‘Having to say everyday … I’m not black enough … I’m not white enough’. Discourses of Aboriginality in the Australian education context

This paper interrogates discourses of Aboriginality about, and by, early career Aboriginal teachers as they negotiate their emergent professional identity in specific Australian school contexts. These discourses position the respondents via their ethnic and cultural background and intersect with self-positioning. This relates to the desire to be positioned as teacher rather than (only) as an ‘Aboriginal’ teacher. Consequently, the over-determination of Aboriginality includes such suppositions as the ‘think-look-do’ Aboriginality with a ‘natural’ connection to community, the ‘good’ Aboriginal teacher who fixes Aboriginal ‘problems’, the Aboriginal teacher as ‘Other’, and [the notion that] ‘Aboriginal work’ as easy, not real work and peripheral to core business. Through qualitative methodology, eleven Aboriginal teachers from the University of Sydney were interviewed. They were able to construct stories of early career teaching and the data was analysed to explore how the participants interpreted, accepted and/or resisted various discourses in their efforts to be agentic and resilient and to make a difference for the Aboriginal students they teach.     

教师教育的主旨：培养创新能力——陶行知教育思想管窥

借鉴陶行知的教育思想对教师教育的改革进行了深入的思考,当前教师教育专业毕业生在一定程度上缺乏革新基础教育的精神,现代教师不仅要具备完善的知识结构和能力结构,更应该具备改革和创新的精神及能力。教师教育的主旨是培养具有创新能力的教师,培养具有创新能力的教师应采取一些切实可行的对策。     

企业人本管理理念在高校教师管理中的应用

企业人本管理理念已成为世界高等教育管理改革的潮流,人本管理有五个层次,即情感管理、民主管理、自主管理、人才管理、文化管理,这五个层次的人本管理同样也适用于高校教师管理。从这五个层次出发如何实施高校教师的人本管理,进而充分调动教师的积极性、主动性和创造性,对现代化高校的建设和发展具有重要的意义。     

试论高校教师管理激励机制的健全与完善

激励是高校教师管理工作的核心。在高校管理中通过采取一系列有效措施,建立健全科学的教师管理激励机制,对于高校的发展具有至关重要的作用。目前我国的一些高校管理部门在对教师的激励手段、方式和措施等方面还存在一些问题和不足,激励机制有待于进一步完善。因此,必须针对存在的问题,采取科学的、切实可行的对策和措施,进一步健全和完善高校教师管理中的激励机制,使其更好地发挥自身的作用。     

高校教师专业发展的理论基础与发展策略

高校教师的角色经历了古代、现代和当代的逐步深入的衍化,21世纪对高校教师提出了更高的挑战——专业发展.本文在综述教师专业社会化理论、教师专业发展阶段理论和人本主义学习理论基础上,从发展模式和保障机制两个方面论述了高校教师专业发展的策略.     

Elementary Preservice Teachers’ and Teacher Educators’ Perceptions of Financial Literacy Education

The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers’ and teacher educators’ beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision making. No teacher educators reported ever teaching financial literacy in their higher education roles. Only 13% of teacher educators and 25% of preservice teachers thought that it was very important to teach financial literacy in elementary education. Most teacher education faculty and preservice teachers reported that they were not well qualified to use state economics standards or the JumpStart standards for financial literacy. Preservice teachers were more confident in meeting financial literacy standards than teacher educators. Both preservice teachers and teacher educators expressed openness to collaborating with other faculty members, members of the financial service industry, and parents to teach financial literacy. Follow-up phone interviews affirmed that elementary preservice teachers and teacher educators value social studies education (and financial literacy) less than reading and mathematics education. Qualitative results also suggest that elementary preservice teachers and teacher educators would like more easily accessible resources for teaching financial literacy.     

Alone and adrift: The association between mass school shootings,school size,and student support

Background

School shootings have approached epidemic levels in recent years. While mental illness is undoubtedly involved in nearly all cases of mass school violence, we sought to determine how environmental context may exacerbate preexisting personal factors. The present study investigated the associations between mass school shootings, school enrollment size, student–teacher ratios, and student transitions.

Investment model predictions of workplace ostracism on K–12 teachers’ commitment to their schools and the profession of teaching

The purpose of this study was to determine how the ostracism of K-12 teachers influences their commitment to their schools and commitment to the teaching profession. The investment model was used to situate ostracism as a predictor of teacher commitment. Participants were 200 full-time K-12 teachers who completed a survey assessing their experiences with ostracism at work and investment model variables (i.e., investments, quality of alternatives, satisfaction, and commitment). Results confirmed investment model predictions with teachers’ investments, quality of alternatives, and satisfaction predicting their commitment to their schools and profession. Results of mediation models also demonstrated that controlling for teachers’ investments and quality of alternatives, ostracism predicted commitment indirectly through its effect on satisfaction. This study revealed that teacher commitment is explained by investment model predictions, but after controlling for those predictions, is further explained by ostracism from teacher colleagues.     

Supervision of students in social care education: practice teachers’ views of their role

This paper presents findings from research about how practice teachers in social care education in Ireland view their role, in particular what elements they prioritise and what they see as relatively unimportant. The aim of the research was exploratory, seeking to discover commonalities and differences in how practice teachers saw their role in the supervision of social care students. Q methodology was used to compare the participants’ viewpoints. Twenty practice teachers, from varying practice backgrounds and levels of experience, sorted statements outlining aspects of the practice teacher’s role, during individual interviews. Analysis indicates participants had two ways of conceptualising the role. One focuses within the agency, prioritising students’ awareness of the clients using the social care service and policies as guiding practice. The second encapsulates a broader view of learning beyond the agency, focusing on the practice teacher assisting the student to integrate theory with practice and using reflection as a learning tool. Conclusions are drawn in relation to social care education.     

Are We Making the Most of Learning From the Practice Placement?

It is almost universally accepted within social work education that placements are a defining feature of training and ‘… have a more profound and lasting impact than classroom teaching’. Consequently the placement is regarded as the signature pedagogy in social work education. However, it is also asserted that universities pay little attention to this aspect of teaching and concerns about a ‘significant level of disjunction between academic and practice learning’ are expressed.

The development of a new distance learning MA social work programme in which units are studied alongside part-time placements afforded opportunities for innovation in curriculum delivery, alongside increasing connections with learning on placement. Practice educators were invited to respond to an online mixed methods survey exploring their perceptions of the programme and views as to how greater integration of academic and practice learning can be achieved in social work education generally. Analysis of the results identified the important role which supervision with the practice educator can play in integrating learning on placement with the academic curriculum. The paper concludes that a greater focus on learning from practice may offer opportunities to maximise the learning potential of the placement as social work's signature pedagogy.