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OGGIONNI, FRANCESCA. "La supervisione pedagogica. Quadri concettuali, pratiche e criticità." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2012. http://hdl.handle.net/10281/28149.
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Pedagogical supervision is a meta-reflective tool thanks to which professional educators can experience the generative potential of reflection, dialogue with colleagues and comparison between knowledge acquired on the field, theories founding their praxis and intervention strategies developed in relation to different subjects, contexts and institutional partners.
It is a vocational tool where thought and learning about educators’ professional identity and role, analyzed by focusing on premises, practices and praxis, looking for coherence between planning actions and intervention methodologies.
It is a fundamental tool in broadening educators’ professional culture, even though it is hardly recognized as essential and indispensable.
The present study starts from the belief that educators’ professionalism has to be thought and must make use of tools able to activate and oversee reflective and dialogical processes of (self-)evaluation and practical transformation, leading to the development of theories. Pedagogically centered reflection shared within work teams, services and organizations enables educators to review their praxis in terms of intentional aims and educational projects; but, above all, it makes them able to conceptualize knowledge acquired on the field and strengthen their own professional identity.
The scanty production of thought around pedagogical supervision is an indication of its complexity, as well as the pedagogue’s difficulty in recognizing and being recognized as "the" depositary of knowledge about education as a profession. This in turn leads to the consequent risk of delegating the task of expanding the interpretative framework in which educational events are included to professionals from different disciplines, thus losing sight of the specific pedagogical point of view and aims.
This study takes part in an open pedagogical debate, useful for increasing knowledge, but especially focusing on the significance and recognition of pedagogical supervision as a practice for supporting and enhancing educational professionalism, since it is an essential tool for the development of educators’ professional culture.
Supervision, first of all, has been observed as an object to clarify both on the level of praxis and meanings, making a methodological mixture between phenomenological approach and grounded theory. The research was carried out, therefore, keeping the plan of theorization and the plan of praxis in constant and recursive dialogue: literature analysis and comparison with subjects making use of supervision as a professional tool were carried out simultaneously, through frequent references and stimuli to further reflection and investigation.
Literature has provided information concerning the functions and the possible structures by which the supervision process can be accomplished; in order to extract from practices the multiplicity of contents, methodologies and reflections circulating within socio-educational services, a series of interviews were carried out with people variously involved in the supervision process: educators, representatives of organizations, professional supervisors.
Therefore, supervision was enriched with elements of concreteness taken from narrations of current experiences, that have further defined it as a dynamic process, modulated according to needs and functions defined by work teams, starting from the formulation of questions on meaning and from the negotiation of objectives and contents. Supervision is not focused on practical problems, although it produces significant effects on the praxis through the implementation of reflective processes that increase educators’ levels of awareness and professionalism. It is a support tool in the process of constructing a professional identity and role, transversal to different areas and contexts of intervention.
The professional figure of supervisor appears crucial, not only because his/her conceptual frameworks direct the focus of attention on education processes, but also because his/her methods of constructing the setting and management of working groups determine the course and the effectiveness of the supervision process. He/she has to show complete mastery in specific knowledge and transversal skills for whose acquisition, currently, he/she has assumed autonomous responsibility of self-training. However, a second level learning and training course (for which a structure hypothesis has been formulated) as well as a professional lifelong learning process are highly desirable.
Within socio-educational services, multiple meta-reflective experiences related to learning, counseling, coordination and research processes are performed; a comparison with supervision has been made, offering some thoughtful insights about potentially confusing overlapping areas.
Finally, in order to complete the attempt of analysis and recomposition of complexity, supervision has been replaced within the composite picture of places of reflection on educators’ professionalism, alongside team meetings, communities of practice and meaningful informality of daily comparison with colleagues and clients, as well as the need for self-reflective processes. These are thoughtful places in which educators can gain multiple skills and knowledge, broadening their professional culture.
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Frelin, Anneli. "Teachers' Relational Practices and Professionality." Doctoral thesis, Uppsala universitet, Institutionen för didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-112975.
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This dissertation attempts to deepen our understanding of teachers’ work and professionality, which involves not only their reasoning about what to teach and how to teach it, but also of what it is that makes education possible. This is accomplished by exploring a highly influential, if underestimated and under-researched, dimension of teacher practice and professionality: the relational dimension, involving the establishment and maintenance of educational relationships with and among students. In the imperatives and challenges of the 21st century the importance of highlighting the relational dimension seems to be a concern of increasing importance. Through interviews and observation that have generated the empirical material, the relational practices of eleven teachers are analyzed in accordance with a particular methodological scheme. Apart from providing a descriptive mapping of these practices, this study presents the practical arguments given by informants to substantiate their use. The numerous examples of relational practices and practical arguments that are herein provided serve to empirically confirm the pervasive relational character of a teacher’s work. What emerges is an understanding of an educational relationship, established and maintained by practices that seek genuine human contact with students, and that views relational attributes such as trust, social justice, benevolence, empathy and openness to the other as being of vital importance to the entirety of the educational process. In addition, the practices involving enacting educational communities among students, are shown to have significance for the educational process. What emerges as well is a conception of relational professionality as something that can be learned, meaning that teachers are made, not born. Moreover, “being professional” is here conceived, in pedagogical rather than sociological terms, as something that involves the quality of a teacher’s actions rather than the fact that s/he belongs to a particular profession. The findings of this study strongly suggest that relationships in schools often require conscious attention, rigorous work and delicate negotiations on the part of teachers in order to be (or become) educational. The process of education is sustained by an array of subtle relational conditions. The attempt of the teacher to deal with these conditions requires specific professional experience, understandings and practices.
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Tosato, Paolo <1977>. "Risorse educative aperte e professionalità docente." Doctoral thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/2247.
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Gli ultimi sviluppi del Web facilitano la nascita di comunità di insegnanti online e lo scambio di materiali didattici. In questo contesto nasce il concetto di risorsa educativa aperta e si sviluppano nuovi archivi di oggetti digitali; ma qual è l'impatto di questi strumenti nelle pratiche professionali degli insegnanti? L'ipotesi da cui muove l'indagine è che, sostenendo comunità di docenti e la condivisione di pratiche d'uso dei materiali, è possibile supportare un utilizzo efficace delle risorse. Attraverso un'indagine che ha coinvolto 100 insegnanti, si è evidenziato come i docenti che collaborano in una comunità siano più propensi a un riuso dei materiali, trovando nel gruppo di appartenenza un valido supporto. Si è poi messa in atto la sperimentazione di un modello per lo scambio di risorse educative, la cui verifica ha dimostrato come condividere esperienze d'uso delle risorse sostenga la collaborazione fra docenti e attivi processi di innovazione e di crescita professionale.The latest web developments facilitate the creation of online teacher community and the exchange of learning materials. The concept of open educational resource arises from this context, just as new digital objects repositories are developed. What is the impact of these tools on teacher professional practices? This research hypothesizes that supporting the community of teachers and the sharing of material best practices promotes efficient use of resources. A survey that involved 100 teachers highlights how teachers who are actively engaged in a community will re-use educational materials, sustained by the community itself. Following the survey, the control experiment of a model to exchange educational resources was put into place, whose verification demonstrated how the sharing of resource-using experiences strengthens the collaboration among teachers, activates innovation processes, and encourages professional growth.
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Register, Shilpa J. "STUDENT PROFESSIONALISM COMPETENCIES IN OPTOMETRIC EDUCATION." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330532641.
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Boon, Andrew. "Legal professionalism : ethics, practice and legal education." Thesis, University of Westminster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322990.
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Ceiriog-Hughes, David Jeremy. "Cultural professionalism : a comparative study of teacher professionalism in England and France." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242300.
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Brigley, Stephen James. "Education accountability and school governors." Thesis, University of Exeter, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280351.
