Search

In interrogating the specificities of unaccompanied minors' accompanying by the child welfare service’s workers, this contribution, which belongs to the field of biographical research in education, specifically targets the question of ignorance through comprehensive interviews with social workers. Being often under-trained and caught up in inter-cultural situations which destabilize their usual educational methods, as well as confronted with administrative demands, those workers face different types of ignorance and powerlessness in their praxis. To them, such ignorance is however an opportunity to rethink both the shape of their action and the quality of their presence by the youth. The relationship’s work then takes on a new meaning which opens the possibility of an « educational companionship ». This article explores such a progression, at once theoretical and practical. [ABSTRACT FROM AUTHOR]

Copyright of Revue Française de Gestion is the property of John Libbey Eurotext Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

»Professionality« in the Educational Research Communicative Space The article uses the perspective of research on educational research to trace profiles of discussing »professionality« in educational research. In view of the great heterogeneity of pedagogical activities, fields and organisations, an overarching concept of pedagogical professionality may have become obsolete. The article is based on analyses of citation patterns, keywords and abstracts of publications on the topic. [ABSTRACT FROM AUTHOR]

Vocational teachers (VTs) have been seen as the key individuals executing changes, solving problems and achieving goals in vocational education and training (VET). Therefore, the work of VTs is fragmented between different types of tasks which influence their professionalism and professionality (individual views, experiences and professional practices of teachers). Despite this, their professionality has been studied remarkably little, and previous studies have focused on different narrow aspects of professionalism. However, it is not clear how various factors, including changes in VET, can shape VTs' perception of their professionality. Based on a meta-analysis, this study aims to create comprehensive knowledge through an empirical model of vocational teacher professionality in the context of VET changes based on the example of Estonian VET. The results show that VTs have expressed different perceptions, evaluations and experiences of change in VET, and therefore different forms of collaboration and learning activities have been used to adapt to changes, which together shape the professionality of VTs. Therefore, three profiles of VT professionality have emerged and the wider scope of the collaboration of VTs fosters more positive attitudes, satisfaction and commitment to their work and profession, while also relating to their higher self-efficacy, which supports coping in demanding pedagogical situations and when faced with new tasks and roles in a changing context. [ABSTRACT FROM AUTHOR]

The global pandemic motivated the emergence of grassroots celebrities in healthcare who led online opinion through their professional insights and sharing of health and medical-related knowledge in China. A certain number of practitioners introduced their professional guidance to general netizens through pay-for-answer subscription with the help of Chinese social media. This article interrogates grassroots celebrities via Zhihu, China's largest community for questions and answers (CQA). It extends Western-focused scholarship on microcelebrities. [ABSTRACT FROM AUTHOR]

Homeroom teachers in special education make outstanding efforts and are extremely devoted to their work. However, they must contend with frustrated parents who are disappointed with the inability of these teachers to meet their needs and expectations. Accordingly, it is of great interest to examine parents' perceptions of the role of the homeroom teacher in special education. The current study examines these perceptions regarding four dimensions of the homeroom teacher’s functioning versus the parents: Professionality, trustworthiness, availability, and empowerment. Parents' perceptions were examined in comparison with those of teachers at special education schools. The sample included 100 parents and 101 teachers in special education schools. The data were collected by a questionnaire constructed by the researchers in a previous study. The questionnaire includes four parts, examining the dimensions mentioned above. The teachers' questionnaire was identical, but they were instructed to refer to the relationship between the homeroom teacher and the parents. The findings show that the parents gave significantly lower evaluations than the teachers on all four dimensions: the homeroom teacher was perceived by the parents as less professional, less trustworthy, less available, and less empowering than evaluated by the teachers. The findings have practical implications for the training of special education teachers and for the professional development of teachers and also for coordinating expectations and defining boundaries that might help both homeroom teachers and parents form a constructive relationship.

