高职院校酒店管理专业学生实习问题分析——以广东女子职业技术学院为例

以广东女子职业技术学院酒店管理专业酒店实习调查为例,分析高职院校酒店管理专业实习存在的问题,并从学校、酒店和学生三方面出发,针对学生实习问题提出了建议。     

Development of a competency model and tailored assessment method for high school science teachers utilizing a flipped learning approach

Many professional development programs aim to improve student outcomes by enhancing teacher competencies. Effective evaluation of these programs requires a clear delineation of the competencies to be gained. A competency model was developed to evaluate the impact of a teacher professional program that aimed to improve teachers’ ability to effectively implement technologically engaged modules in a flipped classroom setting. Competencies were identified via participatory evaluation techniques and assessments were aligned to the competencies. The competency of teachers in the knowledge, skills, and abilities needed for creation and delivery of effective flipped lessons can be tracked using a radar graph to guide tailored professional development.

     

Cross-cultural experience in preservice teacher education

The study investigated the effect of international student teaching experience on the professional and personal development of preservice teachers. Within the framework of their internship program, 26 graduate students in a private university in Turkey had a two-month internship in a mid western state in the United States, the main component of which was a six-week student teaching experience in high schools. Student teachers worked with mentors in pairs or triads in six high schools in different subject areas. They got involved in teaching practices, technology seminars, and diverse cultural activities during their internship. The student teachers and mentor teachers were surveyed through e-mail and three student teachers were interviewed to evaluate the outcomes of the program. The findings of the current research suggest that the international student teaching experience and the overall internship program with its cultural components contributed in a positive way to student teachers’ professional and personal development and helped student teachers increase their cultural awareness. The findings also suggest that the presence of international students in US schools and society in general helped American students and people have a better idea of other countries and cultures.     

Implementing Effective Internships: A Case Study of Work-Integrated Learning in a Chinese Undergraduate University

Chinese local undergraduate universities are in a process of transition into universities of applied sciences. Important aspects of this include strengthening cooperation between universities and industry, cultivating applied talent needed in industry, improving students’ employment rates, and promoting economic development. Internships are an important way to help students gain practical experience and deepen university-industry cooperation. The purpose of this paper is to analyze the challenges of the existing internship process in an undergraduate university in China and give suggestions to improve internship quality. Qualitative data from 35 students and 12 administrators/faculty were collected at a local undergraduate university, H University (HU), in central China, which is currently undergoing the process of becoming a university of applied sciences. The findings of the study show issues with the university’s model, including communication between industry and university, internship evaluation, student guidance, and internship quality. Recommendations based on the literature are provided.     

公安院校实习基地规范化建设初探

公安院校实习基地规范化建设有利于学校人才培养质量的提高、"双师型"教师队伍的形成、实习基地的长期投入和可持续发展、实习单位学习型警营文化构建。科学遴选实习基地、成立基地联合领导组织机构、加强指导教官和实习生管理、落实学生实习权益保障制度、硬件投入方案和定期考核制度是公安院校实习基地规范化建设的关键环节。     

Integrating problem- and project-based learning opportunities: assessing outcomes of a field course in environment and sustainability

Improving student competencies to address sustainability challenges has been a subject of significant debate in higher education. Problem- and project-based learning have been widely celebrated as course models that support the development of sustainability competencies. This paper describes a course developed for a professional Master’s program in environment and sustainability that employs such a model. Additionally, the course was designed to offer value-added opportunities by introducing attributes of interdisciplinary training, service learning, academic research, and professional practice. Results from the course assessments by students, faculty, community clients and organizational partners show this model provided a range of learning, professional and practical outcomes for course partners. The value-added benefits include strengthening sustainability competencies and professional skills for students; longitudinal research opportunities for teaching faculty; real-time assessments of farming practices for community clients; and a heightened regional profile for the non-profit biosphere reserve organization supporting course delivery.     

