The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context

The purpose of the present study was to explore the occupational commitment and quitting intention of practicing and pre-service teachers. We used a cross-sectional survey design to examine the impact of teachers’ self-efficacy, job stress, and contextual factors on occupational commitment and quitting intention of 434 practicing teachers and 379 pre-service teachers. Results revealed that similar factors—self-efficacy, job stress, and teaching context—influence the occupational commitment and quitting intention of practicing and pre-service teachers. Pre-service teachers displayed higher levels of commitment and less overall stress than practicing teachers. We conclude the article with implications for theory and practice, and suggest avenues to extend this line of career stage research.     

紧扣国家职业能力标准构建高职高专实践能力培养体系

围绕国家职业能力标准,探讨了构建高职高专实践能力的培养体系.结合电子信息技术专业学生实践能力培养体系进行了初步的探讨,详细阐述了该培养体系中各层次的相互衔接关系和相应的具体实施措施.     

基于在线平台的美国民俗中心职业民俗口述文献采集研究

美国国会图书馆作为世界上最有影响力的图书馆机构之一,其下属的美国民俗中心开展了著名的职业民俗口述历史项目,并通过专业化的在线平台Oracle Application Express采集全美范围内的职业民俗口述文献资源,取得丰硕的成果。文章在介绍美国民俗中心职业民俗项目及口述文献在线采集平台的基础上,分析了职业民俗口述文献在线采集的过程,并探讨了在线采集的特点及其对我国图书馆机构的启示。     

教师职业道德形象的审视与重塑

教师职业道德形象对学生和社会有着极为深广的影响。但近年来,由于多方面的原因,教师队伍职业道德的负面形象引起社会较多关注。本文分析了教师队伍职业道德形象的现状与问题,提出了严格入职审查,强化职前和岗位培训,加强评价与考核的制度与机制建设,完善与教师相关的法律法规,坚持教师职业道德形象报道的正确舆论导向,以及加强教师自身职业道德修养等重整与提升教师队伍职业道德形象的思考与建议。     

教师职业压力的影响因素及内在心理机制

文章从需要和动机、认知方式、人格特征、能力素质、自我期望、经验、心理准备状态等方面阐述了影响教师职业压力的内部心理因素和影响教师职业压力的社会因素——社会支持系统;分析认为,教师职业压力从产生到发展经历几个阶段：环境刺激→对压力情境的评估→应付策略的运用→严重压力症状的产生→反馈机制的制约,完善了教师职业压力的内在心理机制模式图,进一步揭示了教师职业压力的本质和压力产生的一般规律。     

略论高校学报编辑素质

编辑素质是影响学报发展的重要因素。高校学报编辑素质包括政治素质、学术素质、业务素质等方面。学报编辑可通过在职进行专业学习、加强学术交流、积极从事学术研究等途径来提高和优化自身素质来适应学报的发展。     

Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy,learning goal orientation,and transformational leadership

The goal of the study was to investigate how teachers' reflection and feedback asking – two crucial components of professional development – can be explained by occupational self-efficacy, learning goal orientation and transformational leadership. A survey study with data from 456 teachers from a Dutch College for Vocational Education and Training shows that occupational self-efficacy and learning goal orientation are positively related to reflection and feedback asking. Furthermore, learning goal orientation mediates the relationships between occupational self-efficacy and reflection and asking feedback. Finally, the positive relationship between transformational leadership and reflection and asking feedback appears to depend on learning goal orientation.     

Blue-collar work, career, and success: occupational narratives of Sisu

This study examined underground iron ore miners' occupational narratives to uncover how their stories socialize miners into blue-collar careers and reinforce their work identities. Through the root theme of sisu (Finnish for inner determination), underground miners create a status hierarchy that is used to construct a sense of pride around their work and to establish milestones of success for themselves and others in their workgroup. Furthermore, they communicatively construct exemplars that guide their performance and decisions during the unfolding of their work experiences. Their discourses provide alternatives to white-collar conceptualizations and practices of careers and success.     

我国图书馆员职业倦怠研究述评

本文利用文献调查的方法对20世纪90年代以来我国图书馆界有关图书馆员职业倦怠的研究状况进行较为系统的评述，并与国外相关研究进行比较，指出目前研究的不足之处，以期引起我国图书馆界的重视，并明确今后研究的方向。     

浅谈职业教育发展的出路

与民办的实用技术培训班相比,职业教育应确立正确的办学宗旨,改革现行教学结构和考察模式,努力为社会培养应用型人才。