高职机电一体化技术专业“双师”教学团队建设研究

根据高职院校普遍开设的机电一体化技术专业,探讨该专业"双师"教学团队建设的内涵,分析其建设的状,提出加强本专业"双师"教学团队建设的建议,以加强高职院校机电一体化专业师资队伍建设,推动整体师资队伍建设水平的提高,促进高职教育发展。     

Leadership Development through Mentoring in Higher Education: A Collaborative Autoethnography of Leaders of Color

In this collaborative autoethnography, we explored how 14 academic and administrative leaders of color working in faith-based higher education have experienced personal and professional mentoring, and how mentoring experiences have influenced their leadership development. All participants identified a wide array of developmental relationships that had contributed to their leadership development, although not all of the relationships were labeled as mentoring. Whereas female participants (11 in total) relied on these relationships primarily for psychosocial support, three male participants had more actively sought out mentoring relationships to develop career skills and expand their professional network. Particularly, for the female participants, mentoring took place mostly outside their professional settings. We argue that personal and institutional factors contributed to the participants’ limited access to professional mentoring within their higher education contexts. This collaborative autoethnography process, which lasted at least six months for most participants, unexpectedly provided professional mentoring opportunities for these leaders of color.     

Interpreting a Community of Practice Perspective in Discipline-Specific Professional Development in Higher Education

Through this study we explored a community of practice framework applied to faculty professional development at a mid-size state university in order to examine the issues unique to discipline-specific professional development in higher education. Through content-focused professional development activities conducted by the authors, several key areas were identified that point to challenges in building a faculty community of teaching practice: (a) the need for a culture of professional development, (b) developing old-timers and recruiting newcomers, (c) the need for teaching scholars to coordinate professional development, (d) challenging the “culture of service”, and (e) the need for a language to mediate thinking about practice. Maria Blanton  received a Ph.D. in Mathematics Education from North Carolina State University. She is currently a Senior Executive Research Associate in the Kaput Center and an Associate Professor in the Science, Technology, Engineering and Mathematics Dept at the University of Massachusetts Dartmouth. Her research interests focus on applications of sociocultural theory in understanding teaching and learning mathematics in both elementary grades and higher education. Despina Stylianou  received an Ed.D. in mathematics education from the University of Pittsburgh. She is Associate Professor in the Department of Secondary Education at the City College of New York. Her research interests are in the area of mathematical cognition; her work explores the mathematical skills, sensibilities, and habits of mind and action that are critical to doing, learning, and using mathematics proficiently.     

Community College Faculty Motivation for Basic Research,Teaching Research,and Professional Development

Community college faculty members often find themselves divided between what they want to do and what they can do. Knowing what motivates faculty to engage in professional development and scholarly productive activities provides critical information for administrators. The present study explored the motivational characteristics of community college faculty and the contextual factors that support or thwart their engagement and productivity. It focused on three key professional activities: (a) basic or applied research, (b) classroom action/teaching research, and (c) faculty professional development. Findings indicate that community college faculty are motivated for all three activities primarily by intrinsic and value-related factors rather than by extrinsic or contextual factors. Further, faculty members present somewhat different motivational profiles for the three work activities. Their motivations also demonstrate responsiveness to workplace characteristics as faculty perceive and interpret them.

These findings provide implications to help college administrators make policy decisions to support the work of faculty and align with institutional mission and goals.     

The experiences of Vietnamese university faculty in relation to their faculty development

As Vietnam higher education has explored ways to integrate into the international community, professional development of faculty is becoming a key element. However, there is a significant shortage of faculty development (FD) in Vietnam, resulting in a large gap in quality, quantity, and qualifications between Vietnamese faculty and their colleagues in Southeast Asia. We conducted a phenomenological study to gain insights into the experiences of Vietnamese faculty in their FD. Four themes emerged: faculty’s perceptions of faculty roles, FD activity participation, factors affecting their FD, and FD desires. To improve the quality of FD in Vietnam, we offered a number of recommendations for faculty members, policymakers at different levels, and further research.     

