• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Further and Higher Education >Breaking the wall? Autoethnography and the transition from subject specialist to professional educator in FE
【24h】

Breaking the wall? Autoethnography and the transition from subject specialist to professional educator in FE

机译：打破墙？民族志学和富裕从学科专家到专业教育者的过渡

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

One of the most difficult challenges facing those entering the lifelong learning sector (LLS) as teaching practitioners is for them to discover their identity as educators. Unlike the majority of those entering training to teach in compulsory education, who follow the traditional route of acquiring subject specialism through university training, most of those entering the LLS are mature entrants with specialist expertise in a particular vocational or professional context with a strong desire to teach the skills associated with their particular occupation. Reflective practice has long been regarded as an integral component in the development of a professional identity for teachers but since the new Initial Teacher Training (ITT) regulations of 2007 there appears to be a trend for this to be focused on the technicalities of subject teaching at the expense of the social and emotional aspects. The use of autoethnography, a form of reflective practice which recognises and emphasises the importance of the social and emotional self in the development of identity, is discussed within this paper as a potential means of redressing the balance between technicality and emotion in an attempt to nurture well-rounded educators capable of working with learners at a holistic level in addition to being subject specialists.View full textDownload full textKeywordsautoethnography, reflective practice, initial teacher education, Further EducationRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/0309877X.2011.569015
机译：进入终身学习领域（LLS）的教学从业者面临的最困难挑战之一就是让他们发现自己的教育者身份。与大多数接受义务教育培训的人不同，他们遵循通过大学培训获得学科专业的传统途径，而大多数进入法学硕士的人是在特定职业或专业背景下具有专业知识的成熟参与者，他们强烈希望教与他们特定职业相关的技能。反思性练习长期以来一直被认为是教师专业身份发展的组成部分，但是自2007年新的《初始教师培训》（ITT）法规以来，似乎有一种趋势将重点放在教师的学科教学技术上牺牲社交和情感方面。本文将讨论使用民族志作为一种反思性实践的形式，该实践认识并强调社交和情感自我在身份发展中的重要性，作为纠正技术性和情感之间平衡的一种潜在手段，旨在进行培植全面的教育者，除了可以作为学科专家之外，还可以与学习者进行全方位的交流。查看全文下载关键词自动民族志，反思性实践，初始教师教育，继续教育相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，service_compact： “ citeulike，netvibes，twitter，technorati，美味，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/0309877X.2011.569015

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号