Academic literature on the topic 'Professional stance'
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Journal articles on the topic "Professional stance"
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Sorokowski, Piotr, Agnieszka Sabiniewicz, and Sławomir Wacewicz. "The influence of the boxing stance on performance in professional boxers." Anthropological Review 77, no. 3 (December 1, 2014): 347–53. http://dx.doi.org/10.2478/anre-2014-0025.
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Abstract In boxing, athletes choose between two strategies: the orthodox stance characteristic of right handed competitors, or the southpaw stance characteristic of left-handers. Despite a conviction popular among the practitioners of this sport that fighting against a southpaw opponent constitutes a handicap, the effectiveness of the type of stance has so far not been examined. We extracted the statistics of the top twenty active male professionals boxing in each of the seventeen weight divisions. Out of the 340 boxers who composed our group, 75% used the orthodox stance and 25% were southpaw. Generally, we found that boxing stance had no effect on the percentage of 340 top professional boxers’ victories. However, both the southpaw and the orthodox athletes had a higher percentage of victories against orthodox boxers than against southpaws.
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Burns, Michele, and Norbert Pachler. "‘inquiry as stance’: teacher professional learning and narrative." Teacher Development 8, no. 3 (October 1, 2004): 149–64. http://dx.doi.org/10.1080/136645304002000020242.
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Schmidt, John J. "A Professional Stance for Positive Discipline — Promoting Learning." NASSP Bulletin 73, no. 516 (April 1989): 14–20. http://dx.doi.org/10.1177/019263658907351604.
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Baynham, Mike. "Stance, positioning, and alignment in narratives of professional experience." Language in Society 40, no. 1 (February 2011): 63–74. http://dx.doi.org/10.1017/s0047404510000898.
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AbstractThis article examines narratives of professional experience in a corpus of forty interviews in which English to Speakers of Other Languages (ESOL) teachers reflect on their professional life histories as well as their current teaching. The notion of “stance” emerged as a major theme: the teachers positioned themselves in relation to the policy environment, to learners, teaching and learning, and their sense of control in their working lives. Narrative was an important discursive resource for doing so and a range of narrative types (personal, generic/iterative, hypothetical, exemplum, and ‘negated’) are identified, each demonstrating performance features. Using Dubois's (2007) definition of stance, I examine the dynamic relationship between stance taking and discursive positioning, discussing the role of performance in these processes. Shifts into performance are shown to depend on participant roles and alignments in the interviews rather than on particular narrative types. Thus, the data contradicts some of Wolfson's (1976) observations on narratives in the research interview. The analysis contributes to our understanding of the research interview as a dynamically co-constructed speech genre rather than as a neutral locus for gathering data. (Professional narrative, performance, stance, alignment, positioning)
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Eun, Barohny. "Adopting a stance: Bandura and Vygotsky on professional development." Research in Education 105, no. 1 (August 13, 2018): 74–88. http://dx.doi.org/10.1177/0034523718793431.
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Although the importance of professional development for improved student learning is widely recognized and many studies have been devoted to enhancing its effectiveness, the specific mechanism underlying teacher learning and how it translates into actual classroom practices are not well understood. This paper is an attempt to fill this gap in understanding by grounding professional development models in two theories of human development. Adopting a theoretical stance provides an explanation of the processes underlying teacher development. In addition, theories also allow an understanding of what factors might contribute to effective professional development implementation. The social cognitive theory and the sociocultural theory are chosen based on numerous empirical studies indicating their validity in explaining and predicting human development and change. These theories provide foundations for understanding why professional development leads to teacher development and guidelines for translating teacher learning into improved classroom instruction.
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Lai, Hung Sing. "Tumbler in Tidal Wave: The Professional Stance of Social Workers under Managerialism." International Journal of Social Work 3, no. 2 (August 3, 2016): 8. http://dx.doi.org/10.5296/ijsw.v3i2.9693.
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<p>Since the concept of Managerialism has been introduced to the social welfare services in Hong Kong, the ecology of social welfare sector has changed drastically. The operation of most organizations adopts a business inclined practice to run their services under the new competitive environment. Consequently, management that is originally supposed to be an auxiliary servant to facilitate the delivery of services has eventually become the master to be served. Most social workers working under such climate find it difficult to exercise their professional functions as they are demanded to fulfill a great deal of managerial duties. Worse off, some appear to have lost their professional identity. This paper is to reveal the struggles of social workers under Managerialism and explore strategies for social workers to live with Managerialism in a way without losing their professional stance through conducting a qualitative research in Hong Kong. The result of this research identifies eight strategies: “reasserting the professional identity”, “realizing the social work values”, “discerning the first and foremost tasks”, “actualizing professional integrity”, “evoking team solidarity”, “exercising personal influence, “performing collaborative resistance”, and “practicing self-reflection”. Since the core of social work is the social work values and to sustain such values demands social workers having a solid professional stance, the suggested strategies derived from this research can be served as a reference for social workers to withstand the assault from the tidal wave of Managerialism and stand firm again on their professional stance, like a tumbler!</p>
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Kelly, Peter, Ken Gale, Steve Wheeler, and Viv Tucker. "Taking a stance: promoting deliberate action through online postgraduate professional development." Technology, Pedagogy and Education 16, no. 2 (July 2007): 153–76. http://dx.doi.org/10.1080/14759390701406760.
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Estivalèzes, Mireille. "The professional stance of ethics and religious culture teachers in Québec." British Journal of Religious Education 39, no. 1 (March 16, 2016): 55–74. http://dx.doi.org/10.1080/01416200.2015.1128389.
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Wilton, Antje. "Epistemic Stance Markers in German and English as a Lingua Franca Media Sports Interviews." Revista Alicantina de Estudios Ingleses, no. 32 (December 15, 2019): 217. http://dx.doi.org/10.14198/raei.2019.32.09.
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This study investigates a particular type of media interview to explore the use of epistemic stance markers in professional media sports contexts. The study focuses on interviews with male professional football players usually taken straight or very shortly after the match (post-match interviews or PMIs). Two data sets were investigated using a simple quantitative and an ethnographic conversation analytic approach: 57 interviews conducted with German professional football players in German, and 27 interviews conducted with professional football players of various nationalities and first languages, including German, in English as a lingua franca (ELF). The aim of this study is to find out how the use of epistemic stance markers such as I think in English and the German equivalents ich denke/ ich glaube contributes to the foregrounding of the player’s perspective and thus the maintenance and negotiation of an epistemic gradient, which is essential for a smooth and unproblematic progression of the interview.
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Sandhu, Priti. "Resisting linguistic marginalization in professional spaces: Constructing multi-layered oppositional stances." Applied Linguistics Review 6, no. 3 (September 1, 2015): 369–91. http://dx.doi.org/10.1515/applirev-2015-0017.
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AbstractThis paper analyzes the resistant stances enacted by six recently-graduated, Hindi medium educated (HME) Indian women against the primacy accorded to English medium educated (EME) individuals in urban professional hiring practices. The data were collected in face-to-face, audio-recorded interviews by the researcher in the summer of 2013 from New Delhi. Aligning with Jaffe’s (2009) argument that a salient role of stance-based research is to theorize the relationship between stancetaking and sociocultural conditions and adopting a critical constructivist perspective (while withholding claims about participants’ inner psychological states), this paper shows that within the postcolonial context of urban India, the liminal, hybrid, third spaces of participants’ locations are discursively connected to the exigencies and inequalities characteristic of their local social structures. Analysis of participants’ resistant stances demonstrates their complex, multi-layered, and context-specific characteristics elucidating the ways in which these stance performances are achieved by variously intertwining discourses about linguistic prejudices, nationalism, colonialism, gender and socioeconomic conditions. Specifically, these sociopolitical issues are related to (i) gender-based personal safety anxieties, (ii) neoliberal discourses about India’s demographic dividend (i.e. the public celebration of the increase in the country’s ‘young’ population), (iii) arguments about justice, citizenship and national language, (iv) discourses of colonialism and government apathy, (v) group rights, ethics and responsibilities, and (vi) an unvarnished shaming of the ubiquity of EME preference in local hiring practices. The paper argues that HME-associated linguistic exclusionary practices, whether driven by economic necessities or by biased linguistic ideologies, perpetuate and deepen existing class-based divides, fail the aspirational needs of a growing urban, youthful, and vernacular medium educated population while further complicating the challenges faced by women in a historically patriarchal society.