影响双师型教师队伍建设的因素和对策

双师型教师是落实高职教育特色的关键，随着高职教育的飞速发展，双师型教师已成为高职教育发展的瓶颈，正确理解其内涵，分析各种影响因素，有利于寻找出一条加速双师型教师队伍建设的途径。     

深圳高等职业教育发展的若干思考

深圳高等职业教育一直走在全国的前列,但仍存在亟待解决的许多问题,如生源、校企合作、高等教育同质化、职业特色师资建设、高职发展方向等,解决好这些问题是壮大深圳高职教育的前提。文中分析了深圳高等职业教育发展中存在的问题,并提出了促进深圳高职教育发展的若干建议。     

我国大学教师发展者专业化的内在逻辑

教师发展者是大学教师发展活动核心的专业力量。近年来,我国大学教师发展实践的蓬勃开展与该群体从无到有、由泛到专的自身演进密不可分。这个历程可划分为"引进、内化、模仿、伫立"等四个阶段。只有从大学教师发展系统层面理清不同发展时期的要素和矛盾,把握大学教师发展者专业化的规律,教师发展者才能摆脱缺乏主体意识的自然式发展状态,从而真正实现理性化的专业成长。教师发展者个体的专业发展受教师发展机构体制机制的制约,因此,机构必须超越单一行政职能,向研究、教育与管理一体化的综合性职能转型,使得教师发展者变为集教育者、管理者和学者于一身的社会形象。     

Harnessing Teacher Potential as Israel Education Curriculum Developers

In this article I investigate how one group of teachers deliberated about Israel education with the intention to “modify the myth” as they engaged in curriculum reform. I begin from the idea that curriculum development should be an in-house endeavor that encourages faculty to embrace their roles as curricular decision-makers. Participants readily shared insights and suggestions from personal experiences and practices and explored goal language for teaching a critical Israel. However, moving from individual reflection to practical decision-making proved complicated due to factors stemming from personal and professional identities, school structure and culture. I consider implications for harnessing teacher potential as Israel education curriculum developers.     

论教师的自我专业发展

教师自我专业发展是当前教师教育中新的价值取向和教育理念,对教师发展有重要意义。从教师自我专业发展的核心因素入手,探索教师自我专业发展的有效途径,可进一步促进教师专业的发展与成长。     

论专业学位教育师资队伍建设

专业学位教育的发展需要一支过硬的师资队伍,但我国专业学位教育师资队伍目前存在思想观念偏差、教学方式陈旧、教师结构不合理等一系列问题。加强专业学位教育师资队伍建设：一是要强化专业学位教育地位,稳定教师队伍;二是要整合资源,组建符合专业学位教育要求的师资队伍;三是要加强培训,全面提高师资队伍素质。     

Graduate feedback on a teacher education program and school district support: An argument for a continuum of professional learning

This phenomenological study aimed to explore how early career teachers were supported in their transition from teacher education to professional practice. It involved interviewing seven recent graduates from a post-degree teacher education program on their perceptions of both the program and their local school district in supporting them as early career teachers. Results involve numerous recommendations for supporting these teachers during their induction into the profession leading to the articulation of a continuum of lifelong professional learning that includes teacher education, induction and mentorship, and professional development. Key responsibilities for school districts, principals, and teacher education faculty are included.     

新时代应用型高校教师专业发展的自组织路径

新时代背景下,应用型高校教师专业发展要素具有新的内涵。基于自组织理论视角,应用型高校教师专业发展存在开放性、非平衡性、非线性以及涨落的特征。依据自组织理论的启示,从四个维度构建应用型高校教师专业发展自组织的生成路径:优化外部环境,满足教师专业发展资源供给;重构动态平衡,驱动教师专业发展内部动力;催生协同效应,实现教师专业发展同频共振;调整内部涨落,推动教师专业发展走向卓越。     