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Bulaon, Christopher. "Professionalism in accounting." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-18022016-114359/.
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According to the works of the French philosopher Émile Durkheim (1964), much of today\'s modern society is founded on the basic tenets of professionalization. Yet the significance of professionalism is often taken for granted and lost in ambiguity. The aim of this study is to thus identify and understand the perceptions of professionalism, with the context of the case being the accounting community at the University of Sao Paulo. A series of open-ended interviews were performed with ten participants with varying levels of academic and market work experience. The data was then coded and analyzed to look for categorical emerging themes and patterns among the responses. Findings indicate a highly diverse set of views regarding how professional status is attained and how professionalism is demonstrated. The close association between the results and existing professions literature signal a wider acceptance and societal internalization of professional principles. Professionalism in Accounting was found to be relative to a variety of factors including market work experience, professional characteristics, and career goals. Comparisons were also made between various professional environments including FEA vs. other colleges, Accounting vs. other fields and Brazil vs. other countries. These comparisons suggest an influence of environment on professional standards and the demonstration of professional behavior. Further research is needed to study how perceptions of professionalism may differ among other professional accounting groups and how the professional transformation process in accounting education may be improved to better prepare accounting graduates before entering the field.De acordo com as obras do filósofo francês Émile Durkheim (1964), grande parte da sociedade moderna de hoje baseia-se nos princípios básicos da profissionalização. No entanto, o significado de profissionalismo é muitas vezes tida como certa e perdido em ambiguidade. O objetivo deste estudo é identificar e, assim, compreender as percepções de profissionalismo, com o contexto do caso, sendo a comunidade de contabilidade da Universidade de São Paulo. Uma série de entrevistas abertas foram realizadas com dez participantes com diferentes níveis de experiência acadêmica e mercado de trabalho. Os dados foram então codificadas e analisadas para procurar categóricas temas emergentes e padrões entre as respostas. Os resultados indicam um conjunto altamente diversificado de pontos de vista a respeito de como status profissional é atingido e como profissionalismo é demonstrado. A estreita associação entre os resultados ea literatura existente profissões sinalizar uma maior aceitação social e internalização de princípios profissionais. Profissionalismo em Contabilidade foi encontrado para ser em relação a uma variedade de fatores, incluindo experiência de trabalho no mercado, características profissionais e objetivos de carreira. Comparações também foram feitas entre vários ambientes profissionais, incluindo FEA vs. outras faculdades, Contabilidade vs. outros campos e Brasil contra outros países. Essas comparações sugerem uma influência do ambiente sobre os padrões profissionais ea demonstração do comportamento profissional. Mais pesquisas são necessárias para estudar como as percepções de profissionalismo pode ser diferente entre outros grupos profissionais de contabilidade e como o processo de transformação profissional em educação contábil pode ser melhorado para melhor preparar os formandos de contabilidade antes de entrar no campo.
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Blue, Nathan Charles. "Understanding the Perceptions of Professionalism in Athletic Training with the use of a Professionalism Questionnaire." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342540277.
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Holroyd, Colin. "Changing assessment in higher education : policy, practice and professionalism." Thesis, University of Stirling, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403036.
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Goodrham, Mark John. "Using research to enhance professionalism in further education (FE)." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493767.
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This thesis was devised to explore and better understand the relationship between FE practitioners' own understandings of their professionalities and their capacity to engage in research in the FE sector. The study investigated research engagement in five general FE colleges in the North and North East of England, to consider how research and practitioner professionalities might be connected and whether research engagement could contribute to practitioner professionalities in the FE sector.
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Hamilton, R. "Community education : Perspectives on professionalism, access and the curriculum." Thesis, Heriot-Watt University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234719.
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Brown, Sally. "What does professionalism mean to teachers within Further Education." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21357/.
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This piece of research seeks to understand the concept of professionalism in relation to trainee teachers currently undertaking Initial Teacher Training (ITT) within Further Education (FE). In particular, it focuses on their reasons for undertaking a teaching qualification at a time when the sector is undergoing yet another period of political intervention with the deregulation of the FE workforce. The onus has been firmly put at the feet of employers to determine appropriate teaching qualifications for their employees. At the start of my study College A was requiring its staff to have a teaching qualification, but, by the time this study was coming to an end, this was no longer the case. I adopted a case study approach to interview both trainee teachers and senior managers within my own organisation to ascertain whether having a full teaching qualification is seen as both necessary and more importantly fundamental to making an FE teacher ‘professional’. The findings reveal that the concept of professionalism is complex, and that there is a wide range of both definition and meaning. Using life histories, I was able to identify the impact of experience and other factors which contribute to the life trajectory of trainee FE teachers, and which determine their own view of what it means to be professional.
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Oliveira, de Azevedo Heloisa Helena. "The construction of teaching professionality." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/116992.
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This article was prepared by the results of a research of a investigation about the formative strategies developed by educators related to the construction of the professionality of future childhood and elementary school teachers.From the analysis of the content of the interviews, we want to know what the educators think about the teaching profession and conducting training activities aimed at building the professionalism of future teachers.With theoretical bases for analyses related to the historical-critical conception of education, we inferred that educators have tried to break with the traditional paradigm of teacher’s education, creating new learning alternatives and stimulating the construction of a new professionality that overcomes the culture of isolated an individual thinkingEl presente artículo fue construido a partir de los resultados de una investigación sobre las estrategias de formación desarrolladas por docentes vinculados a la construcción de la profesionalidad de futuros profesores de educación infantil y educación primaria. A partir del análisis del contenido de las entrevistas, se busca conocer lo que piensan los formadores acerca de la profesión docente y las acciones formativas que realizan, dirigidas a la construcción de la profesionalidad de futuros profesores. Teniendo como referencial teórico la concepción históricocrítica de la educación, se constata que los formadores han buscado romper con el paradigma tradicional de la formación docente, mediante el desarrollo de nuevas alternativas de aprendizajes y la construcción de una nueva profesionalidad que supere la cultura del aislamiento y del pensar individualizado
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Anangisye, William-Andey Lazaro. "Educating teachers : the ethical dimension of teacher professionalism in Tanzania." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/24564.
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In general this thesis is concerned with teacher ethics in Tanzania. It rests on the following claims; first the teacher shares the widespread view that there is an important normative dimension to professionalism in general and teacher professionalism in particular. Secondly, there is evidence from Africa and more widely of serious failure on the part of the school, college and university teachers to live up to the highest moral standards of their profession. Thirdly, it was therefore a key aim of this thesis to gather evidence of various kinds, concerning the extent of such professional dereliction. But, the researcher was also concerned to raise and address questions with respect to what might be done in teacher education and training to help teachers appreciate the ethical dimension of teacher professionalism. Qualitative data, hinging on the philosophical-empirical framework, was derived from Edinburgh, Scotland (UK) and Tanzania (URT). The framework was informed and shaped by a triangulation modus operandi that involved employing diverse educational research philosophies, and methods such as in-depth interviews (conversations), observation, event stories, historical analysis, and a critical study of documents. Informants whose experiences informed and shaped the thesis were heterogeneous in nature although largely educational professionals. Lack of knowledge of the character of teaching contributes much to widespread misdemeanours in teaching. As a result, the thesis also sets out to examine the professional character and ethical grounds of the practice of teaching. The findings are also developmental in character aiming at laying a foundation for the professional education of teachers and student teachers in colleges of teacher education and training.
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Harper, Michael Hugh. "Re-thinking professionalism in further education in post-devolution Wales." Thesis, Cardiff University, 2009. http://orca.cf.ac.uk/55879/.
