高职旅游管理专业人才培养工作若干要点的再思考

高职旅游管理专业的人才培养规格、毕业生从事工作岗位群的重新定位,应以能力本位教育(CBE)的职业教育思想为指导,对培养对象的工作岗位职业能力进行分析,并在此基础上,确定该专业课程体系的构建方案,试行“2 0.5 05”工学交替人才培养模式,走专业教学团队建设的思路。     

The role of feedback from the school leader during teacher evaluation for teacher and school improvement

Since the turn of the century, teacher evaluation has been introduced around the world with the intent to improve teaching. However, in the literature on teacher evaluation, often findings reveal critical accounts about the effectiveness of feedback in teacher evaluation for teacher and school improvement. This article presents a qualitative study in eight schools where teachers did indicate to find the feedback they discussed with school leaders during teacher evaluation processes useful. In this study, we investigate whether we can identify what teachers actually do with this feedback and which factors contribute to their response. Our findings demonstrate the importance of school organizational characteristics and an integrated leadership approach for the feedback response of teachers. Also, our findings reveal how teacher evaluation is used in these schools to further school improvement.     

新工科建设背景下大学英语教学改革研究

新工科建设是我国高等工程教育改革的重要举措,大学英语作为基础课程,要抓住发展的机遇,积极变革。本文针对新工科建设要求,分析了当前大学英语教学面临的专业学科建设、知识体系变化和学生学习状态等挑战,提出了根据产业需求调整培养方案和教学内容;引进CDIO教学理念,改进教学方法;选编合适教材,完善师资力量等改革措施。积极探索新工科建设过程中大学英语教学的改革措施,不断积累经验。     

新时期农村职业教育改革的思考

加入WTO后，我国农业将与世界的联系更加紧密，市场竞争将由国内竞争转向国内，国际竞争，农业资源配置也将由国内配置转向国内国际双重配置，在这种新形势和发展阶段，我国农村职业教育要进一步明确农村职业教育的发展定位，及时调整专业结构，积极开展课程体系和教学内容改革，开放农村职业培训和继续教育，努力改善办学条件，提高教育质量。     

特殊学校教师对知识技能重要性态度的调查研究

特殊教育专业的课程规划和学科设置是一个十分重要的问题。本文通过对特殊学校教师对知识技能重要性态度的调查 ,了解到哪些知识技能是他们在实际教学工作中最重要的和最需要的 ,并提出了特殊教育专业学科设置及师资培养和培训的一些建议     

职业生涯规划对高职院校班主任工作的启示

本文根据高职教育的人才培养定位,以促进高职人才职业能力的形成为出发点,探讨了高职院校班主任在学生职业生涯规划指导中的必要性、主要内容和注意点.     

微机原理和汇编语言的课程改革

高职高专教育已经是我国高等教育中一支重要的力量，本文通过对《汇编语言》和《微型计算机接口技术》这两门专业基础课的合并教学以及教学效果的对比，总结了在对离职高专教学改革工作的一些体会。     

知识经济与高等职业教育

知识经济为高等职业教育的发展提供了前所未有的机遇,也对我国高等职业教育提出了新的挑战.本文就面对知识经济的高等职业教育的改革,在教育思想和观念、教学改革和教材基本建设、产学研结合及高等职业教育的理论研究等问题进行了论述.     

Professional development of kindergarten teachers in Croatia – a personal choice or an obligation

The quality of educational processes with children of preschool age and long-term educational outcomes are largely related to the work quality of teachers. Lifelong learning and professional development, as predictors of quality, need to be regarded as an ongoing task for kindergarten teachers. Findings of an empirical study of Croatian kindergarten teachers’ views (N = 388) on professional development point to a link between teachers’ intrinsic motivation and their professional development. Motivation explains 46.87% of the variance Personal commitment to professional development. A slight positive correlation was found between the level of formal education and the frequency of professional development (r = .216, p < .01). Although the level of education of kindergarten teachers is not a good independent predictor, it affects readiness to self-fund professional development (p < .01). As for the significance of conferences as a form of professional development, participants of the study identified them as an effective opportunity (M = 4.68, SD = .52), promoting both quality practices (M = 4.69, SD = .54) and exchange of experiences (M = 4.68, SD = .56). The length of participants’ professional work experience affects their assessment of the significance of practitioners’ networking as a way of improving the quality of everyday practices (F = 1.43, p < .05).     

Responding to the challenge of providing stronger research base for teacher education: research discourses in the Norwegian national research school for teacher education

Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable for work in teacher education. The research school is funded by the Norwegian Research Council, originally for a project period from 2010 to 2016. The research school has had a positive external midway evaluation, and the project period has been extended with four cohorts of students to the end of 2021. However, this study is the first one looking into the research projects of this young generation of teacher education researchers. The research question posed in this article is: how do the research projects of the NAFOL PhD candidates contribute to the research base in teacher education? Main argument: The main argument in this article is that the potential impact of this research school is dependent on the quality of the large number of PhD projects connected to teacher education and education in general developed within the research school. The quality is likely to be good because, among other reasons, these projects are scrutinised by the research school community. The challenges these research projects face, located as they are between solidarity regarding grants from the funds financing the PhD candidates, solidarity with the aims of education, and the wish to contribute to innovation, might prove to be able to be met. These research projects have the potential to create innovation in teacher education research through ‘border crossing’ between different educational discourses, as well as through creating new knowledge in meta-studies based on the results from several projects. Sources of evidence and method: In this article, project abstracts from 140 PhD candidates participating in NAFOL are analysed in terms of their theme and problem formulation. The analysis is inspired by discourse analytical thinking – namely that in a certain situation, several conditions for action exist. In this study, these conditions for action are made apparent in the choice of theme and problem formulation in the research projects. The content analysis is focused on ‘signal words’, because these words might signal positioning in different educational discourses. Results: In the study, three main discourses can be seen as influencing the choice of topic and the problem formulation in the projects: a goal-oriented educational discourse, a ‘Bildung’ (i.e. character formation, or personal growth – ‘danning’ in Norwegian) and democracy discourse, and a critical knowledge-producing discourse. These discourses are constituted when the PhD candidates start their research projects but the conditions for action are ever-changing and, hence, the findings in this study cannot, of course, be considered as ‘final’. The development of these discourses within the research community of NAFOL is one way of scrutinising the research projects in order to make a contribution to qualified teacher education research. Conclusion: ‘Border crossing’ between discourses in research projects concerned with what might be, and what can make a difference in a knowledge society could be a key way of enhancing the future for a young generation of researchers in teacher education. The research projects carried out by the PhD candidates in NAFOL have the potential to develop both new knowledge and new discourses of importance for Norwegian teacher education, as well as for a broader international context regarding professional development in teacher education and education in general. The view of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school.