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1.
Paul Michael Greenhouse 《Educational Psychology in Practice》2013,29(4):404-415
This article discusses the quality of professional relationships between educational psychologists (EPs) and other professionals who work around children, young people and their families as part of a multi-agency team (MAT). The perceived barriers to, and facilitators of, effective multi-agency working are explored in relation to their potential impact upon the process of engaging service users in change. The actions that take place within a MAT are analysed from the systemic perspective of sociocultural activity theory (AT), and supported by examples drawn from behaviour and education support teams (BESTs). The implications for professional practice are discussed. 相似文献
2.
Alice Tate 《Asia-Pacific Journal of Teacher Education》2016,44(3):289-300
In Aotearoa New Zealand, many early childhood teachers gain their teaching qualification via distance study while working in an early childhood centre. Early childhood teachers work in a team environment, and it is important to understand more about how distance students negotiate changes in their workplace practice as their professional knowledge develops. This article draws on a study that explores students’ experiences of distance teacher education as a process of changing participation in the workplace. Distance study supported increasingly confident participation as students saw more meaning in their daily work. The students’ identities and their workplace cultures and practices influenced what students paid attention to and the decisions they made when negotiating changes within their teams. Their experiences suggest that strengthening students’ relational agency at work is a useful focus for distance early childhood teacher education programmes. 相似文献
3.
This paper reviews literature that explores the role of judgement in professional practice. It discusses how workplace decisions, work activities and reflection on these activities may contribute to the development of wise judgements, or ‘wisdom’, and how workplaces can leverage these activities for induction and transition to work programmes. This review of the literature is prompted by survey results inviting engineering graduates and professionals to identify the capabilities they believe are most significant to success in the engineering workplace. The requirement for sound professional judgement resonates in participant responses. The paper summarises views of expertise, the relationship between experience and the development of professional judgement and the broader contribution of expansive and participatory learning environments to developing professional judgement. It concludes that the organisation of work and job design can facilitate the articulation of new engineers to professional practice, and that organisational learning programmes can leverage workplace activities to foster wise judgement in graduate engineers. 相似文献
4.
《British Educational Research Journal》2006,32(5):687-701
This article presents an analysis of gender identity within the context of lifelong learning. Constructed specifically around individual experiences of occupational apprenticeship in English professional football, it draws on a re‐reading of data collected in the early 1990s to depict the way in which a group of young men were socialised into their new‐found occupational culture and how their identities were shaped by the heavily gendered routines of workplace practice. Framing apprenticeship as a holistic ‘learning’ experience, the article looks at how the legitimate peripheral participation of trainees in an established community of practice facilitated their adaptation to and assimilation of various skills, procedures and institutional norms via informal learning processes. Set against the historical development of apprenticeship in England, the article uses qualitative research findings to determine the extent to which apprenticeship within professional sport might facilitate the reproduction of stereotypical gender norms and values. 相似文献
5.
Kaija Collin Susanna Paloniemi Anne Virtanen Anneli Eteläpelto 《Vocations and Learning》2008,1(3):191-210
This paper analyses and discusses different constraints on workplace learning, vocational development and formation of identity. We ask how the learning and development of vocational identities are related to the various learning constraints and restrictions present in the socio-cultural contexts of the workplace. The study utilizes 20 interviews of industrial designers and nursing staff in Finland. The data on the vocational students was collected with Internet questionnaires (N?=?1125) from these two fields; technology and transport, and social services and health care. The results indicated that constraints on learning and professional/vocational identity development at work were mainly social in nature among employees as well as students. Therefore, we suggest that the most necessary conditions for workers’ and students’ learning are related to the feeling of “weness” that arises from individuals’ active participation in the social community. 相似文献
6.
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
7.
This paper investigates how an EFL teacher negotiates her identity to adapt to the ‘new work order’ in an English education department at a university in China. From a narrative inquiry perspective, it aims to illuminate the complexity of teacher identity in the context of a reform where teachers must reconcile conflicting selves in order to contend with a workplace in which liberal and traditional pedagogies coexist. The findings show that teachers need to shift their identities to survive change. Exclusion from the workplace community of practice can be seen as an alternative form of participation in the reform practices. 相似文献
8.