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This thesis explores professionalism in FE teaching in Wales. It also considers government policies for professionalising teaching in the sector and, in particular, if the Lifelong Learning UK (LLUK) Professional Standards have been material in shaping teacher professionalism. The research was based on interviews and focus groups with teacher-trainers and trainee teachers in two universities and four FE colleges in South Wales, and the documentation of their training programmes. The research also includes an analysis of policy documents and interviews with officials responsible for policy in Wales. The research draws on current sociological interest in professionalism and the way that can be defined by employers in the interests of the firm. The theoretical basis of the analysis is Bernstein's concept of pedagogic discourse and it is argued that professionalism has been re-contextualised by government and LLUK as an official discourse, represented in the Professional Standards as a set of generic competences, underpinned by trauoability and linked to the attainment of qualifications. This generic discourse defines professionalism in ways that privilege corporatism and flexibility its generic nature promotes the idea of trainability for teachers, in much the same way as learners in FE are expected to 'learn how to learn' to adapt to the changes brought about by globalisation. Welsh Assembly Government policy commits to achieving equivalent standards of professionalism in FE and schools but, unlike England, apart from its endorsement of the Standards, no progress has been made. The Standards' role in teacher training was explored The influence of the official discourse in the Standards was mediated by teacher-trainers in ways that were oriented to practice and to the enactment of professionalism, rejecting any notion of competencies. The Standards accordingly had little influence on trainees' constructs of professionalism. Trainees were focussed instead on gaining basic survival skills, but they had a clear personal sense of professional standards, centred on their responsibilities and commitment to their students. Theirs was a discourse of professionalism in formation, recognising the importance of tacit knowledge, acquired by experience. The study concludes by identifying a possible distinctively Welsh approach to professionalising FE teaching, and the need for improved mentoring and support for trainee and newly qualified teachers. A copy of the LLUK's Professional Standards: *New Overarching Professional Standards for Teachers, Teachers and Trainers in Lifelong Learning in Wales* can be accessed from the LLUK at: http://www.lluk.org/documents/02_Bilingual_rri_Standards.pdf
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譚志豪 and Chi-ho Raymond Tam. "Education, professionalism and practice of urban design in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31980284.
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Fielding, Gerard. "Change in teacher professionalism in further education : a case study." Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/14473/.
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This study explores the effect of policy and funding changes in the further education (FE) sector on the nature of teacher professionalism and the general vocational curriculum. In the last decade there has been tremendous change in the FE sector. It has been argued that this has been the result of fundamental alterations in the organization and distribution of work. The consequence has been that much governmental attention has been paid to the post-school sector. The recent White Paper Learning to Succeed (DfEE, 1999b) has been one of a number of attempts to redress the perceived failure of the sector to provide a skilled workforce for the needs of industry. My thesis seeks to reflect upon the effects of policy and funding changes in one further education college. It concentrates on changes in general vocational education and training. It reflects on the impact of those changes upon teacher professionalism in further education. The research took place in a college of further education using case study methods. The data for my findings are derived from participant observation techniques and semi-structured interviews with teaching staff. It utilized a qualitative critical ethnographic methodology with the aim of giving a voice to those most affected by the changes. Lecturers believe that significant changes to the sector were initiated by the Incorporation of colleges (April, 1993) and have accelerated since. The fieldwork took place in the academic year 1998-99. The literature review part of my research found that, in order to advance the government's vision for a 'learning society', it opined that alterations in the general vocational curriculum were necessary. I believe that changes to the professional lives of college lecturers were required in order to implement that end. It is my conviction that the changes are instrumental. They are about preparing young people for the needs of industry alone. The lecturers in my study believe such changes have had a negative effect on their definitions of the concept of professionalism. Further to this, they feel that the new qualifications and the way they had to be taught, to the backdrop of, for example, cuts in class contact hours, have had a detrimental effect on the education and training of students. These developments, they maintain, will militate against any evolution of a true 'learning society', if such a society would have the aim of producing a future citizenry (not just workers) in a 'reflective participatory democracy'.
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Gassner, Kanters Lina. "Assessment of professionalism within dental education: A review of studies." Thesis, Malmö högskola, Odontologiska fakulteten (OD), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-19826.
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Assessment of professionalism is a concept which has been highlighted during the last ten years. High demands from the public and from authorities combined with an increased educational interest for the concept of professionalism has led to a greater focus on ways of implementing and assessing professionalism in dental, medical and other professional educations. Many authors point out that professionalism is an essential competence, but there is a lack of and a need for a definition of professionalism within dentistry and dental education. It is recognised that professionalism is a broad concept, which calls for different methods of assessments. The aim of this paper is to identify and describe different methods of assessing professionalism within dental education and to categorise them into a blueprint. The studies are discussed out of the perspective of validity and reliability and the methods of assessment are compared to different levels of Miller’s pyramid. Literature is sparse and a mere 16 articles were found to fit the purpose of this paper. Most studies used a traditional way of assessing professionalism, even though research has shown that this way is neither sufficient nor suitable. More research is needed and the methods for assessment need to be further explored. Validity and reliability need to be put in focus, since no method of assessment has proven to be both valid and reliable.
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Seyler, Chellsie D. "Perceived Importance of Professionalism in Athletic Training Education and Practice." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333490919.
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Tam, Chi-ho Raymond. "Education, professionalism and practice of urban design in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25798923.
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Epps, Susan Bramlett. "Professionalism & Communicating with Faculty." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2562.
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Jonsson, Mari. "Professionalism inom förskolläraryrket : - en förskollärares livsberättelse." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1510.
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Studien bygger på en livsberättelse berättad av en verksam förskollärare. Där förskolläraren berättar om sin uppväxt, utbildning, arbetssituation samt sin syn på sitt valda yrke, arbetslaget samt beskrivningen av vad hon anser är en professionell förskollärares beteende.
Förskollärarens styrdokument är Skollagen samt läroplan för förskolan (Lpfö 98). Där fastställs det att alla barn skall erbjudas kommunal förskoleverksamhet. Förskolläraren skall genom pedagogiska metoder ge barnen omvårdnad och fostran. Demokratiska värderingar skall vara grundläggande i förskoleverksamheten. Varje barn skall ses som en unik individ och dess förmågor samt behov skall vara det centrala. Det för att kunna gynna barnets utveckling i positiv riktning. Om detta skall vara genomförbart krävs att förskolläraren ständigt strävar efter att utvecklas i sin yrkesroll samt att utnyttja sin kreativitet och pedagogiska förmåga. Förskollärarens yrke består således av flertalet göromål såväl praktiska som pedagogiska. Arbetslaget skall användas som ett forum för reflektion, diskussion och yrkesutveckling. Ett fungerande arbetslag medför ett gott arbetsklimat som även avspeglas positivt till barnen i verksamheten samt dess vårdnadshavare.
Genom livsberättelsen framkommer det att den aktuella förskolläraren sedan unga år haft stort intresse av barn. Yrkesrollen är något som ständigt bearbetas och utveckling är något som prioriteras. Att förhålla sig professionell inom yrkets ramar blir mycket konkret i samtal med vårdnadshavare och i kontakten med barnen inom verksamheten. Arbetslaget har stor betydelse som källa till inspiration och som stöd. Det som prioriteras och värdesätts extra mycket är förmågan att hjälpa barnen till att tolka samt uttrycka sina känslor och tankar.
The essay is based upon a life story told by a practising preschool teacher where the teacher tells about her upbringing, education, the views on the current work situation and the chosen job, also there's an explanation of professional preschool teachers behaviour. The preschool teachers govern document is The Education Act and a curriculum for the Swedish preschool where it is settled that all children shall be offered municipal access. The preschool teacher should through pedagogical methods bring up and care for the child and democratic values should be the basis of the preschool activity.
Each child should be seen as a unique individual whose ability and needs shall be central for enhancing the positive direction for the development. To make this possible the teacher needs to constantly strive to develop her role as a teacher and be able t use the creativeness and pedagogical abilities that comes with it. The job of a teacher is therefore both practical and pedagogical. The work group shall be used a forum for reflection, discussion and development. A well function work group brings a good working climate which then positively reflects through the children and their parents or carers.