Dissertations / Theses on the topic "Professional stance"
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Knott, Natalie Kay. "Teacher professional stance in the Québec ethics and religious culture program." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96749.
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2008 saw the implementation of a new Ethics and Religious Culture program in Québec classrooms. This program replaces the former religious and moral instruction courses and has the potential for being ground-breaking and transformative. In order to teach this program teachers are required to adopt a professional stance of objectivity and impartiality. Although a beginning exploration, this thesis demonstrates that cultural norms of Whiteness are impeding the successful implementation of the new ERC program. The majority of pre-service teachers are white, Christian and female who are unaware of privilege and who enter teaching with the objective to civilizing their students. Observations of and discussions with both pre-service and classroom teachers indicate a dialogue has begun and that more self-examination and critical reflection is necessary before this program can experience success.En 2008, dans les écoles du Québec, on a mis en œuvre un nouveau programme d'éthique et de culture religieuse. Ce programme vient remplacer les anciens cours d'instruction religieuse et morale et pourrait être innovateur et transformateur. Il est requis que les enseignants qui enseigneront ce cours adoptent une attitude d'objectivité et d'impartialité.Bien que cette thèse ne soit qu'un début d'exploration, elle prouve que les normes culturelles de la blancheur nuisent au succès de la mise en œuvre du nouveau programme ÉCR. La plupart des professeurs qui ont l'intention d'enseigner le cours sont caucasiennes, chrétiennes et des femmes, qui ne sont pas conscientes des privilèges et se lancent dans l'enseignement dans le but de civiliser leurs élèves.L'observation des enseignants et enseignantes avant qu'ils ne commencent leur carrière et en cours de route, ainsi que les discussions avec eux et elles, indiquent qu'un dialogue a été amorcé et que plus de prise de conscience de soi et de réflexion critique seront nécessaires avant que ce programme ne puisse réussir.
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Triantafillou, Hariklia. "Investigating Professional Film Critics’ Stance towards Commercial and Art House Cinema: : A Corpus-Based Comparative Study on the Use of Evaluative Axiological Adjectives and Engagement Devices in Professional Film Reviews of Two Film Types." Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37765.
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Evaluative stances are common in narrative and realized at all levels of linguistic structure. In film reviews, evaluation has been recognized as one of the most important stages alongside description (Taboada, 2011). Following Martin & White’s Appraisal Theory of Evaluation, the present comparative study focuses on two sub-systems of Appraisal, namely Appreciation and Engagement. The purpose of this paper is two-fold: a) to compare the way in which film critics use evaluative, axiological adjectives to evaluate two different film types and b) to study how professional film critics use of two types of engagement devices, namely epistemic and opinion devices, to position their own claims towards other potential viewpoints. The study is also influenced by two previous claims: Holbrook’s claim that, in contrast to consumers who seem to prefer American-made, commercial films, expert critics usually appreciate complex cinematography and culturally diverse films; and Carretero’s claim that in professional film reviews opinion devices are an almost absent feature, since these tend to be replaced by epistemic devices. To further explore these claims, this comparative, corpus- based study focuses on the frequency of evaluation adjectives and engagement devices used by expert film critics for the positive or negative evaluation of two different films: the 2020 box office hit “Bad Boys for Life” and the 2018 art film “Cold War”. The study used a mixed-method design, first subjecting the realizations of Appreciation and Engagement to a quantitative analysis and following this with a qualitative discussion of results. The results indicate: a) that in the case of both films positive evaluations clearly surpass negative evaluations; however, individual examples seem to express a mildly deprecatory attitude towards commercial cinematography and b) that although the number of epistemic devices in the reviews clearly surpasses that of opinion devices, the frequencies of opinion devices is greater than that observed by Carretero.
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Lejot, Eve. "Regards croisés sur le multilinguisme en contexte professionnel à Hambourg : entre politiques liguistiques et usages effectifs." Thesis, Paris 3, 2013. http://www.theses.fr/2013PA030055.
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La motivation première de ce doctorat en cotutelle est de décrire, de caractériser et de mieux comprendre les pratiques plurilingues en milieu professionnel en croisant les perspectives allemandes et françaises. Les deux terrains de recherche sélectionnés sont une entreprise aéronautique européenne et l’UNESCO. Ils ont des caractéristiques linguistiques similaires : l’utilisation de l’anglais comme langue véhiculaire, la localisation d’un site à Hambourg en Allemagne, leurs sièges sociaux respectifs en France, des communications régulières avec des sites en zone hispanophone, ainsi que l’offre de cours d’anglais, de français, d’allemand et d’espagnol auprès de leurs employés. La recherche se donne trois objectifs : comparer le « prescrit » par les politiques linguistiques, identifier les situations précises liées à des pratiques plurilingues en milieu professionnel et repérer les rôles des salariés selon le vecteur de communication choisi. On fait l’hypothèse que le discours officiel qui enjoint d’utiliser l’anglais laisse, en fait, de la place aux échanges multilingues lors de différentes activités quotidiennes. Les réglementations linguistiques au plan européen, au plan national et au niveau entrepreneurial sont exposées, puis les recherches menées dans les milieux professionnels sont introduites pour faire émerger la problématique. Dans la mesure où le recueil des données est basé sur la démarche de la triangulation au moyen de questionnaires, d’entretiens ainsi que d’enregistrements et d’observations de réunions, il amène à analyser des discours de différentes natures. A partir de la question de cadrage, envisagé au plan linguistique comme au plan sociologique, on essaie d’établir le lien entre posture professionnelle et pratiques langagières. Il semblerait que les faits de pluri-compétences, de pluri-linguisme, de multi-linguisme et de pluri-activités donnent matière à repenser nos méthodologies d’enseignement des languesThe pre-eminent goal of the present doctoral thesis, developed under a double supervision, is to describe, to characterize and to understand better the multilingual practice in the professional sphere by crossing the German and French perspectives. The chosen fields of research are a European aviation company and the UNESCO. Both of them have in common similar linguistic characteristics: the use of English as a lingua franca, the location of a branch in Hamburg (Germany), their headquarters in France, regular communication with sites in Spanish-speaking areas as well as the offer of English, French, German and Spanish courses for their employees. The research serves a triple objective: comparing the linguistic policy rules, identifying the exact situations linked to multilingual practices in the professional field and exploring the employees’role according to the communication vector chosen. I hypothesize that, in fact, the official discourse which explicitly prescribes the use of English, leaves room for multilingual exchanges in different daily activities. To start with, the linguistic regulations are explained on the European, the state and the entrepreneurial level. Then, the research done in the professional sphere as well as the problem itself are presented. As the collection of research material is based on a triangulation which is carried out with the help of questionnaires, interviews, recordings and observations of meetings, our method requires analysing different types of discourse. Departing from the question of the surroundings which is considered in a linguistic as well as sociological respect, I pursue to establish a link between the professional stance and the linguistic practices. Apparently the multiple competences, multilingualism, polyglotism and multiple activities situations recommends a reassessment of our teaching methods for languages
Das vorrangige Anliegen dieser unter Doppelbetreuung entstandenen Dissertation ist es, diemehrsprachigen Praktiken im beruflichen Umfeld, mit Hilfe eines deutsch-franzosichenPerspektivwechsels zu beschreiben, zu charakterisieren und besser zu verstehen. Die zweigewählten Untersuchungskontexte sind ein europäisches Luftfahrtunternehmen und dieUNESCO. Beide weisen ähnliche sprachliche Merkmale auf: die Verwendung des Englischenals Verkehrssprache, die Ansiedlung einer Außenstelle in Hamburg (Deutschland), ihrejeweiligen Firmensitze in Frankreich, regelmäßiger Austausch mit Standorten inspanischsprachigen Gebieten ebenso wie das Angebot von Englisch-, Französisch-, DeutschundSpanischkursen, für ihre Mitarbeiter. Die Forschungsarbeit setzt sich drei Ziele: das vonder Sprachpolitik "Vorgeschriebene" zu vergleichen, diejenigen Situationen genau zuidentifizieren, die mit bestimmten mehrsprachigen Praktiken im beruflichen Umfeldverbunden sind, und die Rolle der Arbeitnehmerinnen und Arbeitnehmer nach den jeweilsgewählten Kommunikationsträgern der ausfindig zu machen. Es wird die Hypotheseaufgestellt, dass der offizielle Diskurs, der ausdrücklich den Gebrauch des Englischenvorschreibt, tatsächlich Platz für mehrsprachigen Austausch bei unterschiedlichen alltäglichenTätigkeiten zulässt. Zunächst werden die sprachlichen Bestimmungen auf europäischer,staatlicher sowie auf unternehmerischer Ebene erläutert, bevor die im beruflichen Umfelddurchgeführten Forschungen und ihre Problematik vorgestellt werden. Da die Sammlung desDatenmaterials auf der Triangulation mittels Fragebogen, Interviews, Aufnahmen undBeobachtungen von Versammlungen basiert, führt sie zu einer Analyse unterschiedlichgearteter Diskurse. Ausgehend von der Frage nach dem Rahmen, der sowohl in sprachlicherals auch in soziologischer Hinsicht berücksichtigt wird, wird versucht, eine Verbindungzwischen der professionellen Haltung und den sprachlichen Praktiken herzustellen. Esscheint, als würden uns die Tatsachen der Mehrfachkompetenzen, der Mehrsprachigkeit, derVielsprachigkeit und der Mehrfachtätigkeiten Anlass geben, unsere Unterrichtsmethoden inden Sprachen noch einmal zu überdenken
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Ferreira, Nali Rosa Silva. "Atitude interdisciplinar, formador do professor e autonomia profissional." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9613.
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Previous issue date: 2011-10-05The present work is about a formation-research which is carried out under the theoretical-methodological principles of interdisciplinary thought. It also proposes reflections over the interdisciplinary stance of the teacher of the future elementary school teacher through professional autonomy. The aim is to understand which direction must be taken by the practice of the teacher‟s teacher in order to mediate the construction of the professional autonomy (specifically the new kind‟ of autonomy) of the future teacher of the early years of elementary school. In the search for a new meaning in the didactical-pedagogical action, we have observed the trajectory of its movements, connecting them with a given life story as well as with the meanings of the meaning circle of Pineau and the interdisciplinary categories of Fazenda. The path of the investigation takes into account the signals stemming from the self-governance and the self-construction of autonomy under the existential parameters of these days, shaped by an environment of knowledge with frequent assimilation of new data in the various situations which demand autonomous learning. We seek, furthermore, to explore, validate and make explicit the nature and the direction of the didactical action under the principles of an interdisciplinary educational practice. We use memory records of the practice of teaching in the universities, documental analysis, focal groups as well as the answers from a survey which has an opening for a qualitative analysis of the accounts produced by students of the Pedagogy course (UniBH). The experience of an interdisciplinary stance, with the interdisciplinary methodological backings, allows for the comprehension of limits, difficulties and possibilities in the mediating action of the teacher of the future teacher by learning the new kind‟ of autonomy
Este trabalho trata de uma pesquisa-formação que observa os princípios teórico-metodológicos da interdisciplinaridade e propõe reflexões sobre a atitude interdisciplinar do formador do professor pela autonomia profissional. Objetiva-se compreender a direção na qual deve caminhar a prática do docente formador para mediar a construção da autonomia profissional de tipo novo do futuro professor dos anos iniciais do ensino fundamental. Na procura de um novo sentido na ação didático-pedagógica, observou-se a trajetória de seus movimentos articulando-os à história de vida, aos significados dos círculos do sentido de Pineau e às categorias da interdisciplinaridade de Fazenda. O caminho da investigação observa os sinais da autogestão e autoconstrução da autonomia nos parâmetros existenciais da atualidade, emoldurados por um ambiente de conhecimento com incorporação constante de dados novos nas diversas situações que requisitam a aprendizagem autônoma. Busca, ainda, explorar, validar e explicitar a natureza e a direção da ação didática nos princípios de uma prática docente interdisciplinar. Utiliza-se de registros da memória da prática na docência no ensino superior, análise documental, grupo focal e questionário com abertura para uma análise qualitativa dos relatos de alunos do curso de Pedagogia (UniBH). A vivência da atitude interdisciplinar, com os toques metodológicos interdisciplinares, possibilita compreender limites, dificuldades e possibilidades na ação mediadora do docente formador do professor pela aprendizagem da autonomia de tipo novo, no contexto da formação de professores para a escola básica
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Sirot, Marie-cecile. "Les cadres de santé entre « culture du soin » et « culture du management »… Jalons pour une reconstruction identitaire." Thesis, Lyon 2, 2012. http://www.theses.fr/2012LYO20101.
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Le système de santé est traversé aujourd’hui par une tension forte entre deux logiques : l’une privilégie, dans la tradition humaniste, le soin inconditionnel à la personne, l’autre privilégie, au nom d’impératifs de gestion, le management au service de l’efficacité productive hospitalière. Placé au cœur d’une organisation complexe, le cadre de santé semble ainsi condamné à un mouvement de balancier entre une « culture-santé » et une « culture-entreprise », ce qui lui confère un positionnement professionnel délicat au sein de l’institution. Comment se positionne-t-il et vers quoi évolue-t-il ? Nous montrerons que ces acteurs sont en tension et fortement clivés entre une idéologie humaniste et une idéologie gestionnaire, à la recherche de leur identité qui semble désormais problématique. Héritier d’une histoire et positionné dans un entre-deux, il se cherche. Comment concilie-t-il concrètement ces deux logiques dans son quotidien ? En quête d’un modèle lui permettant de résister aux pressions gestionnaires, il adopte une « posture d’accompagnement », se reconstruit ainsi à partir de compétences pédagogiques dans un espace informel, pour créer un antidote au management technicien et réintroduire ainsi un équilibre identitaire. Leurs capacités réflexives renforcent leur posture d’accompagnement et constituent alors un moyen efficace pour dépasser les tensions institutionnelles entre soin et management. Une formation en Sciences Humaines et Sociales, au service de leur développement personnel et professionnel, stabilise leur système de valeurs et leur permet de reconquérir une possible identitéThe French health-care system is currently faced with tensions arising from two different visions of health-care: the first one focuses on the unconditional care given to the patient in accordance with the humanistic tradition. The second one focuses on management priorities aiming for an efficient and productive management of hospitals. At the heart of a complex organizational structure lie the health managers, whose roles inevitably shift back and forth between a ‘company culture’ vision and that of ‘health-care culture’, thereby jeopardizing their professional position. Where do health managers stand and what is their future role? The aim of this study is to show the difficulties of juggling the humanistic tradition with the management-based approach and defining their identity. Health managers often find themselves in overlapping positions and strive to combine and apply the two visions in their work on a daily basis. In need of a model to resist management pressures, they act as a ‘support function’. This support stance helps them redefine their position and balances out the negative effects of technical management in health-care. The ability to look back on their own experience reinforces this support function and allows them to overcome the tensions arising from the cleavage between health-care and management. Providing health managers with a specific training in social and human sciences for their personal and professional development would strengthen their ethical values and allow them to regain control of their identity
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Jakubec, Jakub. "Design poloprofesionálního šicího stroje." Master's thesis, Vysoké učení technické v Brně. Fakulta strojního inženýrství, 2017. http://www.nusl.cz/ntk/nusl-318657.
