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.     

Profiling teachers’ sense of professional identity

This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers’ job satisfaction, self‐efficacy, occupational commitment and change in the level of motivation as indicators of teachers’ professional identity. Using two‐step cluster analysis, three distinct professional identity profiles have empirically been identified, based on data of 1214 teachers working in secondary education in the Netherlands. These profiles differed significantly regarding the indicators of teachers’ professional identity. Teachers belonging to the found profiles did not significantly differ in their amount of experience.     

初任教师专业发展需求探析

入职阶段是初任教师进入教学专业、适应教师角色、掌握教学常规的关键时期。在这一阶段,初任教师为了在教学专业中适应和生存下来,在专业发展上有着一些特殊需求。文章从教学和心理两个维度对初任教师的需求进行了探析。     

丰富载体 拓宽渠道 提升职业指导效果

职业指导不同于一般的就业指导。它以促进就业为出发点,采取科学的方法,结合实际,创造性地开展工作,认真解决高职院校职业指导工作中存在的问题。应树立参与意识,实现全员参与;结合校园文化,开展职业指导工作;利用校企合作,深化职业指导实践活动;搭建就业信息平台,实现走出去、请进来,以此推进高职院校职业指导工作创新。     

晋北地区大学生体质调查与研究

通过对晋北地区19岁--22岁大学生体质健康调查结果进行分析,并于2005山西省大学生体质健康水平进行比较,发现：山西晋北地区大学生身体形态的各方面指标与山西省平均水平不相符;晋北地区大学生肺活量发展呈下降趋势;晋北地区大学生身体素质与山西省平均水平不相符。在此基础上,提出相应的建议,为大同大学（本文所抽取的大学生样本均来自大同大学）体育教育提供参考。     

高校篮球教练员能力结构的分析

通过对高校篮球教练员的业务素养的探讨，认为他们应具有5大类业务能力：篮球专项技能能力、组织管理能力、理解和应用知识的能力、社会活动能力。     

轻化工程本科生的专业认同感及其影响因素与培养对策研究

目前轻化工程专业普遍存在学生专业认同感缺失的问题,直接影响了创新人才的培养.本文利用自制问卷,调查研究了轻化工程专业学生的专业认同感,并以调查结果为基础,探讨了大学生专业认同的影响因素.同时进一步讨论了轻化工程本科生专业认同对其学习主动性的影响,由此提出教学模式改革的对策与措施.     

对我国普通高校体育精品课程建设的研究

通过对精品课程内涵的分析,阐述了体育精品课程建设的重要性和可行性,提出其建设目标,对我国高校体育精品课程的建设进行分析和探讨,认为我国高校体育精品课程的建设,应以“五个一流”为核心,把握精品课程的目标要求并加强师资队伍的建设。从而进一步打造高校体育精品课程的品牌。     

The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis

A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development: Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise.     

Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?

There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework.