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1.
This article describes an example of inter-professional action research conducted by teachers and university-based researchers/teacher educators in a vocational college in the Netherlands. The research was aimed at the professional learning of the teachers on their pedagogical approach to a new curriculum initiative. Despite a difficult context in the Netherlands for a type of action research in which teachers and researchers work in democratic collaboration on the improvement of teaching practices, this inter-professional collaboration worked out well. The participants worked, inspired by shared commitment towards the students, as equal partners. In the findings and conclusion insights developed about key elements for inter-professional collaborative research, such as the importance of common relevance, shared responsibility for the research and mutual trust and respect for differences in professional identities and working conditions are addressed. 相似文献
2.
Harry Daniels 《International Journal of Educational Research》2011,50(1):40-47
This article will consider the formative effect of boundaries between activities in directing and deflecting the attention of actors who are seeking to develop innovatory practice at these boundaries. Specific attention will be directed to practices of communication at these boundaries and also to the way in which these boundaries shape the practices of communication themselves. The concept of boundary strength will be developed and discussed. Its utility will be illustrated through reference to an investigation of the consequences of 3 very different examples of attempts at boundary crossing as Local Authorities in England attempt to develop integrated Children's Services from traditional collections of single service agencies (e.g., Education, Health, Social Services). The data will be drawn from a 4 year study of professional learning in and for interagency working directed by the authors and funded within the UK Economic and Social Research Council's Teaching and Learning Research Programme. 相似文献
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Education is centre stage in current UK government initiatives to promote multi-agency team work. This paper draws on a research project which explored the way in which multi-disciplinary teams work and learn together in their practice with children, to consider the implications of ‘joined-up’ practice for theorizing dilemmas of knowledge creation and identity transformation for professionals in multi-agency teams. The paper focuses primarily on the experiences of education professionals. We exemplify some dilemmas of ‘joined-up’ team participation in specific workplace activities involving knowledge exchange. We then explore the impact of belonging to multi-agency teams on professional roles, identities and learning. The paper then summarizes strategies which professionals used for resolving dilemmas around learning and knowledge creation, and considers how participating in shared workplace activities might enable or constrain professionals to consoli date their professional identities and learning. Drawing on theoretical research into workplace participation and professional learning, the paper examines implications for theorizing the professional identity of teachers in multi-agency team work, within a systemic model that takes account of: creating new knowledge and practice; enhancing professional identity; and building inter-professional communities. 相似文献
5.
周慧梅 《宁波大学学报(教育科学版)》2020,(5):23-036
1912年,在蔡元培等人力主下教育部首设社会教育司,留日学生周树人在旧友许寿裳举荐下成为该司职员,8月被任命为教育部佥事兼社会教育司第一科科长,任职时间长达14年之久。从社会生活史角度,对鲁迅在社会教育司主要工作及社会活动进行历史梳理,结果发现:（一）社会教育司的超稳定人员格局为周树人营造了熟人社会,教育部的丰厚薪水为其及家人提供了衣食无忧的生活保障,较为宽松的上班制度和省亲制度为其提供充裕的闲暇和创作情感基础;（二）社会教育司职掌范围为周树人提供长袖善舞的重要舞台,古迹善本收藏、美术展览会、京师图书馆以及小说改良等均相得益彰,并为其搭建了重要的社会关系网络;（三）社会教育司的独特设置,加深了他对国民品性的思考,促进他将丰富的创作素材转换为小说、杂文。该研究通过大量第一手史料分析,说明鲁迅正是借助社会教育司这个平台,使得故园绍兴的素材一点点演变成对整个社会现状的理解和期待,狂人、孔乙己、闰土、阿Q成为中国民众的缩影、符号和表征,补充并修正之前学界对社会教育司这个历史存在及鲁迅官场的臆断和误读。 相似文献
6.
