我国秘书工作职业化的现状分析

秘书工作职业化是符合现代社会发展的必然趋势,我国正处于职业化进程中.本文从秘书工作职业化的特点入手,分析了我国秘书工作职业化的意义、现状和存在的问题,并提出了相应的解决办法.     

高职院校辅导员职业化困境及对策

辅导员职业化是高校辅导员队伍建设的必然要求。党和国家对辅导员工作有特定要求,辅导员职业化呈现出一定的特殊性。从辅导员的角色定位、工作职责、工作要求、选聘标准四方面阐明高校辅导员职业化的基本特征,深入分析高校辅导员职业化存在的问题,从进一步提高认识,把握辅导员职业化的正确方向;严格准入制度,建立淘汰机制;落实政策,拓宽发展空间;加强培训与考核,促进素质提高等方面提出解决高校辅导员职业化的实践策略。     

统计职业化的理性研究

在社会主义市场经济体制下,我国统计环境发生了全新变化,为适应新的变化,必须实行统计职业化。在我国实行统计职业化具有法律可行性、技术可行性、经济可行性和社会可行性。实行统计职业化要建立与统计职业化相匹配的统计管理体制,完善与统计职业化相配套的统计法律法规,制定与统计职业化相适应的统计工作规范,出台与统计职业化相符合的行政管理措施,构建与统计职业化相吻合的统计教育体系。统计职业化是我国基层统计工作走出困境的根本途径,是夯实统计基础、规范统计行为、强化统计价值功能、提升统计工作质量、激活统计教育、促进统计就业的有效措施,是促进我国统计事业可持续发展的长效机制。     

高校辅导员队伍职业化建设的角色差距和定位探讨

职业化是专业化的前提,近几年,职业化成为一种新兴的工作岗位理念。处于职业化状态的高校辅导员,自身要树立职业化的意识,在管理上具有专业化,将职业素养贯穿到实际工作中去,并以职业化的心态来完成日常工作任务,将职业化的理念深入到每项工作中去,有效加强了学校的教育质量和人才培养的力度。本文则对高校辅导员队伍职业化建设中的角色差距及定位分析。     

职业化视域下高校辅导员培育机制研究

高校辅导员职业化培育已成为辅导员队伍建设的目标选择,但是在实际工作中,辅导员职业化培育机制还存在着职责和工作机制不明确、培训和提升机制不突出、考核和发展机制不完善、研究和创新机制不健全等问题.我们认为,应结合实际,积极构建辅导员职业化的工作机制、专业化的科研机制、科学化的工作科研联动机制,不断提高辅导员职业化水平.     

浅谈社区工作的专业化和职业化

文章分析了我国实际国情以及社区工作现状的基础上,从加大从业人员专业培训力度、建立完善的岗位评聘制度和资格认证制度以及建立社会工作专业机构等方面入手,进一步的推进社区工作专业化和职业化的进程。针对社区工作专业化和职业化的内涵、社区工作专业化和职业化进程中的问题以及提升社区工作专业化和职业化水平的有效对策三个方面的内容进行了详细的分析和探讨,从而详细的论述了如何能够更好的推进我国社区工作专业化和职业化的进程。     

试论我国高校学生工作队伍的职业化标准

我国高校学生工作队伍建设面临新的形势和任务.从文献看,这支队伍的职业化建设正成为广泛共识.然而,社会各界对高校学生工作队伍的职业化标准尚未形成统一的认识.为此,本研究试图在职业化理论的指导下,结合我国高校学生工作的实际,提出我国高校学生工作队伍职业化的主要标准,以期为建设合格、优秀的高校学生工作队伍提供参考.     