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The master thesis is focused on design of semi-professional sewing machine regarding tailor’s needs. The goal of this master thesis is to bring a new ergonomic solution with attractive styling. The sewing machine would be connected with table as one unit.
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Wijesooriya, Hemantha Eves. "Science Teachers' Conceptual Understanding of a Critical Rationalist Stance in Science and a Proposed Learning Module to Enhance Their Professional Knowledge." Thesis, 2015. https://doi.org/10.7916/D8K0736W.
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The history of science is rich in examples of the importance of theories and hypotheses. Among the various disciplines of science, theories and hypotheses have been important in guiding research, including such large ideas as the atomic theory, theory of evolution, laws of motion in physics, and plate tectonics. One of the major ways science progresses is to gather evidence in relation to theories and hypotheses and to refine our explanations of how natural events occur both at very small scales of space and time or at the level of the universe. This dissertation research focused on understanding science teachers' conceptual models about theories, and the use of corroborating evidence based on a critical rationalist stance in science. The study explored a sample of science teachers' level of understanding of critical rationalism, and issues in modeling science within a `critical rationalist', post-positivist framework. During the initial phase of the research, a pilot study was done to gather contextual evidence obtained from a sample of teachers' views on the nature of science (NOS) who responded to an online questionnaire. Subsequently, a more comprehensive study based on the findings from this initial pilot study was done. In the subsequent more comprehensive study, an online learning module on NOS, containing core concepts within a critical rational stance, was presented to a second sample of pre- and in-service teachers. This module specifically focused on how theories are initiated and rigorously tested under the highest risk conditions within a critical rationalist model. It also explained why this is a more productive approach than an exclusively verificationist cognitive framework underlying some logical positivist approaches. The results of a pretest, and post-test assessment, following the completion of the online learning module, provided robust evidence that the teachers who initially demonstrated significantly weak understandings of a critical rational stance improved to a level where they reached a preset benchmark level of accomplishment established by the researcher prior to the online intervention. The pretest results of the comprehensive study also aligned well with the results of the pilot study. That is, science teachers' pre-learning views on scientific theories and experimentation fall mostly within inductive verification-based models, more closely aligned with a positivistic worldview, outside of a contemporary critical rationalist view of a hypothetico-deductive or falsification approach. In this study, a convenient and reliable method of online learning and associated assessment instruments regarding critical rationalist understanding of NOS is presented and evaluated. The evaluation of the pre- and post-learning assessments, and analyses of questionnaire responses by the participants, showed that the use of the online learning module significantly improved science teachers' cognitive understandings of the nature of science, and that the learners generally reported favorable responses about the learning experiences based on quantitative and qualitative evidence. Based on this initial evidence, the online learning module and related assessment instruments appear to be a valuable resource for assessing teacher understanding of a modern critical rational view of science, and as a potentially productive way to introduce pre-service and in-service teachers to these modern views of NOS through application of the online learning module.
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Marovic, Snezana. "Beyond cybernetics : connecting the professional and personal selves of the therapist." Thesis, 2000. http://hdl.handle.net/10500/18132.
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Text in EnglishThis research explores the meaning of the first and second-order therapeutic stances with reference to the therapist's professional and personal development. The dominant positivist paradigm was reflected in the therapist's initial position of expert observer, outside of the observed. The observed phenomena were a group of children suffering from thalassemia major, a terminal genetic disease, and their mothers. The initial idea of short-term intervention and focus on the observed evolved into six-year journey where the observer and the observed became an interconnected unit of observation, understanding and change. A first-order stance led to therapeutic stuckness, where the therapist's confrontation with her therapeutic failure and the limitations of the dominant paradigm provoked a deconstruction of the expert position and promoted a self-reflexive therapeutic stance. The author's self-searching process took her back to her personal self, her family of origin and the ''wounded healer". The researcher moved from an initial disconnection between her professional and personal selves to an awareness of the interface between the two and, ultimately, to a unification of her professional and personal selves. Such development involved an individuation process moving from a narcissistic belief in her objective stance towards a therapeutic stance where she sees herself less as a powerful agent of change and moves to an increasingly higher order of integration of the professional and personal selves (Skovholt & Ronnestad, 1992). The process with the children and mothers shifted from a focus on compliance and medical issues to more personal and emotional stories. The therapist's participation and collaborative stance created a context for change, where greatly improved medical compliance was just one of the many transformations experienced by all the participants. The researcher speculates that development of a second-order stance requires second-order change, which comes "at the end of long, often frustrating mental and emotional labor" (Watzlawick et al., 1974, p. 23), promoting integration between the professional and personal selves of the therapist. The researcher therefore contends that this process has important implications for psychotherapy training, supervision and continuing education.
Psychology
D. Litt. et Phil. (Psychology)
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Gravel, Stéphanie. "Impartialité, objectivité et neutralité? : étude de pratiques enseignantes en Éthique et culture religieuse au Québec." Thesis, 2016. http://hdl.handle.net/1866/18461.
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Cette thèse fut réalisée en codirection avec la Faculté des sciences de l'éducation de l'Université de Montréal.
Elle fut produite grâce à l’importante contribution financière de nombreux organismes subventionnaires, soit le Conseil de recherches en sciences humaines du Canada (CRSH), le Fonds de recherche du Québec – Société et Culture (FRQSC); aussi financés par le CRSH, le Projet religion et diversité (dir. Lori G. Beaman, Université d’Ottawa), le projet IRTG-Diversité (Groupe international de formation en recherche sur la diversité) (dir. Laurence McFalls, Université de Montréal; dir. Ursula Lehmkuhl, Université de Trèves), la Chaire en gestion de la diversité culturelle et religieuse (CGDCR) dont Solange Lefebvre est titulaire ainsi que la Faculté de sciences des religions et théologie de l’Université de Montréal.Le programme québécois non confessionnel d’Éthique et culture religieuse (ECR) exige de ses enseignants une posture professionnelle d’impartialité et d’objectivité. Cette dernière suscite une controverse sociale et des poursuites judiciaires. Les détracteurs du programme, comme ses défenseurs, invoquent l’impartialité de l’enseignement pour justifier leur position, mais en y conférant un sens différent. Malgré l’importance de cette question, aucune recherche empirique ne propose d’analyser l’impartialité des enseignants. Sur le plan théorique, on rencontre une diversité d’usages des concepts. Cette thèse propose une clarification de la question, tant sur le plan théorique que pratique. Une analyse approfondie de la posture professionnelle d’impartialité exigée en ECR est effectuée en première partie. S’ensuit une clarification des concepts d’impartialité, d’objectivité et de neutralité. Si le terme neutralité semble dominer la littérature en éducation et en politique, l’objectivité est principalement utilisée pour définir la posture du chercheur scientifique et le savoir qu’il produit. De son côté, l’impartialité est le parent pauvre de la littérature, particulièrement en éducation. Elle se trouve mieux définie dans le domaine de la justice et du droit, qualifiant surtout l’impartialité du juge. Dans la deuxième partie de cette thèse, la méthodologie, les résultats d’analyse d’entrevues et ceux des observations sont présentés en examinant comment les enseignants d’ECR problématisent et négocient avec l’exigence d’impartialité professionnelle. La thèse innove aussi en analysant tant le propos que la mise en pratique de cette exigence d’impartialité en ECR chez 12 enseignants « typiques » ou « exemplaires » au secondaire provenant de milieux socioculturels différents (écoles privées confessionnelles ou publiques non confessionnelles de milieu multiculturel ou non multiculturel), répondant aux questions suivantes : Comment les enseignants conçoivent-ils l’impartialité exigée en ECR? Comment l’impartialité exigée en ECR est-elle mise en pratique dans l’enseignement d’ECR au secondaire? Réalisées à partir d’une approche déductive thématique, les analyses transversales des observations non participantes en classe et des entrevues semi-directives d’enseignants permettent de cerner les liens existant entre l’analyse théorique des prescriptions du programme ECR réalisée en première instance et les données qualitatives recueillies en deuxième instance. Dans la discussion sont présentés les six principaux résultats se dégageant des analyses des 12 enseignants participants. Proposant une réflexion critique sur l’impartialité exigée en ECR, les résultats empiriques sont approfondis par les analyses théoriques, contribuant aussi à éclairer la question dans les domaines préoccupés par des défis professionnels similaires. Le premier résultat indique qu’il n’y a aucune influence des variables personnelles ou professionnelles des enseignants participants sur leur compréhension et leur mise en pratique de l’impartialité professionnelle exigée en ECR. Le deuxième rappelle qu’il existe une polysémie et une confusion conceptuelle entre les termes neutralité, impartialité et objectivité, tant chez nos enseignants que dans la littérature. La thèse propose à ce sujet des voies de clarification utiles. S’appuyant sur une typologie de l’impartialité élaborée en première partie, le troisième résultat explique que l’impartialité absolue ou « axiologique » est généralement rejetée. Le quatrième résultat rappelle que la notion de distance critique s’avère être le fondement de l’impartialité exigée en ECR. Le cinquième montre les différences entre l’impartialité religieuse et éthique, les questions d’endoctrinement religieux et d’expression ou non des croyances religieuses personnelles dominant la question de l’impartialité. Quant au sixième résultat, il résume les nombreux problèmes associés à l’exigence d’intervenir à partir des finalités du programme, ces finalités renvoyant à des concepts polysémiques et flous pour les enseignants.
