Understanding the perceived mattering of physical education teachers

Previous research related to occupational socialization theory has indicated that, in certain school contexts, physical education (PE) and physical education teachers are socially constructed as being less important than, or marginal to, the primary purpose of schooling. This research highlights the challenges associated with occupying a position of marginality. Another way to look at the social experiences of physical education teachers is to examine the extent to which they feel as if they matter to those around them. Drawing upon qualitative and quantitative data sources, the purpose of this study was to examine physical education teachers’ perceived mattering. A mixed-methods design was employed, and data sources included responses to an online survey (N?=?105) and individual telephone interviews (N?=?23). Quantitative data were analyzed using 2?×?2 (education?×?teaching level) Factorial MANOVA; interview data were analyzed using analytic induction and constant comparison. Quantitative analyses indicated that teachers with advanced degrees and those in secondary schools perceived a higher level of mattering than those with bachelor’s degrees and teaching in elementary schools. Respondents perceived that PE mattered slightly more than they did as teachers of the subject. Qualitative analysis indicated that (a) relationships were critical to teachers’ mattering, (b) physical location of the gym and isolation contributed to mattering, and (c) PE was viewed as a service to others in their workplace. Perceived matter is dependent upon a variety of factors related to both personal and workplace factors. Enhancing teachers’ perceptions of mattering may reduce feelings of marginalization.     

Futures in line? Occupational choice among migrant adult students in Sweden

ABSTRACT

The aim of this article is to analyse the ways in which migration plays out in adult students’ narratives about their occupational choice and future, focusing on three individual narratives of adult students with various experiences of migration to Sweden. Drawing on Sara Ahmed’s conception of orientation, our results show how the adult students’ narratives on their future occupations are formed on the basis of migration, pertaining to their particular experiences of being recognised as migrant Others. Among the three students, similar challenges emerge in terms of their claims for belonging. One the one hand, the students do claim belonging to the Swedish social community. On the other hand, they are – as ‘migrants’ – repeatedly reminded of their non-belonging to this community. In various ways, they feel out of place. Although migration, in the narratives, is not played out one and the same way, but in various ways, engagement in adult education as a means of finding a job appear as the main orientation guiding the futures of the adult students, as being an important way of finding a future and claim one’s belonging to the Swedish social community.     

Limits of search filter development

Objective

The research attempted to develop search filters for biomedical literature databases that improve retrieval of studies of clinical relevance for the nursing and rehabilitation professions.

Methods

Diagnostic testing framework compared machine-culled and practitioner-nominated search terms with a hand-tagged clinical literature database.

Results

We were unable to: (1) develop filters for nursing, likely because of the overlapping and expanding scope of practice for nurses in comparison with medical professionals, or (2) develop filters for rehabilitation, because of its broad scope and the profession''s multifaceted understanding of “health and ability.”

Conclusions

We found limitations on search filter development for these health professions: nursing and rehabilitation.     

The acculturation of preservice adventure educators: development of perspectives and beliefs

Little research on the socialisation of adventure educators into their craft has been conducted. The purposes of this study were to describe (a) the perspectives and beliefs of preservice adventure educators as they began adventure education training (AET) and (b) the elements within their acculturation that led to these perspectives and beliefs. Participants were 20 preservice adventure educators at the beginning of their AET. Data were collected with three types of interview. They were coded, categorised, and reduced to meaningful themes by employing analytic induction and constant comparison. Results revealed that preservice adventure educators possessed one of three orientations. These were a leisure orientation, outdoor pursuits orientation, or adventure orientation. Factors shaping these orientations were family and friends, experiences of outdoor and adventurous activities, experiences working as counsellors, timing of occupational selection and age, and a number of secondary attractors including the motivation to remain connected to the world of adventure. Should they transfer to preservice adventure educators in AET at other institutions, the main practical implication of the study’s results is that they should provide the basis for AET faculty to understand and deconstruct any less than desirable beliefs and perspectives with which prospective adventure educators enter their programmes.     

高职院校教师培训项目设计存在的问题与原因分析

当前,高职院校教师培训效果不够理想,其原因在于培训项目设计存在不少问题,主要表现是：培训目标与教师队伍建设总体目标不符;项目设计时忽视职业性;双师型教师培训项目缺乏等。其原因在于：对高职院校教师培训项目设计不够重视;在项目设计前缺乏培训需求分析;对高职院校自身的特点和定位的特殊性认识不足等。     

初中数学教师专业发展欠佳归因分析

教师专业发展影响着学生的成长和新一轮基础教育课程改革的推进。初中数学教师专业发展欠佳的表征是教育信念消极、教学活动低效、职业认同度不高,而知识结构不合理、人文素养薄弱和评价制度的非人性化是导致教师专业发展欠佳的主要原因。提高教师社会地位、优化职业环境是促进教师专业发展的路径之一。     

高职国际贸易实务专业人才培养研究

通过政策环境、区域经济环境以及外贸企业岗位需求分析,确立高职国际贸易实务专业人才培养目标,提出“素能本位、理实一体、内外融合”的人才培养原则。从模块化课程体系构建、校内外实习实训中心建设、双师队伍建设等路径进行高职国际贸易实务专业人才培养分析,并提出相关措施。     

我国企业年金法规的特色及其存在的问题

分析了我国两部企业年金法规的特色;对我国企业年金法规存在的问题进行了初步探讨。     

Preservice physical education teacher socialization through an outdoor education field experience

Outdoor education (OE) has an increased presence in physical education as it addresses the discipline’s national standards and promotes involvement lifetime physical activity. However, physical educators’ learning to teach OE is not well documented. The purpose of this study was to understand preservice physical educators’ experiences in and perspectives on an OE field experience. Participants included 13 third-year preservice physical educators (10 male, 3 female). Qualitative data were collected using focus group interviews, observations and guided reflections. Results indicated that preservice teachers (PSTs) perceived a controlling course environment that limited educational outcomes. They did, however, increase in confidence teaching OE, and applied skills learned in the teacher education program. With the exception of learning to be more adaptable, however, the PSTs did not perceive the experience as relevant to future teaching. Results are discussed within the framework of occupational socialization theory, and implications for practice are noted.     

图书馆员如何树立新型的职业形象——浅谈图书馆的职业道德

图书馆职业道德的培养有助于图书馆工作者树立崇高的敬业观和为读者服务的思想，在新时期树立新型的职业形象。