The life story reveals that this preschool teacher has had a growing interest for children since she was young. The occupational is always in progress and development is something which is a priority. To be able to remain professional within the frames of the work becomes concrete through talks with parents or carers and through the contact with the children within the activity. The work group has a major importance for inspiration and support. What is extra prioritised and valued is the ability to help the children to be bale to interpret their own feelings and thoughts.
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O'Sullivan, Anthony John Public Health & Community Medicine Faculty of Medicine UNSW. "Assessment of professionalism in undergraduate medical students." Awarded by:University of New South Wales. Public Health & Community Medicine, 2007. http://handle.unsw.edu.au/1959.4/40754.
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This thesis investigates professionalism in undergraduate medical students. Professionalism is comprised of values and behaviours that underpin the contract between the public and the medical profession. Medical errors are reported to result in significant morbidity and are in-part related to underdeveloped professionalism. The aim was to determine whether aspects of professionalism were underdeveloped in medical students. A questionnaire with 24 clinical and medical student vignettes was taken by Year 2, 4, and 6 medical students from UNSW Medicine 3801 and their responses where compared to responses from practicing Clinical Academics. Second, fourth and sixth Year medical students' responses differed from Academics in two aspects of professionalism, firstly, high ethical and moral standards and secondly, humanistic values such as integrity and honesty. A second component of this thesis was to determine whether student's responses to professionalism changed as they progressed through the medical program. Year 2 and 4 students had very similar responses except for the aspect responsibility and accountability. Similarly, the Year 2 and 6 students differed in only two of eight aspects of professionalism, that is, high ethical and moral standards and humanistic values and responsibility and accountability. These findings suggest that students' approaches to some aspects of professionalism do change slightly as they progress through a medical course, however there does not appear to be a clear decline or development of professionalism as a whole. Responses from the Year 2, Medicine 3801 and Medicine 3802 (new medical program) medical students were compared and no statistically different responses. This finding would indicate that professional behaviour was very similar between these two groups of students. Certain aspects of professionalism seem to be underdeveloped in medical students compared with Academics. These aspects of professionalism may need to be targeted for teaching and assessment in order that students develop as professionally responsible practitioners. In turn, students with well-developed professionalism may be less involved in medical error, and if involved they may have the personal values which can help them deal with error more honestly and effective.
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Helsby, Gill. "Educational reform, teachers' work and teacher professionalism." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310453.
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Felipe-Valera, Elena M. "Professionalism in Radiography| A Multiple Case Study." Thesis, Keiser University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807028.
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This study explored the perceptions that radiography faculty and students have of professionalism in health care. The purpose of this qualitative multiple case study was to understand the substance and the meaning that radiography faculty and students give to professionalism. Learning professionalism in the imaging sciences necessitates emersion in authentic experiences, which the authors call "legitimate peripheral participation," so that skills and didactic knowledge gained in a classroom can be applied in real situations among a community of experts in a field of study (Lave & Wenger, 1991). The research explored the perceptions that RT educators and students have of professionalism by asking the participants to define and describe professionalism and identify what aspects of the professional were meaningful to them. An anonymous survey and focus group discussions were used to gather the perceptions of the participants. The target population for the study was nine faculty members or instructors and ten students from the radiologic technology program of a private, not-for-profit, multi-campus university. These sets of participants were chosen because their firsthand knowledge and experiences of professionalism in the radiography program could aid in addressing the main research and sub-research questions. Both groups defined RT professionalism in terms of respect, empathy, and ethics. Important and meaningful aspects of professionalism included giving competent, compassionate patient care and assisting with diagnosis. The findings revealed that three major areas of professionalism in the imaging sciences must be addressed: interdisciplinary education, intradisciplinary education specifically around professionalism, and the development and implementation of specific competencies that encompass professionalism.
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Rhay, Gary D. "Army professionalism 1877-1898: myth or reality /." Fort Leavenworth, KS : [US Army Command and General Staff College], 1990. http://cgsc.cdmhost.com/u?/p4013coll2,1433.
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Ranauta, Amitha. "Professionalism in dental education : perceptions and influences on development of learners." Thesis, Queen Mary, University of London, 2016. http://qmro.qmul.ac.uk/xmlui/handle/123456789/23100.
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The General Dental Council in its latest educational review placed professionalism at the heart of its education agenda and developed corresponding learning outcomes (GDC, 2015). This interpretivist qualitative study aimed to delineate perceptions about dental students' development of professionalism and explore significant influences on this development by examining the perceptions of dental students, their patients and teachers. Purposive sampling of students, patients and teachers ensured representation of diverse perspectives through focus groups and individual semi-structured interviews. An initial inductive thematic analysis was compared with theoretical perspectives on learning and the Illeris (Illeris, 2004) model of learning was selected for further theoretically driven analysis. Students, patients and teachers identified relational skills as an essential part of professionalism. Differences lay in the emphasis placed by students on being a 'well-rounded professional', patients wanting to be treated as a 'person as well as a patient' and teachers focusing on 'professional values'. As the students' clinical responsibility increased, their perceptions evolved from abstract values to pragmatic reality which mirrors the trajectory of the professionalism literature over the past twenty years. Students were influenced by planned curriculum content and unplanned experiences. Patients motivated students with feedback and reassurance and acted as mentors. Their teachers served as positive and negative role models. Teachers' expressed confusion and identified a gap between the actuality and ideal teaching of professionalism. Learning occurred as a result of simultaneous and multiple interactions within the individual, with the environment and with patients. This study validates the multidimensional intricacy of professionalism. Students identified constructive and adverse experiences which allowed them to develop empathy, take on responsibility for patient care and model themselves on their teachers. The emotional and social interactions involved in these experiences generated a creative 'tension field' of learning leading to the development of professionalism.
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Liwane-Mazengwe, Ntombentsha. "Teacher unions and educator professionalism : an education law perspective / Liwane–Mazengwe N." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8229.
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Despite the transformation that the education system has been undergoing, unionism at school
level is still characterised by controversies that adversely affect education delivery. Teacher
unions have neglected the significant meaning of their partnership with the national Department
of Education in the sense that their activities are contrary to what their partner expects and;
in most cases contravene the law and policies.
From the transformation process and the legislative framework utilised to transform and
democratise education, the South African education system should have yielded good results by
now. However, professionalisation of education has been badly neglected as well as regulating
unionism to adapt to progressive mechanisms and democracy. The character of South African
education has not changed much except for registration with the South African Council for
Educators (SACE) which is a legislated prerequisite for entrance into the teaching profession. To
improve and to alter the education system, the Department of Basic Education should venture into
adopting legal measures like writing board examinations just like the other major professions do
to prospective practitioners.
The character of trade unionism in general, has not improved as the country transformed.
Unionism in South Africa has kept the vanguard status it had during the apartheid era as well as
the militancy that characterised it then. The inappropriate involvement of teacher unions in
politics and the interference during the filling of promotion posts attest to this. This may further
de–professionalise education if it goes unchecked and unchallenged by the Department of Basic
Education and parents. Teacher unions have a responsibility to ensure that educators are not
victimised in any way. However, this study has confirmed that educators who democratically
choose not to strike during public servants strikes and remain teaching in their posts are
victimised. If teacher unions abdicate their responsibility to protect and pursue the careerrelated
interests of their members, they might cease to be effective as unions.
Deeper understanding of Education Law might assist the daunting position in which the
Department of. Basic Education finds itself. This kind of understanding could be
enhanced through training and development of principals as leaders in schools where
professionalism and unionism phenomena are practicably visible. The government could channel
funds towards this, as well as the South African Council of Educators. Conclusions drawn from
this study suggest that despite the plethora of good legislation that the South African
government has invested in, educators professional and labour activities are inadequately
regulated. A few amendments and reinforcement of certain legislation that impacts on education
could turn the South African schools into places of excellence.Thesis (MEd (Education Law))--North-West University, Potchefstroom Campus, 2012.
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Hwang, Se-young. "Teachers' stories of environmental education : blurred boundaries of professionalism, identity and curriculum." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512340.
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This study uses narrative inquiry to contribute to ways of valuing and utilising teachers’ personal narratives as tools for understanding their thinking and knowing in relation to the environment and environmental education, and for critically examining and challenging dominant narratives and discourses of education and the environment in school education. The research develops teachers’ stories as the main focus of inquiry and data, with the understanding that teachers’ stories articulate the dynamics and interactions between discourses and practices that constitute teachers’ thinking and experiences of environmental education. Based on life-historical and focus group interviews with eleven secondary school teachers in Korea, the inquiry also develops novel ways of understanding and analysing teacher narratives about environmental education, in three parts. As an introductory part of the analysis, five teachers’ short stories are presented via framings of their plots (“vision”) and key narrative themes, with a focus on the teacher’s own ways of making sense of their environment-related experiences through blurring the boundaries of personal and professional identities. Two subsequent chapters develop a critical investigation into their discursive practices, illustrating the blurring of boundaries in professionalism and curriculum, through which the teachers’ environmental education can create cracks and ruptures in school education. Narrative analysis of three teacher groups – science, humanities, and environment teachers - contributes to an examination of the tensions in arguing for ‘environmental education teachers’ professionalism within the institutional context of schooling in Korea. Finally, analysis of teachers’ curriculum repertoires, via six topics – alternative energy, environmental issues, health and ‘well-being’, biotechnology issues, outdoor education, and green education - provides an examination of the contingencies and complexities in the processes of teachers’ pedagogical rendering of cultural narratives of science and environmental issues. The study utilises narrative-discursive approaches to teachers’ thinking and practice. Teacher narratives are located alongside other narratives of teachers, to elucidate the meanings of personal narratives as ‘small’ stories and explore their role in critiquing surrounding, ‘larger’ institutional and cultural narratives, including hero and exemplary teacher discourses, by opening up discursive spaces for alternative meanings of professionalism and curriculum. The study also includes a discussion of how teacher learning can be understood and facilitated by using teacher narratives as vehicles for examining the nature of teacher action, and in so doing, argues that school environmental education can be a catalyst for such teacher learning.
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Viviani, Maria Jesus. "Creating dialogues : an exploration into professionalism within early childhood education in Chile." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679954.
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The aim of this study was to explore the different ways in which a number of Chilean stakeholders conceptualise professionalism within Early Childhood Education (ECE). In a context where neo-liberal narratives are increasingly dominating the field and the recent standardisation of the educators' professional role is being implemented and monitored, this research constitutes a critical and alternative viewpoint, analysing the situation as a whole, and creating dialogues between key actors. Semi-structured interviews and document analysis were undertaken to gather insights from SLC relevant national ECE institutions, forty-nine training institutions and eleven early childhood educators working in centres serving children from socioeconomically deprived areas. Adopting a postmodern approach to grounded theory (situational analysis), participants' discourses of professionalism were located, mapped and compared, together with a diversity of identified elements, human, and non-human actors. Professionalism was conceptualised as relational and highly situated by the majority of stakeholders, in contrast to the rather individual and decontextualised definition identified in the National Standards, which essentially expected from professional educators the master of a pre-specified pedagogical and disciplinary knowledge-base. Ethical values and attitudes such as reflective thinking, initiative and positive disposition towards learning were expected by training institutions, whereas educators themselves generally understood their role as a compensatory effort to provide children with the affection and emotional support perceived absent in their homes and communities. An educative role with children's families is also recognised as one of their responsibilities. Narrow positions, stereotypes and prejudices emerged between the stakeholders as conflicting issues. These were illustrated through the creation of dialogues using representative text bites, evidencing the urgent need for an ongoing real dialogue amongst educators, teacher educators, policy-makers and other relevant actors, which could contribute to the breaking down of fixed images, challenge relationships of power, and open up spaces for constructing new, as yet, unimagined meanings of being an early childhood professional in Chile.
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Bradley, Elizabeth Florence. "Taken-for-granted assumptions and professionalism in IAG practice." Thesis, Lancaster University, 2013. http://eprints.lancs.ac.uk/71466/.
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This thesis examines the role of reflection in Information, Advice and Guidance (IAG) practice, with particular reference to becoming aware of the role of taken-for-granted assumptions. It is grounded in the literature concerning taken-for-granted assumptions, personal knowledge and reflection in the context of professional practice. It is a qualitative study evolving through three iterative cycles, with an additional ‘pre-cycle’ exploring the origins of the research in the researcher’s own experience as an IAG professional working with ethnic minority women. The first main research cycle explored, in dialogue with a co-researcher, how we became aware of our own taken-for-granted assumptions. Subsequent cycles extend the data to responses from practitioners less close to me. Using the concept of researcher-as-bricoleur, a range of methodologies were employed. In the pre-cycle and first research cycle an auto-ethnograpahic approach captures the researcher’s voice and that of a co-researcher. In later cycles a heuristic approach enabled the researcher to focus on the self and engage with her own and other practitioners’ experiences of taken-for-granted assumptions. These cycles explored, through written capture sheets, conversational interviews and email exchanges, IAG practitioners’ understanding of and engagement with reflection and reflective practice. The research demonstrated different types and interpretations of reflection and reflective practice. Although practitioners described themselves as reflective and used self-reflection, this was insufficient to unearth taken-for-granted assumptions. The research ascertained that assumptions regarding whiteness were difficult to unearth, and were rarely acknowledged openly. Even less frequent was the sharing of unearthed assumptions with others. The research revealed that reflective practice has itself become taken-for-granted and does not achieve what it advocates. The need to coach and nurture the skill of reflective practice is emphasised, with one of the data analysis tools – the ‘I Poem’ – proposed as a reflective tool for enhancing self awareness and assisting practitioners to examine their reflective journals and reveal their taken-for-granted voice.
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Tomita, Fukuyo. "Concepts of professionalism in teaching in Japanese primary schools." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10020279/.
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This study explores what concepts teachers, parents and school community members have of professionalism in teaching, and especially the boundaries of that professionalism in Japan. It will also consider how these concepts affect teaching practices in schools. This thesis begins with a review of current theories of teacher professionalism drawn largely from western literature and considers the question of why Japanese scholarship has produced little parallel discussion (Chapter 2). It reviews the origins of teacher professionalism in Japan through a historical and cultural account of the development of the education system (Chapter 3), and through an exploration of the training arrangements for, and the working conditions of, Japanese teachers (Chapter 4). Chapters 5 - 7 report the findings from an empirical investigation of attitudes to teacher professionalism. Although most of these investigations were conducted in Japan, some data is included from English subjects in the interests of signalling the particular characteristics of the Japanese situation: teachers, school community members and parents, some with experiences of both Japanese and English school systems, are included. Chapter 8 contains an account of the ideas and practices of a Japanese headteacher who has attempted to reverse many of what he sees as harmful practices within Japanese primary schools, together with the reactions of his teachers, not all of whom are positive. This account illuminates many aspects of professional culture in Japan. The conclusion reviews the principal themes, attempts to explain why the present situation with regard to teacher professionalism has emerged and offers a suggestion for improving the situation; for teachers themselves to reconsider their own role and responsibility, and how the teacher education system might be changed.
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Starida, Assimina. "Professionalism in teaching : a comparative study : England and Greece." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10007475/.
