SENCOs: vanguards or in vain?

In Sweden today, special educational needs coordinators (SENCOs) are educated at universities to help resolve educational problems related to children in need of special support at three levels, that is, the organisational level, the classroom level and the individual level. Before the education of SENCOs was created in the early 1990s, special teachers were the occupational group that worked primarily on an individual level. Children's school problems were then seen as individual deficits. SENCOs can be seen as vanguards in changing an educational system from primarily focusing on an individual perspective to a broader focus on the entire learning environment. How has the occupational role of SENCOs affected schools? The overall aim of this study is to investigate possible changes within a school system when the introduction of a new occupational group, SENCOs, challenges established structures. More specifically, this paper studies how different occupational groups view where and in what ways SENCOs work and should work. Three different questionnaires are the basis of this analysis of SENCOs' present situation within the Swedish educational system. A number of interesting findings were detected in this study. For example, several occupational groups respond that SENCOs should work with individually taught special education. Meanwhile, a pattern emerges in which SENCOs seem to have partly established a new work role. However, little is known about how these changes affect children in need of special support.     

大学生职业指导的现状调查及对策分析

通过对高校职业指导工作中学校的重视度不够和学生的意识性不强等现状进行分析,从加强学校的管理教学及提高家长、学生主动性来提高职业指导工作,以促进大学生就业工作的效率.     

高等院校开展职业健康与安全教育的研究

在高等院校开展职业健康与安全教育不仅是重要的,而且是必要的。高等院校的职业健康与安全教育不能仅仅局限于学习、生活中的安全教育,而更应该从职业、就业的层面展开,为学生创造和谐稳定的发展环境。知识体系教育、规范教育和安全心理教育是该项教育的三个重要方面。     

高校辅导员职业倦怠实证研究——以浙江省高校为例

为了解高校辅导员的职业倦怠情况,对浙江省不同地区高校的辅导员进行了问卷调查,并用SPSS软件分析了调查数据,从性别、地区、职称等9个方面对比了浙江省高校辅导员的职业倦怠程度,并根据分析结果提出预防和减少浙江省高校辅导员职业倦怠的建议.     

衢州市高校教师职业压力与心理健康状况的实证分析

运用《大学教师工作压力量表》和《心理健康自测量表》,随机抽取衢州市两所高校260名教师并调查其工作压力及心理健康状况。结果表明,教师工作压力总体水平处于轻度压力状况,心理健康总体状况欠佳;教师工作压力呈现年龄差异;无子女的教师工作压力显著高于有子女的教师;担任行政职务的教师其心理健康状况显著好于没有担任行政职务的教师：高职院校教师在教学保障和人际关系上的压力大于本科院校的教师。     

试论新世纪图书馆员的社会角色与职业理念

随着信息经济和知识经济的来临,图书馆员的服务内容、服务方式、服务理念,都发生了深刻的变革.文章论述了新世纪图书馆员的社会角色的重新定位及职业理念的重新塑造.并结合本馆的实际情况,提出看法和建议.     

转型期高师生的职业价值观与职业理想

转型期高师生的职业价值观与职业理想,具有以下特点:(1)择业主体意识显著提高,非常关注个人的价值,其职业价值观主要由三个因子组成,依次为机会与舞台因子、生活保障因子、声望因子。(2)理想职业分布集中度偏高,覆盖率偏低,偏爱生活保障好、社会声望高的职业。     

Preservice teachers perspectives and experiences teaching personal and social responsibility

ABSTRACT

Background: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.

Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.

Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.

Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.

Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur.     

Occupational Social Work Education for Employee Assistance Practice

ABSTRACT

This article explores the current state of Occupational Social Work/Employee Assistance (OSW/EA) education. It examines the relationship between social work curricula, field placement experiences, and entry-level employment opportunities in the OSW/EA field. It is based on an educational initiative called the Partnership for Employee Assistance Education. Drawing on the OSW/EA literature, surveys, and focus group materials, the article concludes that the nature of OSW/EA is being reshaped by information technology, shifting demographics, globalization, and evolving terms and conditions of employment. The authors discuss how the graduate-level OSW/EA curriculum and field placements are being transformed to reflect these trends. Concepts such as Organizational Social Work and organizational intelligence are discussed. Innovative educational strategies are recommended. Finally, the authors argue that the contemporary workplace offers potential opportunity for innovative social work practice and education.     

引企入校建深度实训基地提升学生综合职业力

我国职业教育近年来异军突起,招生火,就业率高,优势逐渐显现。为了我国职业院校可持续发展、继续保持良性循环,在此提出"引企入校建深度实训基地,提升学生综合职业力"的观点,并从三个方面阐述:一是我国职业教育实训教学现状与存在的问题,二是引企入校建深度实训基地、提升学生综合职业力的特色,三是实施路径。旨在抛砖引玉,探索出符合我国职业教育实训教学发展特色和规律的途径、方法,为加快推进我国经济发展方式转变提供强有力的高素质技能型人才。