《Teaching and Teacher Education》2005,21(2):125-142
This article makes a contribution to understanding the challenges new teacher educators face in establishing their professional identities in Higher Education. The data collected for the study allowed the researchers to analyse the tensions and conflicts arising for 28 teacher educators in their first 3 years of working on Initial Teacher Education (ITE) courses in England. The findings of the study show that, despite having previous successful careers in school teaching, the majority of the interviewees took between 2 and 3 years to establish their new professional identities. They faced challenges in two key areas—developing a pedagogy for HE-based ITE work and becoming research active. Meeting both of these challenges required significant adaptations to their previous identities as schoolteachers. 相似文献
7.
Mary E. Hylton Jill Manit Gloria Messick-Svare 《Journal of Teaching in Social Work》2017,37(3):249-259
Gatekeeping has long been an integral component of what is now referred to as the Implicit Curriculum, or the context in which professional social work education occurs. Despite its long-standing role within social work education, gatekeeping elicits conflict for both individual faculty members and entire programs of social work education. Much of this conflict stems from a failure to identify objective and measurable standards on which to base gatekeeping decisions. This article proposes using the Council on Social Work Education’s core competencies as behaviorally specific standards for remediation/termination and provides suggestions for developing gatekeeping policies inclusive of these competencies. 相似文献
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Inter-professional supervision combines the social processes of supervision and multi-agency working: both complex and often poorly understood processes. This paper discusses the first author’s research of inter-professional supervision, involving an educational psychologist (EP) supervising another professional and complements the recently published guidelines on professional supervision produced by the Division of Educational and Child Psychology (DECP). The research involved 10 semi-structured interviews with six EPs (supervisors) and four other professionals (supervisees) recruited through purposive sampling. Interviews were digitally recorded, transcribed and coded using thematic analysis. Research findings suggested that inter-professional supervision was viewed positively. However, participants had a patchy experience of the contracting aspects of supervision and some talked of conflicting conceptualisations of supervision placing a strain on the supervisory relationship. Conclusions reflect the need to view supervision as a process enacted within multiple contexts which impact upon supervision in important ways. 相似文献
9.
Isabela Cabral Félix de Sousa 《Cultural Studies of Science Education》2013,8(1):193-213
The aim of this research is to understand how former students view their professional and academic paths after taking part in a specific scientific nonformal educational initiative during high school. This program is called Vocational Scientific Program (Provoc) and is carried out in the Oswald Cruz Foundation (Fiocruz), Rio de Janeiro, Brazil. This institution has for over 100 years played a pioneer role in public health research in the country. This institution has many graduate programs and a high school dedicated to training students in health issues. Provoc was originated in this school and has been part of it for the last 25 years. Since its beginning, this program has been characterized by a significant predominance of women which relates to the female predominance of professionals in this institution working in the traditional areas of Fiocruz, which are Biology, Medicine, Public Health, Humanities and Social Sciences. This study was qualitative in nature and involved observations and 34 individual interviews, which followed a semi structured questionnaire, designed for this research. The results indicate that the majority of participants see their program participation experiences as an asset in their academic and professional careers. Many describe feeling empowered by presenting their work in seminars and a few by writing a research article. Many former students also testified to the establishment of social long lasting relationships in the research work environment. And finally, the interviews reveal a few moments and the factors involved in the selection of a profession by youth. 相似文献
10.
This paper discusses how discursive power and creativity are found to be inter-related in a context not traditionally associated
with creative work; the operating theatre of a hospital. Here, it is proposed that creativity relies on socio-cultural factors
emphasizing the practical nature of creativity, and highlighting the fact that a large part of our creativity connects with
our everyday social life and practices. We assume that power is exercised in an embedded manner in everyday work and continuously
reproduced and redefined between the social actors. The data utilized here derive from a collective ethnographic research
project focusing on surgical workplace learning and professional identity. Observational data and field notes from work situations
in operating theatres are utilized. The paper illustrates the manifestations of discursive power through three selected example
episodes. Our findings show the intertwined nature of power and creativity in OT work practices. The power relations do not
function only to restrict collaboration but can also promote collective creativity. Collective creativity in inter-professional
work is exercise of agency in the workplace, especially with the actors with less power. Shared creative solutions in the
work practices are achieved in a shared organizational culture in which power becomes discursively internalised and institutionalised.