“We’re Not Just Interested in the Work”: Social and Emotional Aspects of Early Educator Mentoring Relationships

The purpose of this study was to explore how often 159 practicing teachers enrolled in a university Master's degree principal preparation program observed their mentor principals model the four mandated Texas standards‐based instructional leadership competencies for the principalship. The competencies focus on leadership through curriculum and planning, nurturing and sustaining the instructional program, implementing a staff evaluation plan and applying decision‐making skills. Findings on the four competencies ranged from a high of 59.1% to a low of only 44.7% of the participants who indicated that they observed their mentor principals modeling these four competencies at least ‘usually.’     

大学生过早实习:促进抑或阻碍学业参与?

低年级大学生参与实习,对学业参与具有促进还是阻碍作用?本文利用2010年首都高校学生发展调查数据,通过实证研究发现:相对于未参与实习的学生,实习有益于促进学业参与。进一步研究表明,多样化实习参与对学业参与的影响存在着显著差异。实习功能类型会显著影响学生的学业参与,随着实习功能由单一的专业知识互补转向兼具知识互补与经验累积的就业体验功能,实习对学业参与的强化效应愈强。同时,不同时长选择偏好的实习体验对学业参与的影响差异统计上均不显著。据此,本文建议高等院校应完善大学生就业体验型实习辅导制度,并预防大学生追求单一经验增长、忽略知识互补的实习行为。     

Classroom interaction studies as a source for teacher competencies: the use of case studies with multiple instruments for studying teacher competencies in multicultural classes

Dealing with ethnic and linguistic diversity is one of the major challenges in today’s education. Therefore, the formulation of competencies for teachers and teacher training should take into account the specific requirements of teaching in multicultural schools. In 2002, a series of small‐scale studies were conducted to identify and formulate teachers’ communicative competencies in multicultural classes through a mixture of instruments and data sources. The studies aimed at providing recommendations for improving these competencies through teacher education and professional development. This study reports on the multiple instruments used to study the practical knowledge and behaviour of experienced teachers in multicultural schools by discussing research evidence from a series of case studies from primary and secondary education. These case studies explored teachers’ knowledge, beliefs and behaviours in creating healthy teacher–student relationships as well as making lesson content accessible for all students, including students with limited language skills. The findings show how small‐scale studies with multiple data collection techniques can help in providing an empirical foundation for the formulation and specification of teacher competencies in multicultural settings. Based on our findings, we argue that by conducting multiple investigations in different settings, using a variety of instruments and by interpreting this data from different communicative domains, a valid, reliable and complete picture of teachers’ scientific competencies can be obtained.     

School Adoption by School-University Partnerships – an example from Germany

The partnership model ‘School Adoption’ was developed in Norway as a part of teacher education and in the meantime, is being implemented in several European countries as an internship concept. The core element is the so-called ‘adoption week’, during which student teachers teach all the lessons at a school, while the teachers attend a professional development course. University teacher educators work intensively together with student teachers and teachers. The student teachers who participate in the School Adoption experience their future professional field under increasingly real conditions and also in its entire complexity. How the complex internship is processed cognitively by student teachers, has not yet been examined. This study at the German University of Flensburg, is designed to evaluate student teachers’ concerns and stress experiences, and determine which factors are relevant for being able to deal with the high level of complexity. Content analyses show that student teachers’ biggest concerns are classroom management and recognition as a teacher, as well as an increase in the workload. The findings also indicate that internship settings with a high level of complexity, can be perceived as a positive challenge in the context of sufficiently structured preparation and support.     

Developing medical students as teachers: An anatomy‐based student‐as‐teacher program with emphasis on core teaching competencies

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student‐as‐teacher (SAT) programs that provide near‐peer teaching opportunities to senior medical students. Near‐peer teaching is widely regarded as an effective teaching modality; however, whether near‐peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy‐based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web‐based survey was sent to all teaching assistants in the anatomy‐based SAT program over the past five years (2007–2011). Survey questions were constructed based on previously published competencies in seven teaching domains – course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy‐based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Anat Sci Educ 6: 385–392. © 2013 American Association of Anatomists.     

Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting

Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development.     

Students’ Outcome Expectation on Spiritual and Religious Competency: A Hierarchical Regression Analysis

In this study, 74 master’s-level counseling students from various programs completed a questionnaire inquiring about their perceived program environment in relation to the topics of spirituality and religion (S/R), program emphasis on nine specific S/R competencies, as well as their outcome expectations toward being S/R competent through training. The results of hierarchical regression analysis supported the impact of both learning environment and specific S/R competencies on student outcome expectations. Implications for counselor educators are considered.     

LEARNING OUTSIDE THE CLASSROOM: THE UNDERGRADUATE GERONTOLOGY INTERNSHIP

This article describes an undergraduate gerontology internship program that provides an intermediary level of involvement between a service-learning activity and a pre-professional graduate school internship, presents a case study of a student's learning experience, and suggests a teaching and learning structure that may be scaffolded to fit individual student needs and goals. A humanistic teaching orientation is discussed as a method to facilitate learning and a deeper understanding of internship experiences.     

高职院校学生党员发展中存在的问题与对策

当前高职院校学生党员发展工作中存在"重数量,轻质量"、"重发展、轻培养"、学生入党动机多元化等问题。针对这些问题提出了党员发展中要加强理想信念教育、端正入党动机,加强学生党建队伍自身建设,加强顶岗实习期间学生党员的教育管理。     

Video narratives to assess student teachers’ competence as new teachers

In teacher education programmes, written portfolios or text-based self-evaluations are generally used to document the development of student teachers’ competence. However, such approaches do no justice to the complex nature of teaching as they tend to lead to evidence in which teacher competencies are disconnected and removed from the actual teaching practice. In one postgraduate teacher education programme, video narratives were evaluated as a valid way to assess student teachers’ teaching competencies, promoting connections amongst different competencies, situating these in practice and showing their development over time. Data were gathered from self-reports of both teacher educators and student teachers as well as student teachers’ completed video narratives. Most student teachers succeeded in meeting the set criteria for the video narrative assignment with connected video clips and text frames. However, student teachers also came up with only a few video episodes and loosely connected clips, reflections and other sources. Although most of the students during the programme did explicitly reflect upon their personal development towards becoming a teacher, almost none of them explicitly connected these ideas to their long-term development. We conclude that video narratives show potential to be used as a valid assessment of student teachers’ teaching competence. Yet, structured guidance as well as ill-structured assignments are needed in framing assessment of student teachers in teacher preparation: the former to clarify the aims, format and criteria and the latter to enable student teachers to reflect on their teaching in a personally, meaningful way.     

The Core Competencies for Adolescent Sexual and Reproductive Health

The Adolescent Sexual Health Work Group commissioned the development of core competencies that define the knowledge, skills, and attitudes necessary for all providers of adolescent sexual and reproductive health. This article describes the background and rationale for this set of competencies, the history and use of competencies, and the process involved in creating the core competencies. It explores the ways that educators can use them to strengthen classroom instruction and improve outcomes for adolescents in the area of reproductive health. Several additional tools that guide the application of the competencies to human resources, self-assessment, performance assessment, professional development, and program evaluation are described.     

新时代普通本科高校学生实习评价制度重构

我国实习评价制度尚不完善,现行普通本科高校的学生实习评价存在注重结果考核、实习单位参与度低、评价标准缺乏体系化等问题。在建设社会主义现代化强国的时代里,重构普通本科高校学生实习评价考核制度,需要全面转变思想理念,健全实习评价制度体系,关注实习评价全过程,采取多元化、科学化、标准化的评价方式,进一步将全体参与者作为评价对象,明确实习评价的主客体,构建新时代实习评价标准体系,全面提升实习评价的客观性。     

顶岗实习认知与评价现状的分析与思考

目前,在顶岗实习的目标、功能上存在一定的模糊认知,顶岗实习的评价缺乏系统性、过程性、多元性、指标性,难以对学生实习情况做出客观公正的评价。针对存在的问题,给出了构建一套科学完善、操作性强的考核评价体系及提升顶岗实习质量的建议。在评价过程中,校企共同参与,开展全程跟踪评价,科学开展职业能力评估,达到通过顶岗实习提高学生技能及综合素质目的。