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This thesis examines the contemporary aspects of professionalism in teaching in the light of growing central government control over the conditions under which teachers carry out their work in England and Greece. In both countries, major and recent legislation, have brought about fundamental revision in the context in which educational provision evolves. Such changes have resulted in the increase of government control over teachers and questioned whether teachers can exercise any control over their own work. The key to the analysis of the issue of teachers' occupational control is the concept of professionalism. It is the main contention of the study that the conceptualisation of professionalism can be best explained by an examination of the context within which it is embedded. Thus, the primary concern of the study involves the development of a multi-dimensional model which may serve to gain additional understanding of the dynamics involved in the functioning of "professionalism". Subsequently, the model is tested in two different settings: England and Greece, so that common factors may be identified and differences revealed. Chapter I examines the characteristics of professions and the nature of professionalism. Chapter II describes the historically dominant elements that shape professionalism. Chapter III deals with the significance of the evolving nature of the relationship between teachers and the State. Chapter IV is an analysis of factors which set the context within which professionalism functions. It is primarily concerned with the construction of a model representing the ways in which these factors act and interact. Chapter V and VI furnish the contextual information as a means of applying the model to England and Greece respectively. Chapter VII analyses the issues raised in the two case studies and against the rather broader context of the development of education in the European Community, identifies some of their implications. Chapter VIII concludes with the assessment of the major framework conditions which have been used in the study to conceptualise professionalism. Professionalism in teaching is not a monolithic concept, but a dynamic one, changing meaning over time. Its conceptualisation within the context of its interrelated contemporary elements is essential to an understanding of control exercised over teachers' conditions of work.
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Moneypenny, Michael. "Evaluating professionalism, teamwork and leadership in medical undergraduates." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2013920/.
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The complexity of healthcare is increasing due to new discoveries in the treatment of disease, the multiple pathologies of an ageing population and changes in working patterns and job roles. In addition, an increase in professional, regulatory and public scrutiny has led to revelations of poor care leading to preventable disability and death. Inquiries into sub-standard care have uncovered a number of professional lapses, in particular failures in teamwork and leadership. Medical undergraduates are future doctors. Their ability to work effectively within teams and to lead when necessary will therefore have a significant impact on the health of the population. In order to improve leadership and teamwork abilities we must be able to assess them. A literature review searching for a tool to assess teamwork and leadership in the medical undergraduate was carried out. As a consequence of an unsuccessful search, a tool was developed and evaluated, using data from existing tools and from a series of focus groups with medical undergraduates. The focus groups and an examination of the reasoning of assessment participants also informed a study on the justifications for failing to challenge poor performance by a more senior member of staff. The tool data showed adequate validity and reliability for formative assessments in a simulated environment. The focus groups and examination of reasoning highlighted the continued existence of the medical hierarchy, with steep authority gradients. This tool can be used in formative assessments, but further research is required before it is used outside the simulated environment and consideration must be given to psychometrics, feasibility and cost. The teaching and assessment of teamwork and leadership, should be given more time in the undergraduate curriculum and medical schools, regulatory bodies, deaneries and trusts should collaborate on minimising the unprofessional behaviours of senior healthcare personnel.
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Norén, Nina, and Marcus Thörn. "Patient Perception of Dental Students’ Professionalism." Thesis, Malmö universitet, Odontologiska fakulteten (OD), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42287.
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ABSTRACT Aim: Professionalism is an important and integrated part of dentistry and an essential characteristic in dentists. The aim of this study is to evaluate how patients perceive dental student’s professionalism and if their perception differs between male and female dental students at the Faculty of Odontology at Malmö University. Material & method: By using definitions of professionalism, a cross-sectional survey with eight statements was created to evaluate the patients’ perceptions of the dental student’s professionalism. For each of the statements, patients responded through a five-point Likert scale. The results were analysed using IBM SPSS Statistics 25 programme and p ≤ 0,05 as a significant p-value. Results: Majority of the 103 patients that participated in the survey had a positive response to all eight statement and only three patients responded negatively. Dental students in their final years generally received better reviews than students in their second or third year. 100% of the patients agreed completely that they felt respectfully treated by the students. Male dental student received slightly higher percentage in two statement that of them being more knowledge and able to care for the patient in the best way possible. No significant results, p ≤ 0,05, were obtained. Conclusion: The patients generally perceived dental students to be professional and that the student’s professionalism increases as their education progresses. Male and female dental students were largely considered equally professional. More studies are necessary on professionalism in dental educations.SAMMANFATTNING Syfte: Professionalism är en viktig och integrerad del av tandvården och är ett nödvändigt karaktärsdrag hos tandläkare. Syftet med denna studie är att undersöka tandläkarstudenternas professionalism från patientens perspektiv samt att utvärdera om studenternas professionalism skiljer sig med hänsyn till kön på odontologiska fakulteten på Malmö Universitet. Material & metod: En tvärsnittsundersökning med åtta påståenden om tandläkarstudents professionalism utformades för att undersöka patienternas uppfattning av tandläkarstudenternas professionalism. Patienternas respons registrerades på en fem-punkts Likert-skala. Resultatet analyserades med hjälp av kalkyleringsprogrammet IBM SPSS Statistics 25 och p ≤ 0,05 som ett signifikant p-värde. Resultat: Majoriteten av 103 deltagande patienter gav positiva svar till alla åtta påståenden, och endast tre patienter svarade med negativa svarsalternativ. Tandläkarstudenter som går i de sista åren i tandläkarutbildningen fick generellt positivare respons än tandläkarstudenter som studerar i andra och tredje året av utbildningen. 100% av patienterna höll med helt att de kände sig respektfullt bemötta av studenterna. Manliga tandläkarstudenter fick något högre procentuella värden för två påståenden där patienterna ansåg att manliga studenter erhöll mer kunskap och var kapabla att ta hand om patienterna på bästa sätt. Inga signifikanta resultat där p ≤ 0,05 erhölls. Konklusion: Patienterna uppfattade generellt tandläkarstudenterna som professionella och att studenternas professionalism ökade desto längre fram i utbildningen de befann sig. Manliga och kvinnliga tandläkarstudenter ansågs i stort vara likvärdigt professionella. Fler studier är nödvändiga för utvärdering av professionalism bland tandvårdsrelaterade utbildningar.
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Schwarz, Doreen. "Identifikationsmuster und Bindungsorientierungen von frei- und nebenberuflich Lehrenden in Volkshochschulen : eine qualitative Untersuchung." Master's thesis, Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2008/2008/.
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Frei- und nebenberuflich Lehrende bilden die zahlenmäßig stärkste ‚Berufsgruppe‘ an Volkshochschulen und dennoch: Im Rahmen von Professionalität, Organisations- und Qualitätsentwicklung finden sie bis heute als eigenständige Personengruppe nur wenig Beachtung. In der Wissenschaft sind es zumeist quantitative Studien, in denen die soziale Lage der Lehrenden, ihr pädagogisches Handeln sowie ihre Organisationsge- und verbundenheit thematisiert werden. Studien, welche die Subjektperspektive in diesem Kontext gezielt in den Mittelpunkt stellen, gibt es dagegen nicht. Vor diesem Hintergrund geht es in der vorliegenden qualitativen Untersuchung explizit um die Gruppe der frei- und nebenberuflich Lehrenden. Hinterfragt wird, auf welche Weise sich nicht fest angestellte Mitarbeiter/innen mit der Organisation, für die sie arbeiten sowie mit ihrer dortigen Tätigkeit identifizieren können und wie sie sich darin begründen. Im Ergebnis werden zwei kontrastreiche Identifikationsmuster und Begründungstypen vorgestellt, die das Verhältnis der Lehrenden zu ‚ihren‘ Organisationen veranschaulichen und die erkennen lassen, welche Konsequenzen sich daraus für die Volkshochschule im Allgemeinen ergeben.Freelance and part-time lecturers constitute the numeral biggest ‘occupational category’ in adult education centre. Nevertheless: They do not find highly attention in the context of professionalism, organizational and quality development. In science exist quantitative studies mostly, which broach the issue of social circumstances of lectures, their educational actions as well as their organizational bondage and solidarity. There are no studies, which make a point of spotlighting the subject perspective. Against this background the available qualitative research paper explicit concentrate on the group of freelance and part-time lectures. The question is, in which manner non salaried employees are able to identify with the organization they work for as well as their local practice and how they reason it. As a result two high contrasts pattern of identification and types of grounds will be presented, which visualize the relationship between lecturers and ‘their’ organizations and which show the consequences for adult education centre in general.