Monica A. van Winkel Roeland M. van der Rijst Rob F. Poell Jan H. van Driel 《Journal of Further & Higher Education》2018,42(4):539-555
This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The aim is to increase our understanding of variations in academic identity and to be better able to support academics’ ‘role making’ within and across different worlds of practice. Data from semi-structured interviews with 18 academics at a Dutch new university were analysed using a grounded theory approach. This revealed six well-rounded academic identities reflecting participants’ personal scholarly objectives: the ‘continuous learner’, ‘disciplinary expert’, ‘skilled researcher’, ‘evidence-based teacher’, ‘guardian of the research work process’ and ‘liaison officer’. The researcher role served to promote the overall development of participants’ identities. The ‘disciplinary expert’ matured through participation in the academic world and research activities. Participants discovered what ‘being’ and ‘becoming’ a researcher in the new university might entail, and contributed to the professions’ knowledge base. Participants learned to apply various research-based teaching approaches. As brokers, they linked research projects to practices in meaningful ways. The six identities embodied an emergent power in creating and preserving a complete academic profession. Participants’ accounts showed tensions inherent in an extended role portfolio and constraints in ‘role making’ given inconsistencies between the university’s espoused research mission and the one in use. These imply challenges for university managers in aligning policies and practices, and scaffolding academics’ attempts to integrate their academic roles in different worlds of practice. 相似文献
9.
This paper explores the metaphor of the classroom as a ‘crucible’ for early professional learning where beginning teachers forge professional identities in complex, unpredictable, paradoxical, affectively and physically potent contexts of practice. It works into the dissonances and contradictions of the micro-narratives embedded in the accounts that three high-achieving early career English teacher graduates give of their early professional learning in schools. It traces the conflicts they experience in the gap between ‘economies of performance’ and ‘ecologies of practice’ within which they improvise new professional identities as teachers. Their effective ‘transmutations’ into teachers are contingent on a bewildering range of factors, many of them out of their control. As the medieval transmutation of lead into gold was analogous to personal transformation, purification and perfection, so new teachers aspire to ideals of practice that may be impossible to achieve. The paper moves beyond simplistic conceptualisations of theory–practice binaries in new teachers’ work and evaluates the impact of new pressures from globalised discourses of standardisation and professionalism that erase singularity, particularity and relationality. Rather, it posits professional learning as complex identity work that is variously constrained and enabled by local institutional factors and broader policy contexts that affect the capacity and desire of beginning teachers to introduce and sustain innovative pedagogies in their English classes. 相似文献
10.
《Studies in Continuing Education》2013,35(2):309-326
This paper examines how identity and learning are constituted and transformed at work. Its central concern is how individuals engage agentically in and learn through workplace practices, and in ways that transform work. Drawing upon recent research into work and participation in workplaces, the negotiated and contested relationship between workplace practices and individuals' identity and intentionality, and learning is illuminated and discussed. For instance, aged care workers and coal miners acquire work injuries that are almost emblematic of their work identity. Only particularly dramatic events (i.e. serious illness or workplace accidents) wholly transform their identity and views about work practice—their subjectivities. However, it is through the agentic actions of these individuals that workplace practices can be transformed. Yet individuals' agentic action is not necessarily directed to the abstracted and de‐contextualized economic and civic goals privileged in lifelong learning policies. Instead, there is relational interdependency between the individual and work that can act to sustain or transform both self and their work. Individuals' agentic action is exercised within these relations in ways directed by their subjectivities. So these relations and that agentic action have policy and practice implications for the conduct of work and learning through and for work. 相似文献
11.