高职院校人才培养模式的"职业化"探索

“职业化”是培养顾客至上的、遵循某种专业标准开展工作的专业人士的过程。目前,企业存在着对“职业化”人才的巨大需求。从这一意义上讲,“职业化”就是高职教育的根本任务所在。高职院校要提高核心竞争力和毕业生的就业竞争力,需要建立“职业化”培养模式,建立这一培养模式则要求实现岗位管理“职业化”和教学工作的“职业化”。     

高校辅导员职业化的路径选择

高校辅导员职业化的路径主要有:探索具有中国特色的辅导员职业化理论体系,完善辅导员职业化的组织架构,营造辅导员职业化的文化氛围,建立辅导员职业化工作系统。     

论高校政治辅导员工作职业化

本文对高校政治辅导员工作职业化的必要性进行了分析,并对职业化的概念、内容、实施条件以及职业化过程中的难点等内容进行了初步探讨。     

The Activist Professional

In this paper I present an argument for thedevelopment of a new form of teacher professionalism,which I refer to as activist professionalism. Ibriefly identify two types of professionalism,democratic professionalism and managerialprofessionalism which I argue have informed recentdebates about teacher professionalism. I indicate howan activist view of professionalism recasts thepolitical and professional roles of teachers in quitefundamentally different ways. At the core of theargument is the development of Anthony Gidden'snotions of `active trust' and `generative politics'.I indicate how these two ideas provide a conceptualand political basis to rethink the activities ofteachers and others working in the collectiveeducation enterprise. I draw on some recent schoolbased teacher research projects in which I have beeninvolved to develop and provide evidence for how thistype of professionalism can be achieved individuallyand collectively.     

Constructions of caring professionalism: a case study of teacher educators

This article investigates the professionalism of a group of women teacher educators working on initial teacher education (ITE) courses for intending primary school teachers in England. The article draws on data from an empirical study in the education departments of two universities. At the time of the research, these universities had just undergone major changes to the ways in which their ITE courses were organized and taught. The data show how the women teacher educators challenged these changes to their established ways of working and the implied threats to their constructions of caring professionalism. The article analyses how and why the changes affected the women’s senses of professionalism, drawing on Davies’ concept of gendered inclusion in professional life. It also discusses how and why these women’s form of professionalism developed within these institutional settings by identifying a cumulative convergence of discourses within the field of primary ITE.     

高职学生“三维融合式”职业化培养模式的探索

高职毕业生的职业化程度不足是当前高职教育质量的薄弱环节,结合高等职业教育的特点,围绕职业素养、职业技能、职业行为规范三大内涵,探索和构建高职学生"重素养、强技能、讲规范"三维融合式职业化培养模式是高等职业院校必须重点思考和探索的问题。     

A comparative analysis of primary teacher professionalism in England and Finland

Policy‐makers' conceptions of teacher professionalism currently differ markedly in England and Finland. In England they are shaped by agendas associated with the drive to raise standards and ‘commercialized professionalism’ whilst in Finland they are influenced by notions of ‘teacher empowerment’. This article analyses findings on the theme of teacher professionalism derived from re‐interviewing a sample of English and Finnish teachers in 2001 as a follow‐up to earlier ethnographic research in six schools in each country during 1994–1996. Issues of professionalism are addressed through three broad themes: the impact of curriculum and pedagogical reforms; working together to implement these reforms; and accountability and control. It is argued that in each country teachers' conceptions of their professionalism were undergoing reconstruction. These conceptions were shaped by past and present ideology, policy and practice and displayed multiple and situational dimensions.     

Teachers’ voice,power and agency: (un)professionalisation of the early years workforce

This article examines Slovak early years teachers’ concerns with conceptions of teacher professionalism. It suggests that there is a mismatch between understandings of professionalism, policy aspirations and the attitudes of teachers to their own professionalism, and that this mismatch fuels early years teachers’ sense of agency. These tensions between conceptions of professionalism, teaching practice and actual working conditions have led to a ground-up approach to self-governance within the early years teacher workforce. We analyse teachers’ discussions in an early years online forum of 12,500 members that was started and remains governed by the teachers themselves. It represents in itself a very particular attitude and response to the need to determine what it means to be a professional teacher. This analysis examines intersections of policy, quality and professionalism, and highlights considerations of power and voice, and the complexities of uncertainty and change. The article concludes with the suggestion that teacher attitudes, power and agency are impacted in unpredictable ways by the policy landscape.     

