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Day, C. (2002). School reform and transitions in teacher professionalism and identity. International journal of educational research, 37 , 677–692.Day C (2002) School reform and transitions in teacher professionalism and identity. Int J Educ Res 37:677–692...
School reform and transitions in teacher professionalism and identity In this paper transitions in the operational definitions of professionalism over the last 20 years will be discussed. As a consequence of (imposed) changes... C Day - 《International Journal of Educational Research》 被引量: 380...
And the recognition of professional value helps teachers to adopt a series of strategies to improve their resilience, include shared job satisfaction, teacher self-efficacy and professionalism commitment (Marschall, 2022; Hausman and Ellen, 2001). The findings of the present study indicate that role ...
This paper focuses on issues of the professional identity of teachers in Australia under conditions of significant change in government policy and educational restructuring. Two discourses, democratic and managerial professionalism are identified which are shaping the professional identity of teachers. Democrat...
Her research interests include teacher professionalism and identity, teacher education and professional development, teacher appraisal and change. She has published extensively on these topics both nationally and internationally. She is currently the Chair of the International Study Association on Teachers ...
Change of policy and reforms in the organizational setting in which the individual practices his or her profession may create contradictions between personal perceptions and others' perceptions regarding professionalism in teaching, and may create disruption of teachers' professional identity (Beijaard et ...
and their sense-making of their experiences and capabilities during initial teacher education; an individual perspective which, as Lutovac and Kaasila (2018) advocated, links to the core of the concept of identity. Consequently, the conceptualisation of identity in this study aligns with a socio-...
Also evident was that a particular identity and forms of professional knowledge were foregrounded at the point where teacher and performer identities met or separated. The development of a new type of professionalism at the interface where performer and teacher identities meet thereby empowering ...
In doing so, the teacher educator strives to create a democratic perspective of professionalism that leads to an activist teacher professional identity, in which teachers are active learners striving to develop practice communities (Sachs, 2001). The present study aspired to prepare teachers proficient...