Norman Lucas 《Teaching Education》2013,24(2):93-106
This paper is a critique of the initial teacher education (ITE) of further and adult education teachers in the UK. It argues that the employer‐led, national standards model in the UK is not the basis for ITE and professional development because it takes no account of learning in the workplace, disregards the multi‐specialist and professional dimensions of professional practice and marginalizes the importance of knowledge. In the critique of the “standards‐led model” the paper draws upon research and ideas on work‐based learning, seeing the learning of teachers in the workplace as a complex relationship with many “experts” in multiple, often conflicting learning contexts. The paper stresses the importance of seeing work‐based learning as more than just “learning by doing” to one that sees it as an intentional structuring of participatory activity. In other words, a “pedagogy of the workplace”. Finally the paper suggests that learning is not just a process of “participation”, but a learning zone where different types of knowledge and pedagogy are learnt and transformed. In highlighting the importance of knowledge the paper draws upon theories of professional knowledge that suggests that certain types of knowledge cannot be gained in the workplace alone, therefore focusing on the issues of the different types of knowledge, their acquisition and their transformation or recontextualisation. 相似文献
12.
Although the concept of multi-agency working has been pursued and adopted as the most appropriate way to improve childcare provision and health workforces in recent years, both in the UK and more globally, research suggests that participation in such work can be problematic. This article examines current developments in inter-professional education and collaborative professional practice. Drawing on desk research across the fields of Education, Health and Social Care, it applies a critical lens to re-examine inter-professional working using well-established concepts of profession, identity, culture, career, and training/work transitions. The article uses theoretical hooks to look for similarities and differences in the promotion of inter-professionality across the Education, Health and Social Care sectors, alongside those which occur within each. It looks towards a re-invigoration of knowledge creation and application through research. This is viewed as especially urgent in times of fragmentation, transformation, and arguably, disintegration, in the services its professional and academic educators and workers seek to serve. 相似文献
13.
Professional identity is a frequently used term in teacher education although there is little consensus of what it means for practice. Drawing on research in the fields of professional identity development, communities of practice and interprofessional practice, this article presents a framework for interprofessional identity development that supports effective practice within and across different disciplines. The Māwhai framework, which translates as both ‘web’ and ‘net’, enables professionals to ‘web’ interprofessional identities through ‘networks’ of interprofessional practice. The framework is first described and then evaluated using data from three cohorts of professional educators. 相似文献
14.
This study focuses on professionals' views on knowledge and knowing in learning from conversations. Our main interest was how learning teams of professionals evaluate knowledge exchange and knowledge explication as knowledge productive, based on their initial views on knowledge and knowing. We used a mixed method research design that combined quantitative and qualitative data collection methods to investigate two study teams of mentors. The teams were comprised of practice teachers and teacher educators that varied in their degree of familiarity with working collaboratively as a learning partnership. The findings of the study suggest that:
- • Mentors' beliefs about knowledge and knowing did not necessarily accord with their evaluations of desirable outcomes for knowledge construction in professional conversations. The events that mentors described as memorable learning opportunities were, however, congruent with their evaluations of the value of professional exchange in professional conversations.
- • The study teams differed in the way they articulated, elaborated, and evaluated knowledge construction in professional conversations. The teacher educators who comprised one of the study teams and who were familiar with collaborative knowledge construction exhibited a more articulate and worked out position on knowledge construction.
15.
Christopher Rhodes 《Educational studies》2006,32(2):157-169
This paper explores the perceptions of school learning mentors with respect to their professional development and emerging professional identity. Although tentative, the emergence of two distinct professional identities is reported in this study: first, an instrumental technical identity characterized by compliance; and second, a creative professional identity characterized by an active involvement in the creation of one’s own professionality. Emerging differences in identity appear to be influenced by feelings of security in school learning mentors’ role definition and sense of purpose and by the power differential they perceive between themselves and qualified teaching staff. The findings have implications for the present workforce remodelling agenda in England and Wales, intended, in part, to facilitate the work of teachers via greater professionalization of learning support assistants. It is suggested that the leadership and management of schools hosting learning mentors and other learning support assistants should further consider their approach to the professionality of this important group of workers if frustrated identity claims, dissatisfaction, poor morale and their exit from the education service is to be avoided. 相似文献
16.