Copyright of Czech & Slovak Social Work / Sociální Práce / Sociálna Práca is the property of Czech & Slovak Social Work and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

En las últimas décadas, la profesión de profesor, en consecuencia, de los cambios del espacio profesional y de los procesos de formación pos-Bolonia, lleva siendo el punto de mira de múltiples cambios que han resultado en la reconfiguración de las identidades profesionales del profesorado, por lo que es importante aportar conocimiento acerca de su proceso de construcción. La presente revisión tuvo por objetivo conocer cómo se construye la identidad profesional de los profesores de Educación Física e identificar qué elementos contribuyen en el proceso de construcción, a partir de publicaciones científicas en español y portugués indexadas en la base de datos Dialnet entre los años 2010 y 2022. Se seleccionaron 18 trabajos de investigación entre 54 trabajos identificados, clasificándolos en tres ámbitos de análisis: i) construcción de identidad profesional docente (9 estudios); ii) elementos contribuyentes para construir la identidad profesional docente (3 estudios) y iii) construcción y elementos para con la identidad profesional docente (6 estudios). Los hallazgos sugieren que los elementos contribuyentes a la construcción de la identidad profesional docente son las interacciones personales, sociales y profesionales en un proceso dinámico y progresivo durante la formación inicial y las prácticas profesionales considerando las experiencias previas.

Copyright of Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to determine the picture of teacher professionalism at SMA Negeri 1 Cirebon City. Teacher professionalism requires individual development and organizational development. One of the individual developments is carrying out professional teacher education and training. This improvement requires teacher expertise in educating and teaching students with various approaches and learning models. The research used quantitative descriptive analysis methods on 16 teachers as respondents at SMA Negeri 1 Cirebon City and interviews to ensure the validity of the instrument answers distributed through the survey. Data collection techniques were carried out using observation and survey instruments. The results of the research show that the development of teacher professionalism has four aspects, namely: the development of teacher professionalism for 16 teachers at SMA Negeri 1 Cirebon City has four aspects, namely: (1) expertise, including (a) mastery of the material ( 37.5% ) ( b) class mastery (31.255%), and (c) pedagogical mastery (31.25%), (2) sources of income, including: (a) meeting basic family needs (62%), (b) being able to share with others (25%), and (c) not lacking financially (12.5%), (3) improving quality, including: (a) increasing student achievement (50%), (b) increasing school achievement (31.25% ), and (c) increasing personal achievement (18.75%), and (4) code of ethics, including (a) maintaining integrity (100%), (b) honesty (100%), (c) discipline (100 %), and (d) responsible (100%). Teacher professionalism development must be carried out periodically and continuously.

The Covid-19 pandemic brought changes to the implementation of lecturer certification. But change is not always taken for granted, there are several problems. This study aims to analyze the problems of developing a moodle-based learning management system in increasing the competence of professional lecturers. This research focuses on three things, namely on the use, impact and problems in its development. The research method used is qualitative with a case study approach, with research informants, professional lecturer competency training participants at UIN Sultan Syarif Kasim Riau. Collecting data using observation, interviews, and documentation studies. The results of the study reveal that the learning management system is used as a virtual learning platform that allows participants to access and read learning resources, discuss and carry out assignments. A significant impact on the increase in professional competence is realized from the higher mastery of lecture material, and the increase in the technological competency of the participants. Problems faced such as difficulty adapting, network damage, difficulty understanding information. This research certainly has implications as a reference for UIN Sultan Syarif Kasim Riau, especially in improving the quality of training.

Copyright of E-balonmano.com: Journal of Sports Science / Revista de Ciencias del Deporte is the property of Federacion Extremena de Balonmano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to analyze mathematics and science teachers' professional identity and competence during the Covid-19 pandemic. This study used the literature review method with data analysis using the content analysis method. This study used documentation instruments published in nationally accredited journals, indexed proceedings, Scopus-indexed international journals, and teacher's competence books. The results were some of the skills that mathematics and science teachers need this time. Several skills were the experience of implementing learning during the Covid-19 pandemic, including scientific literacy skills, classroom management skills both online and offline, including actively involving students, and communication skills, especially with parents.