残疾人高等教育院校教师专业素养培育的有效途径

残疾人高等教育院校教师专业素养的培养,在中国高等特殊教育发展中具有重要作用。文章在对全国16个培养特殊教育教师的师范院校进行抽样调查的基础上,详细阐述残疾人高等教育院校如何提升特殊教育教师的专业素养,对于调整高等特殊教育院校师资结构、优化师资资源配置、推进残疾人事业的加快发展、实现教育公平具有重要意义。     

Design,implementation, and evaluation of an ePortfolio approach to support faculty development in vocational education

This article provides an account of the design, implementation, and evaluation of an ePortfolio approach to faculty development and performance evaluation at a Canadian post-secondary vocational education institute. The approach was piloted in two phases in 13 departments. Survey and interview data were collected and analyzed to determine adoption, reception by faculty, and impact of the approach on faculty development. While adoption of the approach in the pilots was limited, participants who adopted the approach reported collecting more and different feedback, developing increased awareness of areas for improvement, and planning their professional learning more explicitly. Further studies are needed to determine what design elements of the portfolio optimally support professional development and performance evaluation.     

Faculty perspectives on programme curricular assessment: individual and institutional characteristics that influence participation engagement

Driven by issues of accountability, the assessment movement in higher education has gained significant momentum in recent years. However, successful implementation of assessment processes varies radically across institutions. A key issue is faculty engagement. This qualitative inquiry explored factors that impact faculty participation in a professional school assessment initiative in North America. Findings indicate that faculty knowledge, beliefs and attitudes toward assessment, and their perception of leadership, resources and work environment, interact with their decision to engage. Moreover, goal congruence between faculty and educational organisation affects behaviour regarding degree of engagement in programme and curricular assessment. Recommendations for creating a culture of assessment are highlighted.     

Professional Development for Faculty: A Conceptual Framework of Barriers and Supports

Professional development for faculty in higher education takes many forms, from self-directed activities to organized programs of learning. Described in this article is a comprehensive definition of continuing professional development followed by a conceptual framework for thinking about those factors that support or impede our professional development. We conclude with a case study of one professor's career development, noting where various factors in the framework have played a part.     

Research University STEM Faculty Members’ Motivation to Engage in Teaching Professional Development: Building the Choir Through an Appeal to Extrinsic Motivation and Ego

This paper reports on a qualitative, grounded-theory-based study that explored the motivations of science and engineering faculty to engage in teaching professional development at a major research university. Faculty members were motivated to engage in teaching professional development due to extrinsic motivations, mainly a weakened professional ego, and sought to bring their teaching identities in better concordance with their researcher identities. The results pose a challenge to a body of research that has concluded that faculty must be intrinsically motivated to participate in teaching professional development. Results confirmed a pre-espoused theory of motivation, self-determination theory; a discussion of research literature consideration during grounded theory research is offered. A framework for motivating more faculty members at research universities to engage in teaching professional development is provided.     

网络时代高校教职工教育的对策

高校教职工的职业素养直接影响到学校的教学水平,影响到在校学生的学习效果,关系到学校在激烈的竞争中能否生存,也关系到学校的发展和进步,做好基层教职工的教育工作,是学校管理者以及教师教育工作者的共同愿望。随着电子信息技术的发展,21世纪成为真正意义上的网络时代,面对教育信息化的不断发展,教职工的教育方针也需要有相应调整。     

Addressing contradictions in teachers’ practice through professional learning: an activity theory perspective

ABSTRACT

This case study focuses on the professional learning of 38 K-9 teachers who engaged in a professional development (PD) programme in Science, Technology, Engineering and Mathematics (STEM) through collaborative action research (CAR). Through the lens of CHAT or Cultural-Historical Activity Theory, the author examined what teachers were learning, the contextual factors that influenced their learning and classroom practice, and the outcomes of this PD initiative. The changing activity system of the teachers is described, as well as how they addressed contradictions in their practice. Addressing these contradictions resulted in an expansion of their object and professional growth. The study contributes to a growing body of research in teacher education which applies CHAT as a conceptual framework to understand teacher professional learning and how interactions among activity system components influence teachers’ development and practice.