工作场所学习作为一种有别于传统"学校本位教育"的学习方式,发生在工作场所之中,其内涵经历了知识技能观、交互观、过程观和混合观四个阶段的发展演化。伴随新媒体技术在工作场所中的应用与普及,工作场所学习的内涵发生了新的变化:工作学习一体化、集体知识群建共享、工作学习内容生成而非预设等。知识生成视角下的工作场所学习是工作场所学习的高级形式,它的提出是以知识生成隐喻为基础,强调集体知识库的生成、虚实结合的协作交流与分享、学习者之间的交流与互动。学习元平台作为一种能够支持协同创建、内容生成以及语义关联的知识社区,可以支持虚实结合的工作场所学习方式,实现知识与技能获得、参与工作任务、知识系统化生成三个阶段的学习。 相似文献
17.
Sophie Goldingay Greer Lamaro Haintz Juliana Ryan Danielle Hitch Susie Macfarlane 《高等教育研究与发展》2017,36(5):975-988
The marketisation of higher education (HE) has created a number of tensions and ideological dilemmas that may influence how academics see their roles and teaching practices. This paper explores how academics in the discipline of social work (who were also in leadership roles) perceive their roles and identities and manage the tensions and dilemmas that arise for them as teachers in the current HE environment. Unless the tensions and dilemmas are articulated, it is not possible to understand and manage their impact on academics. This may lead to the loss of quality learning experiences for students and lower workplace satisfaction. This paper addresses the research question: were there ideological dilemmas experienced by social work academics in the current environment and if so, what subject positions did they adopt in response to these? A discursive psychology approach was used to answer this question. Data showed a range of ideological dilemmas represented by each of the different subject positions adopted. The paper concludes with questions for readers to consider, generating ideas for transferring understanding of these ideological dilemmas into positive action within the workplace. 相似文献
18.
This study explores how two language teachers constructed and reconstructed their professional identities through their action research (AR) facilitated by university researchers in China. Informed by the theory of ‘community of practice’, the findings of the study show that AR exerted a transformative impact on the teachers’ identity development. Four distinctive routes of identity change were noted, namely their transformation from ‘fisherman’ to ‘fishing coach’, from ‘craftsman’ to ‘teacher researcher’, from ‘lonely fighter’ to ‘collaborator’, and from ‘housekeeper’ to ‘change agent’. Such change can be attributed to their engagement and practice in different communities of practice. However, the participants’ identity development also encountered some contextual obstacles, including the rigid school curriculum, lack of research knowledge, as well as the power dynamics between them and the researchers. Several implications can be drawn for teachers, teacher educators, and school leaders to help teachers construct a solid and robust professional identity in seeking their continuing professional development through AR. 相似文献
19.
Cindy L. Poortman Marloes Reenalda Wim J. Nijhof Loek F. M. Nieuwenhuis 《Vocations and Learning》2014,7(2):167-190
Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In this study we explore workplace learning in dual training programs in Dutch higher professional education. To gain an understanding of these learning environments and processes, a qualitative multiple case study was conducted in seven sectors. The findings show substantial differences in learning environments between and within sectors. However, cooperation between school and practice is minimal in all of the cases. Although students develop personal and job-related competencies that are useful for daily work routines, they acquire hardly any profound theoretical knowledge at the workplace. School fails to direct workplace learning. Given the considerable share of workplace learning in dual training programs, and the demands to higher professional education graduates in terms of being able to solve complex problems and develop new knowledge during their career as reflective practitioners, it is important that these shortcomings are resolved. More promising alternatives for workplace learning environments and questions for further research to improve workplace learning in higher professional education are discussed. 相似文献
20.
专业体裁学习研究是西方专业学习领域的新兴研究热点。它以北美体裁理论、文化-历史活动理论、情景学习理论等为理论框架,着重探讨专业身份获取问题、专业教育课程效果问题,以及专业教育和专业实践之间的冲突问题。对我国专业学习研究的启示是:采纳专业体裁学习研究的理论框架和研究方法,把体裁作为新的研究切入点;把握本领域正在发生的"集体转向"、"逆集体转向"和"关系转向";开展合作性研究项目,建设跨学科研究团队。 相似文献