Copyright of Zeitschrift für Bildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The topic of positionality and positioning can be dealt with on several levels. The article does this on the level of normative frameworks of religious education, gives an overview of the conceptual level of approaches to the didactics of religion, and provides exemplary insights into the empirical level. Shifts within the definition of a positionality or denominationality of religious education on a normative level are pointed out, and findings from current research on teachers and teaching are related to concrete positioning dynamics of teaching on the basis of ethnographic observations. This results in a number of conclusions and pleas from the perspective of religious education. [ABSTRACT FROM AUTHOR]

Professionalisation of the early years workforce internationally foregrounds what it means to gain professional recognition as an early years practitioner and has important implications for developing vocational programmes in higher education. This article explores two early years practitioners' professionality and developing professional identities as they undertook a new undergraduate degree programme whilst employed full-time in UK early childhood settings. Using the practitioners' learning stories and insights from their managers and mentors, this article examines evidence for changes in their professional identities; illustrates how they used their learning in practice; and identifies learning about their professionality. Significantly, it contributes to the understanding of professional identity, professionality and professionalism of early years practitioners and questions whether 'threshold concepts', after Meyer and Land, differ depending on students' prior experience of practice. The findings inform understandings of the way higher education programmes can enable practitioners to develop themselves and contribute to their profession. [ABSTRACT FROM AUTHOR]

The in-betweens of education highlight the relational and spatial dimensions of education, which have been the focus of most of my research. Recognizing the relational nature of both educational and research undertakings, I begin by developing a stance in the field of Didaktik, also known as curriculum studies. Having initially studied teachers’ relational professionality, my present research interest is educational environments. These have been analyzed using aspects of physical, conceived and social space, and from the perspective of schools as dynamic and open ecosystems. Here, a selection of contributions to the growing research field of learning environments is introduced, including theoretical and empirically grounded concepts. In the final section, I outline some of the emerging tendencies in the field and give examples of ongoing collaborations and research.

Copyright of Forensische Psychiatrie, Psychologie, Kriminologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The contribution focuses on the method of experiment as an inspiration for the professional and personal growth of ICF approved coaches. It clarifies the key terms for coaches who want to adopt change in their coaching dialogues. If coaches implement something new in their coaching practice or life, experiment helps them to learn, discover, explore, and verify whether this change works and how it works. Experiment helps determine the effectiveness of an intervention. It should be planned, repeatable and verifiable with the outcome that has measurable results. We focus on the 4th ICF Core Competency: B. Co-Creating the Relationship: 4. Cultivates Trust and Safety. The coach is present in the coaching dialogue as a professional and a person. Coaches can use experiment as a source of inspiration when they want to: 1. Introduce something purposefully into their profession or life and to find out how it works. 2. Change something purposefully and systematically. 3. Exclude something from their personal life or coaching practice. This process is the series of steps and observations, the purpose of which is to capture specific changes over time and decide, based on the outcome, whether to take or not to take a few steps into coaching practice or personal life. Experiment is successful when it has been truly implemented and has brought insight into the problem or has brought a new vision. Finally, we introduce professional and personal benefits that a clearly specified hypothesis can bring to coaches. [ABSTRACT FROM AUTHOR]

How can the legitimacy of social work be reconsidered in the light of the activating social Welfare State and its injunction to involve beneficiaries? Professionnality has been rethought since the notion of Deweyan practical inquiry as a process of knowledge building. The professional intervention involves a concrete engagement in relationships with an environment that responds to actions addressed to it, and the construction of expertise operates with the beneficiaries. Anchoring the recognition of social work in the skills and in what is invented in them, by linking them to the practical knowledge that is built up since the commitment to action, avoids approaching know-how as a whole already constituted, linked to knowledge to be applied. The aim is to denaturalize the know-how by recognizing that the experiments carried out by professionals alongside the beneficiaries open up possibilities. A completely different perspective then emerges: knowledge has a public scope by encouraging practices to become nurtured by new issues of a democratic nature.

