How teachers become action researchers in Pakistan: emerging patterns from a qualitative metasynthesis

The purpose of this study was to develop an understanding of how teachers become action researchers in the context of Pakistan in view of the attempts by the Ministry of Education to reconceptualize teachers as researchers. A metasynthesis of 20 action research theses by MEd students of a private university as part of their program requirements illustrates that teachers found action research to be both complex and messy. The dual role of the teacher and researcher was difficult to balance, and teachers carried the double burden of bringing about change and creating valid knowledge in schools where the prime concerns were syllabus completion and the passing of examinations. Supervision support to enhance skills of reflection and observation is required. The study shows that teachers can learn to undertake action research provided they are offered strong support. The way forward for these reform efforts is to educate the relatively small number of teacher educators in action research to enable them to offer support to pre‐service and in‐service teachers. An additional means to bring about this change is to encourage the Higher Education Commission of Pakistan to enforce the curriculum guidelines that include action research in the teacher education curriculum.     

‘Seeing the trees not just the wood’: steps and not just journeys in teacher action research

Either action research by teachers uses the approach as a methodology to examine pedagogical change in a single intervention or it is used as means of understanding a journey of change. In contrast, this paper examines the significant impact of using action research in a second cycle of learning in the same context and with the same participants. Employing a number of data-gathering tools (reflective journals, unit diaries, post-cycle reflective analyses, student interviews and observations) this paper examines the residual and emergent effects of cooperative learning on the participants in a second, sequential unit of track and field athletics taught a year after the first intervention. It suggests that learning was both academic and social, and that participants felt the unit built on their prior learning about track and field because it was progressive, motivational and student-centred. The paper concludes by suggesting that, in seeking to understand a teacher’s pedagogical and curricular change process, we need to intersperse research that focuses on the journey toward change with research that explores the individual processes of change.     

International handbook of education for the changing world of work: bridging academic and vocational learning,vol. 2 of 6

This article presents one approach to assessing the impact of an online professional practice doctorate in education on participants' work environments. It is unique in that it explored impact during the doctoral program, before participants began their dissertation research, and it focused on how participants apply learning from the program within their practice and how they grow professionally in ways that make contributions to their organizations and their profession. The data are based on participant interviews, participants' curriculum vitae submitted during qualifying exams, and professional websites. The findings indicate that an online professional program embedded in practice can have powerful impact within a short period of time on students' own practice, their local organizations, and their colleagues at regional, state, and national levels and spur their professional momentum.     

论因传播而产生的风险

技术风险传播过程中,由于科技进步还不能揭示出技术风险之所在和传媒者自身科技素质及其面临政治经济等压力或诱惑而不能正确选择,而造成传播对技术风险的影响并产生新的风险;要消除这些影响,科学家或专家要努力探究新技术的潜在风险,传媒者自身也要提高科技素养、加强职业道德建设并提升道德境界。     

论职前教师教育中反思型教师的培养(英文)

国内外教育界诸多研究表明,教师的反思能力是实现教师自身发展的关键。师范教育中如何培养学生的教学反思能力已经为越来越多的人所关注。本文提出职前教育应该以培养反思型教师为目标,并在此基础上提出了不同形式的旨在培养学生的反思能力的培训活动。     

Struggles of the Novice Counselor and Therapist

The novice journey can be arduous. This article draws from empirical and conceptual literature on counselor and therapist development to describe seven stressors of the novice practitioner. The ambiguity of professional work is the major catalyst for novice stress. The elements are: acute performance anxiety, the illuminated scrutiny of professional gatekeepers, porous or rigid emotional boundaries, the fragile and incomplete practitioner-self, inadequate conceptual maps, glamorized expectations, and an acute need for positive mentors.     

全科医师岗位培训中的儿科学教学现状及对策

全科医师岗位培训在我国起步较晚，但发展迅猛。现阶段在全科医师岗位培训过程中尚存在一定的困难，只有采用全新的教育理念、现代化的教学手段、形式多样的教学方法才能培养出高起点、高水平、高素质的全科医师。     

实现教师专业化的基本途径

教师专业化是国际教师职业发展的重要趋势,是当代教师教育改革的中心主题之一。关国在《教师专业标准大纲》中突出了教师作为“反思实践者”的角色。针对目前我国教师专业化发展的现状,实现教师专业化的基本途径是教师教育专业化、一体化和教师聘用社会化、教师考评标准化。     

Redefining what it means to be a teacher through professional standards: implications for continuing teacher education

This article connects with an international debate around the place of professional standards in educational policy targeted at enhancing teacher quality, with associated implications for continuing teacher education. Scotland provides a fertile context for discussion, having developed sets of professional standards in response to a recent national review of career-long teacher education. That review called for a reprofessionalisation of the teaching profession and the revision of the standards was an element of this process. Scotland is utilised as a lens through which one country’s response to international trends is viewed, with a focus on ‘teacher leadership’ and ‘practitioner enquiry’ as policy endorsed sets of practices. The analysis demonstrates the complex and contested nature of these terms and the tensions posed between the need to meet professional standards as part of teacher education and aspirational dimensions of the current policy project of reprofessionalisation. The article concludes by considering the implications for continuing teacher education.     

Towards Treating Chemistry Teacher Candidates as Human

This research inquiry investigates the factors influencing chemistry teacher candidates’ development during their extended practica in the second and final year of an After-Degree Bachelor of Education at a university in central Canada. A variety of data sources are used to identify the risk and protective factors impeding and contributing to the achievement of their chemistry pedagogical aspirations. Two theoretical frameworks, both having their origins in the pioneering work of Kurt Lewin, are used to conceptualize how a complex amalgam of personal attribute and environmental factors and the interplay among these factors influence teacher candidate developmental trajectories. The tenets of both Bronfenbrenner’s bioecological model and Learning Environment research provide insights into how the factors influencing teacher candidate development can be understood and systematically documented to provide a template for reflective consideration of the practicum experience for both teacher candidates and those involved in fostering the development of chemistry teacher candidates.