177,926 research outputs found

    Identity development in career-changing beginning teachers : a qualitative study of professional scientists becoming school teachers

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    This qualitative study provides a critical case to analyse the identity development of professionals who already have a strong sense of identity as scientists and have decided to relinquish their professional careers to become teachers. The study followed a group of professionals who undertook a one-year teacher education course and were assigned to secondary and middle-years schools on graduation. Their experiences were examined through the lens of self-determination theory, which posits that autonomy, confidence and relationships are important in achieving job satisfaction. The findings indicated that those teachers who were able to achieve this sense of autonomy and confidence, and had established strong relationships with colleagues generated a positive professional identity as a teacher. The failure to establish supportive relationships was a decisive event that challenged their capacity to develop a strong sense of identity as a teacher

    Multinational perspectives on information technology from academia and industry

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    As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025

    Being digital: The challenge for career-change beginning teachers

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    The pedagogical challenge of supporting learning in a digital world requires an understanding of how, where, when and when not to use information and communications technology (ICT) in teaching and learning. This paper builds on existing research on the integral use of ICT for teaching and learning, that is, digital pedagogies. Additionally, the research that highlights the value of skills and experiences that career-change beginning teachers bring to the profession is advanced. Through an interpretative analysis of quantitative and qualitative data collated via an online survey, the paper builds a profile of (N=64) career-change beginning teachers currently entering the profession from a one year graduate diploma program at a Queensland university. The responses showed that (a) career-change beginning teachers have diverse backgrounds (b) a range of ICT skills related to former careers exist; (c) beliefs about how ICT should be used for teaching and learning are firmly grounded in past experience; (d) confidence to manage data and teach ICT skills is high in contrast to confidence in using digital pedagogies; and (e) expectations about how ICT will be used in school contexts are also related to past experiences. The paper concludes that influencing beliefs about contemporary learning may be central to supporting career-change beginning teachers to develop familiarity and confidence in the use of digital pedagogies

    Connecting Undergraduate Students as Partners in Computer Science Teaching and Research

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    Connecting undergraduate students as partners can lead to the enhancement of the undergraduate experience and allow students to see the different sides of the university. Such holistic perspectives may better inform academic career choices and postgraduate study. Furthermore, student involvement in course development has many potential benefits. This paper outlines a framework for connecting research and teaching within Computer Science- though this is applicable across other disciplines. Three case studies are considered to illustrate the approach. The first case study involves students in their honours’ stage (level 6, typically 3rd year) project, the second an undergraduate intern between stages 5 and 6, and finally, a MSc (level 7) project. All three case studies have actively involved students in core parts of the University’s teaching and research activities, producing usable software systems to support these efforts. We consider this as a continuing engagement process to enhance the undergraduate learning experience within Computer Science
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