiety and exhaustion, and self-regulated learning (SRL) skills. Our presumption is that feelings of anxiety and exhaustion can be reduced with cognitive and motivational SRL skills. The association of cognitive and motivational SRL skills with feelings of anxiety and exhaustion were analysed with multiple multivariate regression analysis. The results indicate that high time- and study-environment management strategies and high self-efficacy beliefs reduced experienced feelings of anxiety and exhaustion. In addition, effort regulation had a reducing effect for anxiety. However, high extrinsic goal orientation predicted higher levels of anxiety and exhaustion and high task value predicted higher anxiety among student teachers. Particularly, female students had a stronger tendency to experience anxiety and exhaustion. The implications of the results for higher education and for teacher education are discussed.