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Hirt, Joan Bernard. "Professionalism, power, and prestige: Ideology and practice in student affairs." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185751.
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This study seeks to capture the professional ideology of student affairs administration through an examination of national policy statements published between 1937 and 1987. Both professionalization and deconstruction analytical frameworks are employed to identify the assumptions that underlie that ideology and the powerful social structures those assumptions represent. To explore how the student affairs ideology has been reflected in public expression of professional practice, national conference programs of the American College Personnel Association and the National Association of Student Personnel Administrators are examined. The conference texts from years immediately succeeding and, in one case, preceding publication of the policy statements serve as the foundation for investigating the linkages between professional ideology and professional practice in student affairs. By defining the professional ideology of student affairs administration and demonstrating how the assumptions that underlie that philosophy have been manifested in practice, I reveal how the profession has been shaped and constrained by serving and protecting certain powerful social interests.
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McMahon, Samantha. "Early years professional status : a narrative study of leadership and contradictory professionalism." Thesis, Sheffield Hallam University, 2016. http://shura.shu.ac.uk/14377/.
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In 2006 The Children’s Workforce Development Council introduced the Early Years Professional (EYP) as a new a graduate level leader of practice and change agent. The EYP was tasked with improving quality in early childhood education and care (ECEC) in England, particularly in the private voluntary and independent (PVI) sector. Professional status was a new phenomenon in this sector and a narrative approach was taken in this study to explore, the experiences and perspectives of four experienced practitioners as they undertook a programme of training and education to become EYPs. Narrative in this study has informed the collection, interpretation and presentation of the data. The first layer of analysis presents the data as monologues which privilege the voices of the participants before the data is deconstructed for two subsequent layers of analysis. The second layer of analysis draws on the work of Bourdieu to explain how feminine stereotypes of care have shaped the participants’ experiences of professionalisation. This thesis argues that professionalisation does not entirely overcome primary conditioning but can increase access to cultural and economic capital and help the workforce resist exploitation. The data are considered in relation to contemporary debates, particularly those concerning performativity and the professional mandate. It is argued that performativity can threaten practice that is built on an ethic of care, leading to ontological insecurity. This thesis posits that the ontological insecurity, associated with EYPS, tends to be transitory and is outweighed by the value, status and access to resources that being a professional brings to the participants. It also argues that the professional mandate is found to be, at best, fragile and, at worst, rejected by significant stakeholders, thus threatening professionalisation of the sector. The final layer of analysis draws on the multiframe model of Bolman and Deal which offers insight into how organisational structures and practices shape participants’ experiences of becoming an EYP and their ability to lead practice, and bring about change. The findings suggest that the role of the professional in ECEC challenges traditional hierarchical organisational structures and the professional is often ill prepared for leadership. Drawing on this multiframe analysis the study synthesises an adapted Change Curve Model with the multiframe model to generate an integrated model of leadership which the practice leader can draw upon to identify the stages of change, and the actions which can be employed at each stage. This model extends knowledge of leadership in ECEC and underpins practice leadership in a sector which is increasingly framed by the raising standards policy context and increased accountability.
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Abalihi, Ogechi. "Effect of Multiple Entry Levels Into Nursing Practice and Professionalism." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7780.
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Entry into professional nursing practice in the United States occurs at varied education levels including a diploma, an associate degree, and a baccalaureate degree. These multiple entry levels into practice create a situation where academic preparedness for nursing practice varies, which may influence the professional behavior of nurses and, consequently, patient care and outcomes. The purpose of this quantitative comparative study, guided by Miller's wheel of professionalism in nursing, was to determine if there is a difference in the professional behaviors of associate degree prepared registered nurses (RNs) compared to the professional behaviors of baccalaureate degree prepared RNs. The Behavior Inventory for Professionalism in nursing (BIPN) survey was emailed to RNs in Florida with a final sample size of 112 which yielded 56 in each group. Data were analyzed using the independent t-test. Results indicated a statistically significant difference in the means of total weighted scores of BIPN between the two groups of RNs in the state of Florida (p = 0.002; d = 0.58). These findings support studies that have addressed that the level of nursing education is an important factor of nursing professionalism. It would be worthwhile for the study to be replicated in other states. Such information can be used to support the rationale for a single-entry level into nursing practice at the baccalaureate degree level, which can lead to positive social change for the nursing profession.
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Ibrahim, N. A. "In-service courses and teachers' professionality : the implementation of K.B.S.R. in Malaysia." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233000.
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Underhill, Paul Kenneth. "Science, professionalism and the development of medical education in England : an historical sociology." Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/24393.
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Massey, Alan G. "Constructing the space for professional action : a case study of professionalism in education." Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/3264.
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This research seeks to understand the perceptions of professionalism in education. In particular it focuses on the constructions of the space for professional action. A case study focuses on people, including teachers and non-teachers, who work in a special school for young people with SEBD. The perceptions of professionalism in education held by those in this case have been carefully listened to and analysed. Using an interpretive approach I have analysed data from interviews of members of the case. This reveals that a common language is used to describe professionalism but this is not commonly defined. There is an assumption that all share a common definition. In addition, other factors affect professional action. The experiences and life trajectories of the respondents are seen to colour and shape professional action. The construction of the space for professional action is problematic. There is a wide range of definition. The findings reveal that professionalism is complex and common language hides a wide spectrum of definition and meaning. Professionalism, as a concept, is often confused and misused. Foregrounding these confusions have contributed to the understanding of professionalism. There is tension between the constructions of professionalism. The person trying to enact professionalism in education has to interpret, sometimes incongruent, discourses and locate themselves within persuasive discourses. Awareness of these differences and tensions can help understand and allow them to make their own choices. The development of typologies as an analysis tool has been effective in understanding the space for professional action in this case. It is suggested that this might be used as a basis for professional discussion for others who are engaging in development in their own context. Professionalism in education is important as this impacts on the performance of each person and this performance effects the young people. It is argued that people trying to enact it should engage in professional discussion and agreement making to establish what is good and worthwhile in professionalism.
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McMahon, Kelsey Peyton. "Professionalism in Policing: Do Increased Education Requirements Improve Police Performance and Procedural Justice?" Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/104035.