Policy implementation within the frame of school-based curriculum: a comparison of public school and Islamic private school teachers in East Java,Indonesia

This paper describes research on how curriculum reform provides novel conditions for influencing teacher professionalism. It draws on Bernstein’s theories of the ‘classification and framing’ of curriculum and theories of teacher professionalism to investigate the impact of curriculum reform on teacher professionalism. The research was conducted in Indonesia during the implementation of a school-based curriculum that grants teachers greater autonomy to develop curricula appropriate to their context. A second concurrent reform introduced a character education policy that requires all teachers to address a specific set of values in all classes. Teachers working in public and Islamic private secondary schools were interviewed to investigate the degree of professionalism they exercised when implementing these reforms. Although theories of curriculum reform suggest that the higher degree of autonomy offered by a school-based curriculum has the potential to re-professionalise teachers, this study observed different outcomes for teachers in different workforce environments in Indonesia.     

The emerging professional: an investigation into teacher education students’ developing conceptions of the relationship between theory and classroom practice before,during and after a postgraduate teaching programme

This article brings together two studies which contribute to the examination of the nature of professionalism in education by focusing on the perspectives of two under-researched groups namely ‘teaching assistants’ and teacher educators working ‘either side’ of the school teacher. The projects were conducted in, and framed by, the UK policy context of public sector modernization and cuts, and raise issues of relevance to international debates on notions of professionalism in education in a context of neo-liberal policy and austerity. The studies drew upon different approaches including autoethnography, life history and discourse analysis. The authors examine the formation and representation of professional identity in education through the discourses of ‘professionalism’ of teaching assistants and teacher educators. Professionalism is articulated through three themes in the accounts; ‘non-standard’ professional transformations, role ambiguity, and the role of classroom experience and higher education in the development of professional identities. Through these themes the perspectives of teaching assistants and teacher educators locate the notion of ‘teacher professionalism’ within a broader concept of professionalism in education providing alternatives to the discourse of imposed policy, and the authors reflect upon the ways in which these voices contribute to the wider international debate on professionalism in education.     

Theorising teacher professionalism as an enacted discourse of power

In this article I elaborate a theoretical framework for examining teacher professionalism as an enacted discourse of power. Central to this framework is an understanding of professionalism as a process that relates to the ways teachers attempt to influence the quality and character of their work. For subject teaching associations this process connects to issues of power such as teacher participation in educational policy‐making, and the advocacy of subject interests. In this article I theorise professionalism as enacted by subject teaching associations, arguing that the enacted form is shaped by changing structural, cultural and agential variables. Finally, I explore the interactive relationship between structure, culture and agency in the work of subject teaching associations, and present a working model through which enacted professionalism may be analysed and interpreted.     

‘There is Still a Long Way to Go to be Solidly Marvellous’: Professional Identities,Performativity and Responsibilisation Arising From the Send Code of Practice 2015

Special educational needs and disability (SEND) professionalism can be seen as a microcosm of the wider policy arena where traditional policy frameworks of professionalism and bureaucracy are challenged by frameworks of managerialism, consumerism and individual rights and where the neoliberal policy technologies of performativity and responsibilisation challenge and change collaborative working practices and professional identities. The recent introduction of the statutory SEND Code of Practice 2015 in England brings this transformation into relief. An exploratory qualitative interview study highlights how individual professionals respond to, are changed by and sometimes resist these demands.     

高职建筑给排水施工图识读实训教学改革

施工图识读能力已成为高职建筑工程技术专业毕业生必备的核心能力。为培养和提高学生的识读能力,提出基于工学结合的“三性”（开放性、实践性、职业性）教学理念,以实际建筑给排水施工图为项目裁体,开展情境教学,提高了学生学习的积极性,实现了使学生拥有实际工作岗位能力的教学目标。