On Effects of Professional Promotion on Teachers' Research Work in Higher Institutions
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The structure of the scientific research result is an organic system that includes both the basic research results expressed in works and essays and the applicable results, such as patents and technology confidentialality. But only the works and essays have been regarded as the essential conditions for profession promotion, whereas the applicable results have been neglected in our country for a long time, which is inappropriate in the era of knowledge-based economy. This essay has analyzed the positive and negative effects of the present conditions of the profession promotion and proposed some reasonable strategies and suggestions.Keywords:
Promotion (chess)
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There has been a recent downfall in the applications for initial teacher education in Queensland, and yet there is a growing need for teachers across the state. This paper reports on a series of connected studies and literature reviews aimed at better understanding the predominant public opinions about teachers and teaching, how these opinions might be formed and influenced, and how public opinion relates to aspiration and engagement in the teaching profession in Queensland. The report considers the role of various media in the forming and shaping of public perceptions of teachers and teaching, and discusses the ways these might be strategically employed to raise the profile and regard for teaching as a profession worthy of high esteem and with important social value.
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This paper acknowledges that, despite increasing expenditure in education in South Africa, there are indications that outputs and outcomes in education are not responding fast enough to increase spending in education within the country. Although parents and learners are also major stakeholders within education, the paper argues that any attempt to improve outputs and outcomes needs the support and commitment of teachers. This, therefore, calls for a need to promote sound ethics and professionalism within the teaching profession. This paper argues that although professionalism and ethical conduct by teachers have major impacts within the teaching and learning environment there has not yet been any common approach by government and teachers in South Africa. This creates a need for change of attitude from all concerned if the desired results are to be achieved. While some progress has been made to close the gap between the government and teachers on issues of professionalism there are still more to be done. Finally certain recommendations are proposed that involve various stakeholders so that an environment conducive for teachers’ professionalism and ethical conduct is created.
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Teachers'professional development will directly affect the developments of education and society.The paper,which based on the empirical study on the development of teachers'profession,illustrates not only the practical situation but also the shortage of teachers in their professional knowledge,professional capacity,independence in profession and the consciousness of professional development;as well,it proposes some suggestions and ideas for improvement.
Economic shortage
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Empirical Research
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Abstract While not the usual type of presidential address, this paper follows a conviction that began with a similar presidential address to the American Educational Research Association, that it is more important to use this occasion to consider critical problems confronting the profession than to report personal research. Because of the leadership role that educational psychologists have traditionally played, the consideration of these problems, which affect the entire educational field, seemed particularly appropriate.
Presidential address
Affect
Association (psychology)
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Relevance
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Health promotion is evolving into a discrete concept with a definition commonly understood by all who use the term. This is to be distinguished from the kind of umbrella approach used by all manner of groups and disciplines to define their intentions or activities in this general area. Further, such a process of clarification is critical to progress and is dependent on having a theoretical basis through which research can be undertaken. In turn, the education of those engaged in health promotion can be expected to shape their skill range and perspective. We find, therefore, a kind of interdependent and reciprocal situation is developing.
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The past two decades have witnessed numerous efforts to enhance educational professionalism, such as more stringent requirements for entry, increased autonomy, and higher pay. Yet, these types of initiatives typically target aspects of the profession external to the work of teaching. In this article, I expand the view of professionalism implicit in these reform efforts by showing how practice can also be seen as an explanatory variable that acts on professionalism. I propose a theoretical frame for understanding the complex relationships between instructional practice and professionalism, illustrating the way in which practice both shapes and is shaped by public perception of the profession and how this bears on education's professional strength. The framework highlights key levers for improvement, less emphasized in past research, and in particular, draws attention to the way in which most professions control practice and the viability of these mechanisms in education.
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The need for high standards of academic learning and professional education, together with a process for measuring and maintaining standards have been recognised in the development of most modern professions. Yet, in teaching, there remains some debate about what constitutes teacher professionalism and what steps should be taken to develop and safeguard it. In Scotland, which has a fully independent professional regulatory body for teaching, key features of a new professionalism are built around a consensus that teachers must accept responsibility for the development and improvement of their professional skills throughout their careers. There is a need for trust but this must also be balanced with reasonable expectations of accountability. In summary, teachers are supported to keep their skills and knowledge up to date and remain accountable for the quality of their work.
This chapter shows that, while the Scottish approach is consistent with current international research, its practice is at variance with that of various other countries. Most notably, it contrasts strongly with emerging trends in neighbouring England, where a policy of increased deregulation and flexibility is leading to significant systemic change in schools. What is the research base for these alternative approaches? What can be learned from them and is there a risk that they might undermine the professional status of teaching?
This chapter reviews the background to the concept of professionalism and applies this to teacher professionalism, seeking to define its key components. It considers the perceived status of teaching as a profession, taking account of the views of teachers, researchers and parents; it explores the advantages and risks arising from different approaches to teacher education; and it outlines issues of competence and conduct which a profession should both address and regulate. The chapter also reports on international and European perspectives; and it offers a way forward which the author believes can enhance professionalism and protect high standards in the future.
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In recent years, research has been constantly debated and represented a main public concern. Specific topics such as national and international financing of research, visibility of research outcomes, brain drain, research ethics, or recognition of research achievements have represented the main core of debates that involved not only researchers and academics, but also the wider public. The present paper analyses the issue of equality in the domain of scientific research with special emphasis on the topic of equal opportunities, respectively unequal opportunities in research based on the idea that factors such as complexity of research practices, values and axiological hierarchies established in the process of research, accreditation and recognition system, or dominant practices in education and professional research can generate inequality. The authors conducted a survey to identify the perceptions of Romanian researchers about types of inequality affecting their work, awareness of the sources generating such inequality, opinions about their own readiness to cope with the requirements of the international research market. The authors advocate for development of research skills to students during their university education. Research skills may be seen as professional skills for many students in universities or as skills that may help students in their university life. The paper clarified important aspects regarding initial training of future researchers and identified possible solutions and actions in universities in order to diminish and eliminate this source of inequality for future researchers.
Exploratory research
Romanian
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Considers a number of issues relating to the problem of promoting an ethos of research among the property management profession. Discusses the meaning and types of research. Argues for a more positive approach to convincing the profession as a whole of the worth of research.
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Property management
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