Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals   总被引：2，自引：0，他引：2  

Soonhye Park  J. Steve Oliver 《Research in Science Education》2008,38(3):261-284

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宣传本位：侵犯公众知情权     

张娟 《湖北广播电视大学学报》2008,28(3):79-80

本文通过对知情权的阐述和对我国“宣传本位”传统的分析,指明了改变传统的本位模式,尊重公众知情权的重要意义,并且对媒体今后要着重努力的方向也给出了自己的建议。  相似文献   

从战时新闻传播看新闻专业主义与爱国主义的冲突     

袁光锋 《湖北广播电视大学学报》2006,23(2):93-95

本文从战时新闻传播的概况出发,主要论述了新闻专业主义与爱国主义冲突的实质及其根源,认为两者的冲突实质是新闻专业主义理念的超地域性与媒介所处的民族国家的地域性之间的冲突。并分别讨论了爱国主义的两种内涵及其与新闻专业主义的两种不同的冲突,以及两者的冲突有没有融合的可能,最后从全球化与民族国家的趋势方面分析了两者冲突有没有消解的可能。  相似文献   

论教师职业的专业化   总被引：18，自引：0，他引：18  

宋吉缮 《清华大学教育研究》2003,24(1):69-75

教师专业化是社会分化与职业分化的产物。本文首先论述了专门职业的概念，并归纳出专门职业的六大特征，即专业知识和技能、职业道德、长期的专门培养、进修制度、自主权、组织权。进而以此审视教师职业，提出教师职业是“从不成熟走向成熟的专门职业”，在教师专业化发展过程中，也需进一步加强与完善职业基本标推、专门职业观念等。  相似文献   

教师知识与教师专业化   总被引：3，自引：0，他引：3  

邹斌 《阜阳师范学院学报(社会科学版)》2005,(3):4-7,16

制约教师专业化有许多因素,既有外在社会因素,也有教师内在的信念、知识和能力因素。本文从内部着手,通过对教师素质构成的分析和对教师知识的分类,认为在以往的教师教育中只注意到教师的“内容知识”,而没有认识到教师的“实践性知识”,提出应从提升教师实践性知识来促进教师职业的专业化,并给出了相应的措施。  相似文献   

谈英语教师反思型教学     

吉绍锋  韩里路 《唐山师范学院学报》2006,28(4):115-117

教师是影响教学改革的关键因素之一。英语教师不能仅凭所学的语言知识和基本教学技能从事教学,必须在具体的教学环境中不断地进行反思,才能把理论和实践有效地结合起来,成为问题的解决者和决策的制定者,并且借此可加强教师职业的专业化,进一步提高专业技能。  相似文献   

The impact of teacher professional conduct on learner experiences and performance in poor school communities in South Africa     

Paul Nwati Munje 《Compare》2019,49(4):511-528

A qualitative based study was undertaken to explore the impact of teacher professional conduct on learner experiences and performance in three poor primary schools in a disadvantaged community in Cape Town, South Africa. Data was gathered through individual and focus-group interviews, observations and document reviews. The paper uses the capabilities approach to show how teacher professional conduct impact on the aspirations of primary school learners. The paper highlights the silent role limited learning resources, contextual challenges, learner backgrounds, dysfunctional school management systems and policy play in exacerbating teacher unprofessionalism and learner unfreedoms in high-poverty-level areas. It also stresses the critical role the education system has to play in normalising teacher professional conduct by reassessing the impact of these constraints in the classroom. Teachers as part of the change process have to be accountable for their own actions and also voluntarily change their attitudes when dealing with learners.  相似文献   

高校辅导员职业化建设的困惑及对策   总被引：13，自引：0，他引：13  

叶芜为  黄伟良 《赣南师范学院学报》2006,27(2):108-110

辅导员队伍建设是老话题,但辅导员职业化建设却是新课题。本文从国家、高校和辅导员三个层面分析辅导员职业化建设的背景,通过对辅导员与高校其他几类职业的比较,理性地揭示了辅导员职业化建设艰难之路的深层次原因,并就如何推进辅导员职业化建设提出四点对策。  相似文献   

Professional Responsibility – An Issue for Higher Education?     

Tone Dyrdal Solbrekke  Berit Karseth 《Higher Education》2006,52(1):95-119

The aim of this article is to shed light on some aspects of professional responsibility by investigating students’ visions of future work and notions of professional responsibility. The data is based on interviews with samples of freshmen in three educational programmes at the University of Oslo in Norway. The data has been analysed in relation to two thesis claimed by Steven Brint: “The rise of a utilitarian ethos” in higher education and the movement from “social trustee professionalism” to “expert professionalism”. The findings show that the students in our sample do not think of higher education primarily as a means to get credentials that will be useful in the labour marked. An intellectual interest in the discipline is the most prevalent reason for the students’ educational choices. Furthermore our findings support an orientation towards “expert professionalism” rather than “social trustee professionalism”. But, embedded in the perspective of an expert there is an emphasis on ethical knowledge, moral and/or societal responsibility and the wish to do good for others. However, the students’ sense of responsibility seems to be restricted to certain “localism” of their specific occupation. Based on the findings we argue that the students reveal a moral awareness that should be taken seriously by the educational institution in order to foster critical rationality and professional commitments.  相似文献   

教师专业化发展与教师培训策略   总被引：2，自引：0，他引：2  

肖红 《雁北师范学院学报》2003,19(6):1-3

培养高质量教师、提高我国教师专业化水平是我国教师教育改革发展的必然趋势.本文分析了教师专业化的内涵;从新手教师--熟练新手教师--胜任型教师--业务精干型教师和专家型教师成长过程的阶段特征,提出相应的培训策略.  相似文献