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This research paper is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England and discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. The data reported upon were garnered in two ways; through an evaluation survey that received quantitative and qualitative responses from 159 teacher trainees and through focus groups conducted with 40 trainees. In the paper, the authors take the concept of ‘participation in communities of practice’ as a departure point to explore how trainees demonstrate their development of professional identities as chemistry, maths or physics teachers. In the conclusion, the authors consider the implications of the findings for pre-service teachers and teacher trainers given the current education climate of financial austerity being experienced across Europe. 相似文献
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Pathways to Employment and Quality of Life for Apprenticeship and Traineeship Graduates with Disabilities 总被引：1，自引：0，他引：1
Errol Cocks Stian H. Thoresen Elinda Ai Lim Lee 《International Journal of Disability, Development & Education》2015,62(4):422-437
People with disabilities have low participation rates in employment and vocational education and training. Thirty adults with disabilities were sampled from an Australian longitudinal study of economic and social outcomes achieved by graduate apprentices and trainees. Participants were surveyed and interviewed to identify pathways from high school to 12-months post-graduation and completed the Quality of Life Questionnaire (QOL.Q). Career pathways incorporated experiences facilitating career development including continuous engagement in vocational activities and support from school personnel and external disability agencies. A year following graduation, 87% were in paid work, 53% remained with the training employer, and 40% continued with vocational education. Positive quality of life (QoL) outcomes were associated with employment, employee benefits and satisfaction with work and social connections. Our research demonstrated that apprenticeships and traineeships led to positive graduate employment outcomes and career pathways for adults with disabilities. Positive employment outcomes were associated with enhanced QoL for participants. 相似文献
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Ronald G. Havelock 《Teachers and Teaching》2013,19(3):279-293
The careers of seven educational researcher-developers were compared to determine what factors were most influential in forming and changing intellectual orientation. Of particular concern was the degree of influence that might come from intensive interactions with teacher practitioners. Five turning points were identified in which different influences were dominant. The initial decision to enter graduate work reflected a desire for advancement, a diminished interest in the undergraduate field of concentration, and a dissatisfaction with the early experience of teaching in that field (high school mathematics or science) The subsequent decision to center the career on applied educational research was influenced by the intellectual environment of the graduate school, including coursework, reading, and interaction with professors and fellow graduate students. Third, a commitment to cognitive studies of student learning in the classroom was governed largely by involvement with a major professor who became mentor, thesis advisor, and co-author of the first publication. Fourth, the scholar becomes a major player, able to implement and disseminate his/her ideas through multiple publications and presentations as well as through the development and widespread testing of products intended to improve aspects of (elementary school) classroom learning. Influences here are substantial intellectual reinforcement from an international community of like-minded colleagues and substantial funding of the scholar's R&D program, usually from the federal government. At a fifth turning point only, with the career fully established, do we begin to see substantial influence coming from intensive interactions with individual teacherpractitioners, often in conjunction with a realization that theoretical ideas and their product offspring are not working out as intended in the classroom. 相似文献
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Wendy M. Milne 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):37-43
The pedagogical advisors play a central role in students’ experience of the training process. Nevertheless, the students’ perception of the role of the pedagogical advisor is absent. Consequently, our study focused on this missing link. Our study included 118 participants enrolled in an academic teacher training education program in one college in Israel. Open questionnaires, focus groups, and interviews were used to ascertain—for the first time in Israel—students’ views of the role of the pedagogical advisors. A uniform voice identified in participants’ responses clearly expressed a desire to be viewed as partners and have a more active role in the program in terms of their own learning process. At the same time, they also expected their pedagogical advisors to lend not only professional but also personal support and to help them cope with all aspects of the program. 相似文献
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刘珍玉 《佳木斯教育学院学报》2013,(11)
员工态度培训过程主要包括组训者、沟通渠道、手段运用和受训者四大重要因素,其中任何一个因素准备不充分、工作不扎实,都有可能影响态度培训乃至整个员工培训的质量和效益。有效把握这些影响因素,有针对性地对对策进行分析和研判,可以未雨绸缪,极大的提升态度培训的成效。 相似文献
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This study examined the differences in professional identity development between novice and advanced counselor trainees (N = 161). Multivariate analyses of variance indicated significant differences between groups. Specifically, advanced counselor trainees demonstrated greater professional development compared with novice counselor trainees. No differences existed between groups with understanding of professional orientation and values. Implications are presented. 相似文献
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“高位就业”视角下高等院校旅游专业实习生管理 总被引：1，自引：0，他引：1
高等旅游院校实习生是酒店人力资源的重要来源,有效缓解了酒店的用工压力。高等旅游院校实习生与普通实习生在实习动机、期望、要求等方面存在较大差异,酒店人力资源管理部门应采用适当的管理方式。本文介绍了＂高位就业＂的内涵和优点,并从＂高位就业＂的视角对酒店管理人员做好实习生管理工作提出了建议。 相似文献
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《Journal of College Student Psychotherapy》2013,27(3):229-240
Investigators compared counseling outcomes among nonpaid graduate-level trainees and professional staff at a college counseling center. Counseling outcomes for 331 college student participants were measured using the Outcome Questionnaire 45.2 (OQ45.2), employing a pretest–posttest design. The two groups of service providers did not differ significantly (p = .179; α > .05). A unique aspect of this study was the statistical control for the clients’ readiness to change. The implications for practice in college counseling centers suggest the use of graduate-level trainees as effective counseling providers and a method to cope with high demand for services. 相似文献
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中等职业学校不少学生在企业顶岗中存在频繁离职的问题,这给学校、用人单位和家长带来不少的难题,要解决这个同题,需要学校、企业和学生三方共同努力:学校要加强对实习生的职业指导教育,企业要为学生创造适合学生特点的就业环境,学生要转变就业观念,提高自身综合素质. 相似文献