We argue that new insights will be brought up in the area of workplace learning and professional development by taking into
account the institutionalized collective acts in working communities. The study supports the need for further development
of inter-professional collaboration and learning in health care work organizations. 相似文献
11.
This paper presents a new theoretical model which conceptualizes inter-professional and multi-agency collaborative working, at the level of the individual within a group. This arises from a review of the literature around joint working, and is based on social psychological theories which refer to shared goals. The model assumes that collective commitment, collective efficacy, and process and outcome beliefs interact and feed into the development and maintenance of collaborative processes and outcomes. This is situated within an ecological framework that summarizes the context of inter-professional and multi-agency collaboration. The model illustrates working resolutions of specific inter-professional dilemmas around identity, role and control. This paper extends the literature around theoretical approaches to collaborative work in a multi-agency or inter-professional context, with its specific social-psychological focus on the motivations of the individual within the group. 相似文献
12.
Lorraine Tempel 《Journal of Teaching in Social Work》2013,33(2):237-238
Social work educators require textbooks and other teaching materials that can be used in research courses to enhance student learning. Likewise, social work practitioners require resource books that can be used to enhance practice. This article provides an essay review of four recently published books representing diverse viewpoints on social work research, and discusses these books in the context of the Council on Social Work Education (CSWE) 2008 Educational Policy and Accreditation Standards and the National Association of Social Workers (NASW) Code of Ethics. The major aims, content, and scope of each book are reviewed as well as suggestions for their use in undergraduate or graduate courses, or as a resource for social work practitioners. 相似文献
13.
Dominique Moyse Steinberg Mohan Krishna Vinjamuri 《Journal of Teaching in Social Work》2013,33(4):363-383
The research classroom is a prime venue for socializing master’s-level students as evidence-based practitioners. This article identifies an innovative approach to teaching research based on five adult-learning principles and the use of small ongoing groups that, when blended as the signature pedagogy, enable students to successfully actualize the Council on Social Work Education Educational Policy and Accreditation Standards required for professional practice. The article describes and discusses the five adult-learning principles that form the basis of this approach and four types of small-group activities that are used over the yearlong course, concluding with implications for reorganizing the traditional research classroom. 相似文献
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Christine Flynn Saulnier 《Journal of Teaching in Social Work》2013,33(3):289-301
For this study of social work degree programs, data were drawn from the Council on Social Work Education (CSWE) website, the Group for the Advancement of Doctoral Education (GASE) website, and the websites of 841 U.S. social work programs, including the 763 programs accredited (or in candidacy for accreditation) by CSWE when these data were collected. This article provides a context from relevant literature, enumerates the structures of social work units, identifies the most common departments and schools where they are found, and analyzes several factors associated with structure and placement of those units. Implications include the benefits of independent social work units rather than placement within a host department, and association with professional rather than liberal arts disciplines. 相似文献
16.
David Buck 《Educational Psychology in Practice》2015,31(3):221-234
The dynamic between theoretical underpinnings and practical demands of the educational psychologists’ (EPs’) profession is explored with regard to the contrasting explanation of problems along the ‘within child’ to ‘context of child’ dimension. Reference is made to earlier work which provided a paradigm shift away from individual diagnostic and therapeutic work towards EPs’ involvement in research, projects and working with schools as systems. This change has not been closely reflected in the content of educational psychology reports submitted for Statutory Assessments. The opportunity has arisen for a profound review of the content of statutory educational psychology reports via the relevant sections of the Children and Families Act 2014 (Part 3) and the associated Education, Care and Health Plans which replaced Statements of Special Educational Needs. A case is made for the use of references within statutory educational psychology reports to psychological theory including the basis of more holistic conceptualisations. 相似文献
17.