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With the increased attention to police brutality against people of color in recent years, the credibility of police departments is being called into question. Prior research suggests that a police force can improve their trustworthiness in the eyes of the public through prioritizing procedural and outcome justice. However, less is known about how to achieve these goals. Can education requirements play a role in increasing levels of procedural and outcome justice in police departments? By using rates of use of force rates as a measure for procedural justice and clearance rates as a measure for outcome justice, I investigate whether increasing the education requirements of police departments is associated with greater procedural and outcome justice. Data for this comparative quantitative analysis of police departments are drawn from the Law Enforcement Management and Administrative Statistics survey (LEMAS), the Uniform Crime Reporting survey (UCR), and the US Census. Through multivariate analyses, I find that raising education requirements increases use of force and decreases clearance rates, and community policing training for police recruits increases clearance rates but also increases use of force. Community training was more likely to exist at departments with increased education requirements. These findings suggest that departments with evidence-based policing methods have higher clearance rates. Careerism from increased education requirements may cause use of force to increase, however, this situation may be improved by switching the department style from legalistic to service policing. I argue that police departments should implement higher education requirements while also altering the organizational goals of police departments to be service-oriented and requiring community policing training for all police recruits.Master of Science
With the increased attention to police brutality against people of color in recent years, the credibility of police departments is being called into question. Prior research suggests that a police force can improve their trustworthiness in the eyes of the public through prioritizing respectful interactions with citizens and effectiveness in crime-solving. However, less is known about how to achieve these goals. Can education requirements play a role in increasing the fairness and effectiveness of a department? By using a department's amount of force used on citizens as a measure for fairness and the amount of crimes solved out of the number of crimes committed as a measure for effectiveness, I investigate whether increasing the education requirements of police departments is associated with greater police fairness and effectiveness. Data for this study are drawn from the Law Enforcement Management and Administrative Statistics survey (LEMAS), the Uniform Crime Reporting survey (UCR), and the US Census. Through my analyses, I find that raising education requirements increases use of force and decreases the amount of crimes solved, and community policing training for police recruits increases crimes solved but also increases use of force. Community training was more likely to exist at departments with increased education requirements. These findings suggest that departments that use scientific approaches in their policing policies can typically solve more crimes. College-educated officers are more likely to try and advance their career no matter what, so increased education requirements may cause use of force to increase. However, this situation may be improved by making the priorities of a department geared towards helping the community rather than making arrests. I argue that police departments should implement higher education requirements while also altering the goals of police departments to be geared towards public service and requiring community policing training for all police recruits.
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Cloete, Madelyn. "Investigating the dual professionalism of an accountant and education practitioner in South Africa." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/56930.
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This project aims to identify the profile of a dual professional, combining the world of professional accountants with that of professional lecturers in the broader accounting field. Educational practitioners can find themselves simultaneously operating in two domains as a qualified professional in their subject field as well as a professional scholar involved in teaching and learning. How can the current profile of higher education practitioners in the Financial Sciences at HEIs in South Africa be merged to show dual professionalism?
A mixed methods approach was followed, where the results of the statistical analysis of quantitative data on the professional qualifications and HBDI profiles of lecturers descriptive phase were interpreted in triangulation with qualitative research methods. Document analysis was performed to investigate the influence of the institutional identity on the professional development of lecturers. Interviews with the leadership of the Financial Sciences departments at the University of Pretoria formed part of the interpretive phase of this study.
Three dimensions were added to the body of knowledge on the professional identity of education practitioners in the Financial Sciences in HEIs in South Africa namely: The skewedness of academic qualification profiles and the influence of appointment and promotion policies on qualification choices have been investigated;
The second dimension was from an ethnographical viewpoint and provided insights into the different combinations of thinking preferences for these individuals;
As a third contribution the perspective of leadership on the dual professionalism of practitioners in Financial Sciences at one HEI and their role in the balanced development of these education practitioners, concluded the investigation.Dissertation (MEd)--University of Pretoria, 2015.
tm2016
Humanities Education
MEd
Unrestricted
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Bourke, Theresa. "Teacher professional standards : mirage or miracle cure - an archaeology of professionalism in education." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/51051/1/Theresa_Bourke_Thesis.pdf.
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This thesis is a problematisation of the development and implementation of professional standards as the mechanism to enhance professionalism and teacher quality in the teaching force within Australia and, more specifically, Queensland. Drawing on tools from Foucauldian archaeological analysis, the dominant discourses of professionalism from the academic literature, Australian federal and state policy documents and narratives from Queensland teachers are examined. These data sets are then cross referenced, analysing the intersections and divergences between the different texts. Findings suggest that through policy, political strategy and derisory statements from various authoritative voices, the managerial discourse of professionalism through professional standards documents has been unduly privileged as a means of regulating teachers, despite the fact that teachers themselves do not share this dominant notion of professionalism. The teachers in this study proffer ‘new classical-practical professionalism’ as a counter discourse, or discourse of resistance, to managerialism. However, an application of Foucault’s theorisations on power-knowledge reveals that their spoken discourses mean they are in fact yielding to the discourse of professional standards as docile bodies.
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Pock, Franz. "The infrastructure of professional competence in transition : a discourse on its nature, effects and implications for professional competence in health care and education in Western cultures and civilization from modern to postmodern times." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250246.
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RUDELLI, LUCIA. "Valutare e promuovere la professionalità docente. Esperienze internazionali e opportunità per l'Italia." Doctoral thesis, Università Cattolica del Sacro Cuore, 2012. http://hdl.handle.net/10280/1374.
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La valutazione dei docenti occupa un ruolo centrale nelle agende politiche dei governi; l’Italia ha avviato una riflessione in questa direzione ma ad oggi gli insegnanti non sono valutati.
La ricerca analizza la relazione tra l’introduzione di un sistema di valutazione degli insegnanti e la promozione di comunità professionali nelle scuole; la valutazione dei docenti è considerata strumento utile allo sviluppo di una scuola come comunità professionale.
Lo studio dei sistemi di valutazione degli insegnanti, pur non prescindendo da un’analisi economica, deve essere accompagnato da una visione pedagogica sulla scuola e sulla funzione docente, intendendosi sugli elementi che le fondano; la prospettiva di lavoro reputa la professionalità un prisma complesso costituito da dimensioni personali, organizzative e comunitarie.
È stata indagata una realtà statunitense innovativa e sistematica per il modello impiegato per valutare gli insegnanti: Denver Professional Compensation System for Teachers, così da offrire spunti di riflessione anche per l’Italia. Dall’analisi sono emersi gli snodi e le opportunità della valutazione della professionalità docente: i vantaggi di una valutazione a servizio della pratica professionale, che prevede interventi alla carriera, alle retribuzioni, che integra forme e modalità differenti di valutare la professionalità e che è collegata al decision making.The assessment of teachers plays a central role in the political agendas of governments; in Italy there is a discussion on this direction but at the moment teachers are not evaluated. The research examines the relationship between the introduction of a teachers’ evaluation system and the promotion of professional communities in schools; teachers’ evaluation is considered useful for the development of a school as a professional community. The study of teachers’ evaluation systems, while not disregarding economic analysis, must be associated by a pedagogical vision on the school and the teaching function, considering their founding elements; the prospect of the work accounts teaching professionalism as a complex prism of personal, organizational and community dimensions. It is investigated an innovative and systematic model used to evaluate teachers in the USA: Denver Professional Compensation System for Teachers, in order to offer food for thought even for Italy. The analysis highlighted the opportunities of the teachers’ evaluation system: the benefits of an evaluation in the service of professional practice, which provides assistance to career and to salary, which integrates different ways to assess the professionalism, and which is connected to decision making.
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Ma, Qiuru. "Professional conscience and teacher change : an investigation into Chinese teacher professionalism." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/44993/.
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This qualitative research studies a group of sixteen Chinese high school teachers to explore Chinese teachers’ perceptions of professionalism as well as changes in teaching. These teachers were all graduates from Master of Education (Ed.M.) programme in a Chinese university. They differed in many aspects including teaching experiences, schools they were working for, personal histories. These teachers’ work and lives were analysed based on data generated from three rounds of semi-structured interviews. Themes emerging from the interviews suggested that it was Chinese teachers’ professional conscience that had mostly affected their sense of professionalism, and there were changes both in teachers’ perceptions and actions in teaching after their graduation from Ed.M. This research contributes to a better understanding on Chinese teachers’ professional lives by identifying professional conscience as the core of Chinese teacher professionalism. The meanings of professional conscience suggest that Chinese teachers’ perceptions of professionalism share similarities to that of teachers’ in the West. The fluctuations of professional conscience through teachers’ lives has challenged stereotypes of teachers in the Chinese society.
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Addie, Karen Lee. "Proficiency-based standards reform : implications for teacher professionalism and accountability /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181079.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 166-179). Also available for download via the World Wide Web; free to University of Oregon users.