The non-denominational Quebec program Ethics and Religious Culture (ERC) requires that its teachers adopt a professional stance that is both impartial and objective. The program has provoked social controversy and lawsuits, with its critics appealing to teacher impartiality to justify their position, but interpreting it differently than do its advocates. Despite the importance of this issue, no empirical research has been put forward to analyze teacher impartiality. As for theory, we find these concepts used in a wide variety of ways. This dissertation proposes to clarify the issue, from both a theoretical and practical perspective. In the first section, we present an in-depth analysis of the professional stance of impartiality required in ERC. Following that is an explanation of the concepts of impartiality, objectivity and neutrality. While the term ‘neutrality’ seems to dominate educational and political literature, objectivity is mainly used to describe the stance of scientific researchers and the knowledge they produce. As for impartiality, it is the ‘poor cousin’ in literature, especially in education. It is more clearly defined in the domains of justice and law, characterizing in particular a judge’s impartiality. In the second section of this dissertation, we present the methodology used and the results of analyzing interviews and observations, by examining how ERC teachers problematize and negotiate the requirement of professional impartiality. Our innovative approach analyzes not only the implementation of this ERC impartiality requirement, but the discourse of 12 ‘typical’ or ‘exemplary’ secondary school teachers from different sociocultural settings (private denominational or public non-denominational schools, with multicultural or non-multicultural environments). The teachers replied to the following questions: How do teachers conceptualize the impartiality required in ERC? How is the ERC impartiality requirement put into practice in ERC teaching in secondary schools? The use of a thematic deductive approach (transversal analyses of non-participant observations in class and semi-directed teacher interviews) allows for the identification of existing connections between a theoretical analysis of the ERC program in the first case and the qualitative data gathered in the second case. Six primary conclusions emerging from these analyses are discussed. Proposing a critical reflection on the impartiality required in ERC, empirical results are clarified by theoretical analyses, which also aids in understanding the issue in fields where similar professional challenges are faced. The first outcome indicates that personal or professional variables in teachers have no influence on their understanding and implementation of the professional impartiality required in ERC. The second emphasizes the existence of polysemy and conceptual confusion concerning the terms neutrality, impartiality and objectivity, in teachers’ minds as well as in literature. In this regard, this dissertation suggests some useful paths of clarification. Next, based on a typology of impartiality developed in the first section, the third result explains that absolute or ‘axiological’ impartiality is generally rejected. The fourth conclusion reminds us that the idea of critical distance proves to be the foundation of the impartiality required in ERC. The fifth outcome demonstrates the differences between religious and ethical impartiality, with issues of religious indoctrination and the expression or non-expression of personal religious beliefs dominating the issue of impartiality. Finally, the sixth result summarizes the numerous difficulties associated with the requirement of intervening in accordance with program goals, as these goals refer to concepts that teachers find to be polysemous and vague.
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Králíková, Tereza. "Jak se stávám učitelem? Hledání profesní identity." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-365207.
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How I am becoming a teacher? Searching for professional identity Is the development of a professional identity in students in the teacher training program at the PedF UK based on similar foundation as the professional identity of the students at the Detroit Teacher Program? How much is this professional identity influenced by the city and social situation in which those students are living and studying? Is the discourse that is used by both sides similar or different? A comparison of related narratives, concepts and metaphors will be done. What is the role attributed to art disciplines in the teacher training curriculum in both countries? A case study will explore all of these issues, and will be based on an analysis and reflecting on of videos which were created as part of the project, "How I Am Becoming a Teacher", as well as curriculum documents and other related documents. Key words Art, photography, visusal story, professional identity, teacher training, reflective practice, city, school, university faculty, artography
Books on the topic "Professional stance"
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Shaydenko, Nadezhda, and Svetlana Kipurova. Introduction to teaching activities. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1055432.
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The textbook is devoted to the first stage of professional growth of a teacher in a pedagogical university. The purpose of the teacher's profession in society and the corresponding requirements for the professional's personality are defined. The specifics of the teacher's work in different historical periods are revealed. Special attention is paid to the state policy in the field of education in modern Russia. A retrospective analysis of the development of teacher education in Russia is given, as well as the foreign experience of teacher training is described. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions, teachers and teachers.
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Semenova, Elena. Actual problems of designing the educational process. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1013701.
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The textbook is an author's development formed on the basis of actual achievements of several areas of scientific knowledge related to various aspects of intellectual activity and implemented in the practice of professional pedagogical activity of different educational groups and forms of education (both higher and additional professional education). Structure of the study involves theoretical facts, the availability of practical tasks, allowing to assess the level of dynamics of development of the future specialist and workshop, contributing to the expansion of personal pedagogical tools. Compiled in accordance with the requirements of the society for socially oriented professions of the future, presented on the portal of new professions atlas100.ru. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is addressed to students, undergraduates, postgraduates studying in pedagogical directions, teachers of educational organizations.
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Richard, Rogers. ECST-R evaluation of competency to stand trial: Professional manual. Lutz, FL: PAR, 2004.
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Goyhman, Oskar. Organization and holding of events. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1071381.
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Every day around the world held a lot of events: exhibitions, conferences, presentations, festivals, etc. which requires professional skills, communication skills and creativity. In the textbook are given classification of activities, the technology for phased development and examples of some of them.
Meets the requirements of Federal state educational standards of higher education of the last generation.
Designed for students on specialties and directions of the service sector, and also for teachers, professionals, various agencies and all who have to organize events.
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Pracko, Gennadiy. Legal support of professional activity. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02047-0.
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This course book is devoted to the issues of legal support of various types of professional activity. Each chapter allows you to master basic knowledge in various legal areas – the textbook examines the basics of the theory of law, constitutional, environmental, administrative, labor and civil law, as well as the basics of business activity, economic disputes and forms of their resolution.
The course book is produced in accordance with state educational standards of higher education and is intended for students and everyone interested in relevant legal issues related to a multifaceted professional activity.
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Pracko, Gennadiy. LEGAL SUPPORT OF PROFESSIONAL ACTIVITY. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/01869-9.
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This course book is devoted to the issues of legal support of various types of professional activity. Each chapter allows you to master basic knowledge in various legal areas — the textbook examines the basics of the theory of law, constitutional, environmental, administrative, labor and civil law, as well as the basics of business activity, economic disputes and forms of their resolution.
The course book is produced in accordance with state educational standards of secondary vocational education and is intended for students and everyone interested in relevant legal issues related to a multifaceted professional activity.
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Nimatulaev, Magomedhan. Information technology in professional activities. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1031122.
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The textbook is intended for studying of discipline "Information technologies in professional activity". Discusses key issues of forming of information society, basic notions and definitions of Informatization of various types and levels of professional activity, the analysis of information systems and technologies to solve economic and management problems.
Meets the requirements of Federal state educational standards of higher education of the last generation.
It is recommended that students enrolled in the bachelor in the direction of training "Management", as well as postgraduate and graduate students to update knowledge and skills in the application of information systems and technologies in the context of big data Analytics and managerial decision-making.
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Holtzen, David W. The Massachusetts incompetence to stand trial (MIST) questionnaires: Professional user's manual. Sarasota, FL: Professional Resource Press, 2010.
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Lukyanova, Tatyana, Marina Lovcheva, and Ardalon Kibanov. Realization of youth policy in the Russian Federation. ru: INFRA-M Academic Publishing LLC., 2013. http://dx.doi.org/10.12737/2843.
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The implementation of youth policy in the Russian Federation faces a large number of problems and obstacles, so the search and implementation of effective ways to manage youth policy is an actual practical and scientific task.
The monograph deals with current issues of youth policy development in the Russian Federation: features of youth policy implementation in Russia, European and Asian countries, and the United States, participation of international organizations, the state, business, and the non-profit sector in this process, and possible directions for the development of youth policy.
The proposed book may be of interest to a wide range of professionals – representatives of state authorities and the professional education system, public organizations and entrepreneurs.
Book chapters on the topic "Professional stance"
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Ahluwalia, Muninder K., and Jacqueline S. Mattis. "Research on religion and spirituality: Stance; authenticity; and conceptual, methodological, and professional concerns." In Qualitative strategies for ethnocultural research., 219–36. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13742-012.
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Blake, Robert W., and Sarah Haines. "Becoming a Teacher: Using Narratives to Develop a Professional Stance of Teaching Science." In Narratives on Teaching and Teacher Education, 47–63. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622913_4.
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Timonen, Vilma, Marja-Leena Juntunen, and Heidi Westerlund. "The Politics of Reflexivity in Music Teachers’ Intercultural Dialogue." In The Politics of Diversity in Music Education, 39–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_4.
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AbstractIn this chapter, we explore the politics of music teacher reflexivity that emerged in a transnational collaboration between two institutions, the Nepal Music Center (NMC) and the Sibelius Academy, University of the Arts Helsinki when co-developing intercultural music teacher education. We examine in particular the reflexivity in this intercultural dialogue and how the collaboration became a complex field of issues of power related to social positions and epistemologies. Such reflexivity may act as an invitation to discomfort but at the same time as an invitation to deep professional learning. The empirical material was generated in the flow of activities within teachers’ pedagogical studies organized by the Sibelius Academy for the NMC teachers in Nepal. The authors’ experiences and the omnipresent colonial setting were taken as a backdrop of the overall interpretation and discussion. We argue that in an intercultural dialogue, negotiating one’s premises, stance, and the ethical relations with the Other requires reflection on one’s existential groundings. However, professional learning in intercultural dialogue is prone to persistent paradoxes that cannot be swiped away, or even solved. The politics of reflexivity thus keeps the questions open, with no final answers or ultimate solutions.
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Harrington, James. "Professional Documents." In Building a Career in Opera from School to Stage, 77–89. [1.] | New York: Routledge, 2020. | Series: CMS emerging fields in music: Routledge, 2020. http://dx.doi.org/10.4324/9780367822224-12.
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Teboul, James. "From Industrial to Professional Services." In Service is Front Stage, 113–26. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230579477_10.
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Gladstone, David. "Professionals, Managers and Users." In The Twentieth-Century Welfare State, 113–32. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-27525-0_7.
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Middlemas, Keith. "Parties, Professions and Public." In Power, Competition and the State, 395–446. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1057/9780230379893_11.
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Peilin, Li, and Zhang Yi. "The Professional Reintegration of the “Xiagang”." In Laid-Off Workers in a Workers’ State, 159–81. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620445_8.
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Vecchiato, Tiziano. "Integrating Professional and Community Resources for Young Persons." In The State as Parent, 413–14. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-1053-9_34.
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Tilahun, Nathanael. "Legal professionals as dirty money gatekeepers." In Assets, Crimes, and the State, 97–110. New York : Routledge, 2020. | Series: Transnational criminal justice: Routledge, 2020. http://dx.doi.org/10.4324/9780429398834-9.
Full textConference papers on the topic "Professional stance"
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Bayrak Kök, Sabahat, and İbrahim Aksel. "Stance against Quantitative Success Descriptive in Professional Life: Virtue Ethics Approach." In International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01516.
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We argue that capitalist model in society and its success criteria as benefit and profit maximizations have been under heavy attacks these days. The argument in the center of the discussion in this paper is about there being serious distress in moral and socio-cultural indicators, though relatively rise in economical growth indicators. Thus, we argue that global economy suffers deepest moral crisis in line with the proportional shares that governments, international companies, big or small enterprises and their owners bear upon. Among the signs of this moral collapse, we point for unhealthy products to general health, unfair competitive actions, illusive commercials, price-quality inequalities, labor exploitations, bribery scandals and also environmental ruins around. In this point the sole solution for increase in societal trust of social and economical actors is, in our side, clear to take moral principles and standards as a reference. We argue that benefit, or profit maximization based approaches focusing on material gaining in professional life do not provide effective motivations. Rather approaches that putting internal character development forward and aiming good internal mood based on virtue should be placed in professional life. We see virtue based moral approach as a novel formula for regaining humanity where there are increasing rates of uncertainty and distrust. This study aims to show that commercial and economical activities could not be designed as exempted from moral codes and motives, rather it insists on that some notions as character, and virtue should be in heart in place of responsibility, duty, or benefit.
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Yang, Nicholas, Hamid Nayeb-Hashemi, and Paul Canavan. "The Effect of the Frontal Plane Tibiofemoral Angle on the Stress and Strain at the Knee Cartilage During the Stance Phase of the Gait Cycle." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-13220.
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Three-dimensional (3-D) finite element analysis (FEA) knee models were created to determine the effect of the frontal plane tibiofemoral angle on the stress and strain at the knee cartilage during the stance phase of the gait cycle. Knee models of three healthy subjects of different tibiofemoral angles and weight were created from sagittal view magnetic resonance images (MRI) of the knee. The loading conditions were determined from motion analysis and force platform data and a muscle force reduction model. During the stance phase, the subjects exhibited a valgus-varus-valgus knee moment pattern that determined the location and magnitude of the maximum stress and strain in the cartilage on the lateral or medial compartment of the knee. The highest values of the normal stress, Tresca shear stress and normal strain for each subject occurred at 25% of the stance phase of the gait cycle, where the maximum compressive load and varus knee moment occurred. The individual with the varus aligned knee had the largest stress and strain at the medial compartment of the knee compared to the normal aligned and valgus aligned individuals due to the larger varus knee moment exhibited during the stance phase of the gait cycle in the varus aligned individual. The results from the FEA data may be used by health care professional to identify individuals most susceptible to knee osteoarthritis (OA) and assist in developing preventive measure to slow and possibly stop the initiation and progression of OA.
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Mathien, Lorena D. "Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.
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With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and support this reality. Understanding that we must learn to be good instructors, even as teaching is devalued, led our School of Professions to reflect on how we can develop strategies for becoming effective educators while still fulfilling our research (and service) agenda. With the Master Educator (MEP) program, our school is developing internal talent via instructional coaching between our School of Education (SOE) and our School of Professions (SOP). Research indicates that traditional forms of professional development are not effective. In turn, research on instructional coaching in K-12 setting has indicated a much higher implementation rate than traditional approaches to professional development; however, to our knowledge, there have been no attempt at implementing instructional coaching at the university level. The MEP is the first program to implement this practice at the university level.
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Chin, Jessica, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Bridging High School STEM Abstract Concepts and Application: Teachers’ Implementation." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70563.
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Many educational models are derived from a specific pedagogical stance ultimately manifesting into teacher personal pedagogy based on previous knowledge and inherent instinct. Past educational models like T4E emphasize core concepts such as structure of content for the learner, effective and engaging communication, and promotion and encouragement of hands-on learning. However, many of the educational models fall short of showing teachers how to implement new methods in their classrooms, and in providing them with the needed tools. The CAPSULE professional development was created and designed to fill this gap. Further, CAPSULE is designed to address the existing national problem of lack of interest in STEM subjects with high school students. Nevertheless, the problem is not with students but in the delivery method of STEM education. There is a disconnect between abstract STEM concepts and real-world application, therefore a loss of interest by students. Engineering-based learning (EBL) is a new approach that was designed to mitigate this problem by using existing and established tools and apply them to the high school classroom. EBL utilizes the engineering-design process (EDP), computer-aided design (CAD), and the capstone experience to relate theoretical STEM concepts to real-world applications. By leveraging these tools, we have created a unique methodology to take a recognized university capstone course model and modify it for high school STEM courses. The purpose of this study is to contribute to our understanding of how high school students learn and absorb basic STEM principles. Our goal is to disseminate engineering-based learning through our teacher professional development workshop. This paper presents the CAPSULE model and teacher feedback. It also presents sample implementation plans of teachers in their classroom as well as their student feedback.
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Zheng, Xuan, and Scarlett R. Miller. "Should it Stay or Should it Go?: A Case Study of Concept Screening in Engineering Design Industry." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97564.
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Abstract While we know that poor decisions during concept screening can lead to great expenses including redesign costs, production postponement, and even product failure, little is known about what factors influence professional concept screening. Previous research in this area has mostly been conducted with students or used hypothetical design challenges with professionals. This is problematic because such research methods are based on challengeable assumptions leaving out the risks and consequences that professionals face in their daily work. Hence, the purpose of the current study was to investigate the process of professionals making screening decisions in situ and identify the impact of the perceived properties of ideas (i.e., riskiness, originality, and feasibility) and the role of the professionals (idea generators versus executives) in this process. Specifically, a mixed method in-situ study was conducted in a small electromechanical company which included shadowing a research and development team from the conceptual stage to a final pitch meeting to senior executives. In addition, surveys and interviews were conducted to identify what factors were impacting concept screening. The results showed both idea generators and executives were able to distinguish and move ideas with relatively high market potential forward and avoided taking risks during concept screening. However, the idea generators did not show any preferences on the originality or feasibility of the ideas, while the executives preferred to invest in ideas with high feasibility. The findings of this study drew a distinction between professional design studies solving real design problems in a naturalistic, collocated team environment and those in a laboratory setting and added to the understanding of factors that influence the decisions made during professional concept screening. They also provide a much-needed insight into how engineering design professionals screen ideas.
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Timofeeva, Tatiana, and Lyudmila Solyankina. "The Manifestation of the Psychologist's Professional Identity in the Characteristics of the Communicative and Gendered 'Me'." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-48.
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This article represents an analysis of professional identity of the psychologist in conjunction with with the features of their communicative and gender ‘Me’. The work of the psychologist is seen in different systems: person-person, person-group, person-society. Difficulties associated with the need to build quality person-centred communication, but at the same time maintain the boundaries of professional care, are described. In this case, communication competence can be considered not only as criterion of rendering efficient help to a client, but as a condition for forming professional identity of the psychologist. This paper presents the results of an empirical study of the identity of psychologists using the techniques of T. Kun, T. McPartland ‘Who am I’ (in versions by T.V. Rumyantseva, I. S. Kletsina, N.L. Ivanova). The processing of the results included quantitative and qualitative analysis. The analysis of the data revealed the components of identity that may hinder the formation of a stable professional identity. It has been shown that psychologists are primarily oriented towards constructing identity through personal dispositions; the communicative component of their identity is linked to their professional image. A poorly expressed necessity in communication, or domination of negative characteristics in describing one’s own communication skills is reflected in the psychologist’s lack of professional identity. When a professional identity is formed, the aspects of gender identity become blurred and professional characteristics that are the professionally important qualities of psychologists begin to dominate in personality descriptions. The connection between the formation of the psychologist’s professional identity and the peculiarities of their communicative and gendered ‘Me’ is shown. The individual’s acceptance of professionally important qualities (as a positively formed communicative identity component and gender-neutral characteristics) allows the psychologist to build a sustainable positive professional identity.
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Šiljak, Mile. "Application of Thermal Engineering in Building Stock, Sophisticated Thermotechnical Systems Integrated in Buildings, and Pathogenic Microorganisms." In 51st International HVAC&R Congress and Exhibition. SMEITS, 2020. http://dx.doi.org/10.24094/kghk.020.51.1.101.
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Planned and/or unplanned developments in the setting, which are directly or indirectly in connection to a certain profession or are of multidisciplinary character, have impact on initiation and steering of the course and direction of research campaigns of “vigilant” professional analysts and/or researchers of a profession, i.e. professions. It was the occurrence of the “vicious infection - SARS CoV 2” at the territory of Planet Earth which also initiated the subject professional research in the area of applied thermal engineering within two partial units which may be in interaction with the infection, i.e. which may also be in causal connection: “applied thermal engineering in building stock (only business and residential buildings)”- “sophisticated thermotechnical system integrated in a business or residential building”- “pathogenic microorganisms”. When general, professional and/or scientific public was faced with occurrence of plentitude of information, misinformation, interpretations, misconceptions, and/or ambiguities in the “black box of SARS CoV 2 pandemic”, the subject research was initiated in an analytical and principled manner with application of methods of analysis based on the “logic of rational action” in the given area. The aspects of the approach are adapted to the subject of the research, imperatively and consecutively imposed by the need for analysis and evaluation of causality between the given partial units and pathogenic microorganisms. In relation to the accepted partial units in the stage of utilization of the existing business or residential building for the dedicated purpose, the findings point that, inter alia, if such buildings were constructed as a result of conscientious, competent, responsible, and highly professional work of multidisciplinary builders and if they comprise adequate integrated sophisticated thermotechnical systems which have systematic, functional, and operating capability and which achieve satisfactory target function of the system, they do not “generate” pathogenic microorganisms, do not participate in their transfer, do not intensify their pathogenic properties and activity, do not contribute to occurrence of pandemics, do not jeopardize human health, and do not cause their mortality, etc. but are basically also not intended to “destroy” pathogenic microorganisms reaching the system from the outside and/or treated limited closed spaced within the building frequented by people off their working activities and/or pursuing their working activities, individually or in groups. Depending on the type of the current sophisticated thermotechnical system in the building, if necessary, it is possible to perform interventions aimed at reconstruction so as to “immunize” the system in a manner which may be recognized and designed by professional, competent, experienced, and dedicated thermal engineers. It needs to be noted that the subject exploration is conducted for deontological reasons, with the aim to promote theory and practice in the given.
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Šiljak, Mile. "Application of Thermal Engineering in Building Stock, Sophisticated Thermotechnical Systems Integrated in Buildings, and Pathogenic Microorganisms." In 51st International HVAC&R Congress and Exhibition. SMEITS, 2020. http://dx.doi.org/10.24094/kghk.020.51.1.101.