Rob Shaw 《高等教育研究与发展》2018,37(1):145-157
The professionalisation of teaching in higher education has been increasingly prioritised across the globe in response to changes in the scale and nature of higher education brought about by massification, marketisation and managerialism. The UK experience has been characterised by the application of codified professional standards and this is of wider interest as perhaps the most developed attempt to formalise and systematise approaches to teacher development utilising such standards. Increasingly, this has focused on the ongoing development of existing staff in addition to new entrants to the profession. Institutional schemes underpinned by the United Kingdom Professional Standards Framework have rapidly spread throughout the sector offering a route for experienced staff to achieve fellowships of the UK Higher Education Academy. However, research into the effects of such schemes on individual participants and institutions has been limited. This article analyses the impact of such a scheme within the Faculty of Health and Social Sciences at Leeds Beckett University in the UK, drawing on data derived from in-depth interviews with scheme participants. Practice theories were applied as a frame for analysis of the developmental impact of the scheme through exploration of the practices involved in participation and how these meshed with other practices related to teaching and learning. This suggested that whilst such schemes may be an acceptable form of retrospective benchmarking, the ongoing developmental impact may be limited. 相似文献
18.
Hazel Richards 《Support for Learning》2021,36(2):204-221
In England, Education and Health Care Plans (EHCPs) created changes for SENCOs, including those working in private, voluntary and independent (PVI) early years settings. Such SENCOs hold, as a minimum, a relevant Level-3 qualification, with subsequent training and support being optional, varied and sometimes difficult to access. This situation has implications for EHCP implementation and for the roles and responsibilities of SENCOs because effective realisation of the joint working, early identification and intervention prioritised in EHCPS require power, knowledge and skills. SENCOs from one Local Authority in England participated in this mixed-methods research. Identity theory and Bronfenbrenner's bio-ecological theory were applied to analyse the macro through to micro level influences. This revealed seven key influences: information and resources; ethos and support; quality of evidence; relationships; knowledge and skills; purpose and outcomes. This paper presents the manifestation of these in the experience of eight Early Years SENCOs working PVI settings. 相似文献
19.
Rosie Le Cornu 《Asia-Pacific Journal of Teacher Education》2016,44(1):80-101
The title of the 2014 Australian Teacher Education Association (ATEA) conference was Teacher Education, An Audit: Building a platform for future engagement. One of the conference themes was Professional Experience: What works? Why? I seized upon this theme and the title of the conference as it afforded me an opportunity to do an audit of my research in professional experience over the last 25 years. This article presents this evidence base and the messages I have taken from this evidence. I have done this in the hope that, by collating some of the insights gained from the past and the present, it will help to “build a platform for future engagement” in professional experience. In preparing this article I was asked by the Editors to reflect also on how I developed my distinctive line of inquiry and expertise in relation to the practicum across an extended period. These reflections are included. I hope they will support university-based teacher educators in enhancing their satisfaction and achievements from working in this stimulating and provocative field of study. 相似文献
20.
Donald Simpson 《British Journal of Sociology of Education》2011,32(5):699-716
The integration of care and education across pre-school sectors of several European countries is currently a key policy priority. In England this necessitates reform aimed at re-modelling a traditionally hierarchical and divided workforce. Drawing on research with early years professionals, this article explores the micro-politics of reform with a focus on the extent to which workers in pre-school settings are engaging in new collaborative ways of working. In particular, the transformative potential of the communities of practice model in shaping changes to the early years workforce is discussed. Findings reveal the intersection of social class as labour-market position with several cross-cutting issues and their importance in perpetuating continuing inequalities of process. These present a challenge to the emergence of any new form of collaborative inter-professional working arrangements within the English early years context. 相似文献