Copyright of Architectural Journal / Jian Zhu Xue Bao is the property of Architectural Journal Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In 1979, a graduate school with a hitherto unusual name opened its doors at the Hankuk University of Foreign Studies in Seoul, the 'Graduate School of Simultaneous Interpretation', as the school GSIT, HUFS was called at that time. Up to then, translation and interpreting had not been considered as proper occupations in Korea. It was actually not known which people with what kind of qualifications performed translation or interpreting. It was therefore a completely novel idea that translators and interpreters should be trained at a higher education institution. Yet, GSIT proved to be a huge success. GSIT attracted a great deal of public attention and many talented young people. The hitherto accumulated T&I needs in society and the trend of globalization played their part in GSIT's popularity. As the only educational institution for T&I for the first 18 years and beyond, GSIT has written key chapters in the history of T&I in modern Korea. This paper summarizes GSIT's footsteps in order to discuss the developments of the past four decades in Korea in T&I education and studies, in the T&I profession and the economic and socio-cultural aspects of those developments. Based on the results of the discussion, the current situation of T&I in Korea is observed with a focus on 'professionality' so as to identify tasks for the future. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teasing can be approached as a linguistic resource for examining the interpersonal issues of im/ politeness and face, or as a discursive strategy for displaying relationships or constructing social identities. However, studies have underestimated the discursive constraints of teasing in specific contexts. Meanwhile, a majority of teasing studies were based on Western cultures and did not pay sufficient attention to the variety of teasing across cultures. By collecting data from two Chinese entertainment interviews, where the interviewer employs teasing frequently for performing institutional roles, this study examined how teasing functions to assist the interviewer to complete communicative goals, and explored the discursive constraints of teasing in media context. Data analysis exemplified how teasing helped the interviewer to manage an interview event, obtain the guest's disclosure and seek audience involvement, helping to construct the interviewer's professionality. Implications for understanding the discursive features of teasing in the Chinese media context were addressed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Anatolia Nursing & Health Sciences / Anadolu Hemsirelik Ve Saglik Bilimleri Dergisi is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In an educational stage that has been affected by changes due to neo-liberal society hegemonic interests, the school pedagogue's training, taken in this paper as the pedagogical coordinator, also changes. In this paper we aim to reflect on this professional training based on the historical constitution of the profession, setting up relations with the concepts of professionality and professionalism. Our methodological approach is based on a bibliographical research and on a documental analysis grounded on a theoretical production over the pedagogical coordinator's identity, but also his profession in a historical and social context based in the emerging, dominant, and residual categories. We highlight the need of rethinking teaching training policies with questions related to some particularities regarding pedagogical coordinators' work. [ABSTRACT FROM AUTHOR]

In recent decades, the work of teachers worldwide has undergone deep change. We have seen that teachers have encountered recent challenges differently and adapted to educational changes to a different extent depending on their personal disposition, but also school leadership and workplace support. This study focuses on the example of Estonian vocational teachers that serves as an interesting case for analysing how the interplay of the transitional context and neo-liberal policy trends adopted since Estonia regained its independence in 1991, after 50 years under Soviet rule, have affected the individual trajectories of teachers' lives. This paper aims to understand how the interplay of the institutional context and individual (work) lives shapes Estonian vocational teachers' understandings of their work and professionality. We suggest that certain periods of practice are visible in teachers' narratives and those periods might be considered as enabling different degrees of agency. However, our interviews also revealed that different reform periods have been perceived and responded to differently. In the context of 25 years of the educational reform process, the policies and requirements introduced have been refracted at different levels (Goodson & Rudd, 2017), including that of the vocational field, the schools and individual teachers. Our results confirm that teachers individual, social, cultural and material resources such as competence, career stage, relations and networks, school leadership and prevailing culture at schools have their role in enabling or hindering the agency of teachers. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)