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A conversation of teachers: In search of professional identity 总被引:1,自引:0,他引:1
Brigitte Smit Elzette Fritz Valencia Mabalane 《The Australian Educational Researcher》2010,37(2):93-106
The authors describe teacher professional identity as lived experience in the context of educational change. Adopting activity theory and its genesis in cultural historical theory (Stetsenko &; Arievitch, 2004) as a framework, the article discusses the way teachers see themselves as professionals and how they compose their identities in schools, the educational space, which is their workplace. Activity theory is utilised as the broad theoretical lens and the design type and methodology are discussed accordingly. The school and the classroom are activity systems (Engeström, 1991), and social and semiotic ecosystems (Lemke, 1995). It is therefore in the tensions within the activity system that we capture and represent a constructed teacher conversation, composed of the voices of three social actors on an imaginary social stage, which is the empirical text of the article. Main findings speak to multiple roles, struggling voice and forging professional identity in the changing educational landscape. 相似文献
73.
The Orator's Assistant. By Alexander Thomas. “Worcester, Mass.: Alexander Thomas, 1797. The Pious Instructor. By Daniel Cooledge. “Walpole, N. H.: Charter and Hale, 1806. Le Maitre des Orateurs Populaires, Etude sur la prédication de Jesus. Par Auguste Bouvier. Paris: Librarie Fischbacher, 1892: pp. 88. 相似文献
74.
Fritz Kubli 《International Journal of Science Education》2013,35(2):123-139
This paper presents a microcomputer‐based diagnostic system (MBDS), designed for identifying students’ conceptions in the domain of heat and temperature. The MBDS consists of three major parts: the input unit, the rule‐base and the students’ knowledge profile. These parts are described and illustrated. In addition, the four phases of developing the MBDS‐‐the preliminary empirical study, the construction of the rule‐base, the production of the system, and its evaluation‐‐are briefly described. 相似文献
75.
Fritz Sager 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,53(1):461-478
SUCCESS FACTORS OF APPRENTICESHIP MARKETING IN A SYSTEM OF DUAL VOCATIONAL TRAINING: THE CASE OF SWITZERLAND – The dual system of vocational training, utilizing both company training and vocational school, is generally acknowledged to be a successful model, but a decreasing number of trainee posts in Switzerland poses a crisis for the approach. One strategy for overcoming the problem involves offering incentives for companies to create new trainee posts. The present study explores the necessary conditions for successfully influencing the number of trainee posts through apprenticeship marketing. A comparision of qualitative case studies of six marketing projects demonstrates that while context, in the sense of basic structural conditions and political sensibility for the problematic, plays a role in the success of a project, what is central is above all the form of the trainee-post marketing project itself. This has to do with the behaviour of the actors involved as well as the choice of the mode of governance and project organization. The latter has to do with making available requisite technical and personal resources, coordination on the part of the project direction, and giving those responsible the necessary room to act in implementing the project. 相似文献
76.
The acculturation process generally contributes greatly to stress and anxiety levels among international students. The objectives of the present study were: (1) to see whether international students experience more anxiety, irritability, and stress from being apart from family and friends, pressure from school, difficulties with language, work and finances than students with permanent US residency, and (2) to investigate the same stressors in groups within the international student population. Surveys were distributed to 246 students aged 17–51 at an ethnically diverse community college in Southern California, US. Analysis of variance was conducted to investigate group differences between students: permanent US residents vs. international students, and, permanent US residents vs. European and Asian students, respectively. No significant differences were found between international students and students with permanent US residency. However, when the international student population was sub-grouped by above cultural regions a different pattern emerged. Difficulties of not being able to work and of socially related problems were perceived as more severe for the European and the Asian groups, while finance problems were hard for all three groups. The variable of language difficulties was harder for Asian students, while that of stress of being apart from family was harder for students from Europe. Findings are not only congruent with prior research results on international students but also demonstrate that international students with culturally diverse needs should not be considered as one homogenous group. It is suggested that educational systems need to properly adapt in order to accommodate international students’ unique cultural needs. 相似文献
77.
The authors present the results of an application of Golden Rule procedures to items of the Scholastic Aptitude Test. Using item response theory, their analyses indicate that the Golden Rule procedures are ineffective in detecting biased items and may undermine the reliability and validity of tests. 相似文献
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