Full textAbstract:
Planned and/or unplanned developments in the setting, which are directly or indirectly in connection to a certain profession or are of multidisciplinary character, have impact on initiation and steering of the course and direction of research campaigns of “vigilant” professional analysts and/or researchers of a profession, i.e. professions. It was the occurrence of the “vicious infection - SARS CoV 2” at the territory of Planet Earth which also initiated the subject professional research in the area of applied thermal engineering within two partial units which may be in interaction with the infection, i.e. which may also be in causal connection: “applied thermal engineering in building stock (only business and residential buildings)”- “sophisticated thermotechnical system integrated in a business or residential building”- “pathogenic microorganisms”. When general, professional and/or scientific public was faced with occurrence of plentitude of information, misinformation, interpretations, misconceptions, and/or ambiguities in the “black box of SARS CoV 2 pandemic”, the subject research was initiated in an analytical and principled manner with application of methods of analysis based on the “logic of rational action” in the given area. The aspects of the approach are adapted to the subject of the research, imperatively and consecutively imposed by the need for analysis and evaluation of causality between the given partial units and pathogenic microorganisms. In relation to the accepted partial units in the stage of utilization of the existing business or residential building for the dedicated purpose, the findings point that, inter alia, if such buildings were constructed as a result of conscientious, competent, responsible, and highly professional work of multidisciplinary builders and if they comprise adequate integrated sophisticated thermotechnical systems which have systematic, functional, and operating capability and which achieve satisfactory target function of the system, they do not “generate” pathogenic microorganisms, do not participate in their transfer, do not intensify their pathogenic properties and activity, do not contribute to occurrence of pandemics, do not jeopardize human health, and do not cause their mortality, etc. but are basically also not intended to “destroy” pathogenic microorganisms reaching the system from the outside and/or treated limited closed spaced within the building frequented by people off their working activities and/or pursuing their working activities, individually or in groups. Depending on the type of the current sophisticated thermotechnical system in the building, if necessary, it is possible to perform interventions aimed at reconstruction so as to “immunize” the system in a manner which may be recognized and designed by professional, competent, experienced, and dedicated thermal engineers. It needs to be noted that the subject exploration is conducted for deontological reasons, with the aim to promote theory and practice in the given.
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Zubenschi, Mariana. "The Impact of Innovative Technologies on Professional Balance State in pandemic COVID-19." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p39-44.
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Innovative technologies significantly influence the employee's professional balance, at the level of its axes model: "I-I", "I-Profession" and "I-Environment". This relations relays on the divergent psychological structure of professional balance state, which is a representation of the social structure, the way of thinking and the organizational model, where employees play a central role. Where managers, teachers, doctors, nurses, workers, mayors and entrepreneurs have a strong sense of current reality. They can perceive how the workload and time pressure increase, without feeling that the professional finality is achieved. The research of the professional balance and the adaptation of the internal aspects to the external peculiarities of the career will alienate the alternatives of admitting an imbalance and will thus ensure a positive general state, therefore the innovative technologies are perceived both negatively and positively at work. These expressions are current not only on the axes of the professional balance state model, but also on the level of the circular model of career anchors, described by Voss (conservation, openness to change, self-transcendence and effectiveness. Thus, the impact of innovative technologies on professional balance state is no longer an enigma but a fact that can influence the well-being of the employee at work, stressed him or brings out to the brink of emotional burnout. In this article we come up with pros and cons of the impact of innovative technologies on the human psyche.
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Galkina, Ekaterina. "Psychological barriers of the initial stage of professional activity of the self–employed." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-20.
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The problem of the study is that it is not sufficiently studied what psychological barriers people face at the initial stage of professional activity as self-employed. The aim of the study is to study the features of psychological barriers at the initial stage of professional activity of self-employed people. Research hypothesis: at the initial stage of professional activity as self-employed people face psychological barriers in the organizational and creative areas of entrepreneurial activity. The problem of psychological barriers was considered in their works by S. Rubinstein, N. Podymov, I. Pavlov, R. Shakurov and others. The article formulates particular definitions of the main concepts. Methodology: analysis of an individual case using interviews with processing in the framework of interpretive phenomenology. Respondent: female, 34 years old, self-employed as a psychologist for 1 year. Results: psychological barrier of accepting financial responsibility, barrier of adherence to a certain professional culture, barrier of competence in the profession. Certain psychological barriers can arise in connection with certain underlying medical conditions. The conclusions are that psychological barriers are a complex mental education, can be overcome in stages, and motivation of the subject is important for overcoming barriers.
Reports on the topic "Professional stance"
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Heisinger, Dolores. Factors That Motivate Washington State Teachers to Participate in Professional Growth and Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6637.
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Campos Freire, F., and N. Alonso Ramos. Online digital social tools for professional self-promotion. A State of the Art review. Revista Latina de Comunicación Social, March 2015. http://dx.doi.org/10.4185/rlcs-2015-1047en.
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Burns-Dans, Elizabeth, Alexandra Wallis, and Deborah Gare. A History of the Architects Board of Western Australia, 1921-2021. The Architects Board of Western Australia and The University of Notre Dame Australia, 2021. http://dx.doi.org/10.32613/reports/2021.1.
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An economic and population boom in the 1890s created opportunities for architects to find work and fame in Western Australia. Architecture, therefore, became a viable profession for the first time, and the number of practicing architects in the colony (and then state) quickly grew. Associations such as the Western Australian Institute of Architects were established to organise the profession, but as the number of architects grew and Western Australian society matured, it became evident that a role for government was required to ensure practice standards and consumer protection. In 1921, therefore, the Architects Act was passed, and, in the following year, the Architects Board of Western Australia was launched. This report traces the evolution and transformation of professional architectural practice since then, and evaluates the role and impact of the Board in its first century.
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Popova, Marina, Victoria Chistova, and Alexandra Sherbakova. FACTORS AFFECTING HEALTH AND PROFESSIONAL ACTIVITIES OF TEACHERS IN SPHERE OF HIGHER EDUCATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/2658-6649-2019-11-3-2-58-64.
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The article is devoted to the health problem of teachers in the sphere of higher education. Professional factors which adversely affect the health of the teachers are discussed. It is concluded that it is necessary, from the position of an integrated approach, to study the health state of teachers in higher educational institutions and to develop measures to optimize it under current conditions.
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Nazarenko, A. V. DEVELOPMENT OF ENVIRONMENT STATE PERCEPTION AS A FACTOR ECOLOGICAL PROFESSIONAL PEDAGOGICAL EDUCATION IMPROMENT IMPROVEMENT OF THE FUTURE TEACHERS. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, December 2013. http://dx.doi.org/10.14526/43_2013_15.
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Lagutin, Andrey, and Tatyana Sidorina. SYSTEM OF FORMATION OF PROFESSIONAL AND PERSONAL SELF-GOVERNMENT AMONG CADETS OF MILITARY INSTITUTES. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/self-government.
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When carrying out professional activities, officers of the VNG of the Russian Federation are often in difficult, stressful, emotionally stressful situations associated with the use of weapons as a particularly dangerous means of destruction. The right to use a weapon by an officer makes him responsible for its use. And therefore requires the officer to make a balanced optimal decision, which is associated with the risk and transience of events, and in which no mistake can be made, since the price of it can be someone's life. It is at such a moment that it is important that the officer has stable skills in making a decision on the use of weapons, and this requires skills not only in managing subordinates or the situation,but in managing himself. The complication of the military-professional activity, manifested in the need to develop the ability to quickly and accurately make command decisions, exacerbating the problem of social responsibility of an officer who has the management of unit that leads to an understanding of his singular personal and professional responsibility, as the ability to govern themselves makes it possible to achieve a positive result of the Department for the DBA. This characterizes the need for a commander to have the ability to manage himself, as a "system" that manages others. Forming skills of self-control, patience, compassion, having mastered algorithms of making managerial decisions, the cycle of implementing managerial functions, etc., a person comes to the belief: "before effectively managing others, it is necessary to learn how to manage yourself." The required level of personal and professional maturity can be formed in a person as a result of purposeful self-management, which determines the special role of professional and personal self-management in the training of future officers.
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Des Camp, B. Michael. An Analysis of Professional Roles & Career Patterns of Portland State University School of Social Work graduates, 1964-1975. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1923.
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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.
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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.
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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.