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The primary works of literature used to facilitate this journey are: The Red Badge of Courage (1895), Les Miserables (1862), and American Idiot (2004); Light in August (1932), Seinfeld scripts (1991-98), and Frankenstein (1818); and The Odyssey, Night (1960), and The Souls of Black Folk (1903). By delving beneath my exterior ‘teacher mask,’ a collage of images, anecdotes, reflections, aspirations, and fears is exposed.
As a resource for pre-service teachers or a reflective exercise for veteran teachers, this study aims to benefit educators by providing a new pathway through which to better understand their intrinsic identities as teachers. Each chapter concludes with “Recommendations for Reflection” that readers are encouraged to consider individually and/or collectively.
The spirit of daydreams allows me to integrate literature, autobiography, and imagination through inventive and inspired discourses with literary figures, using authentic quotations as content for original commentaries that further examine the intrinsic nature of teacher identity. My hope is that this journey will inspire other educators to further reflect on realities and possibilities of what it means to be a teacher.
The primary works of literature used to facilitate this journey are: The Red Badge of Courage (1895), Les Miserables (1862), and American Idiot (2004); Light in August (1932), Seinfeld scripts (1991-98), and Frankenstein (1818); and The Odyssey, Night (1960), and The Souls of Black Folk (1903). By delving beneath my exterior ‘teacher mask,’ a collage of images, anecdotes, reflections, aspirations, and fears is exposed.
As a resource for pre-service teachers or a reflective exercise for veteran teachers, this study aims to benefit educators by providing a new pathway through which to better understand their intrinsic identities as teachers. Each chapter concludes with “Recommendations for Reflection” that readers are encouraged to consider individually and/or collectively.
The spirit of daydreams allows me to integrate literature, autobiography, and imagination through inventive and inspired discourses with literary figures, using authentic quotations as content for original commentaries that further examine the intrinsic nature of teacher identity. My hope is that this journey will inspire other educators to further reflect on realities and possibilities of what it means to be a teacher.
Cover image: ‘Three legged chair—an accident waiting to happen’, by Crowhurst (2012)
Cover image: ‘Three legged chair—an accident waiting to happen’, by Crowhurst (2012)
The book reflects upon the power of lesson video review and details how the co-inquirers negotiated “ intermediate theory”—bridging educational theory and specific settings—framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique—not models of “best practice”. The resources make pedagogy explicit and vividly illustrate the book’s ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources.
The book reflects upon the power of lesson video review and details how the co-inquirers negotiated “ intermediate theory”—bridging educational theory and specific settings—framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique—not models of “best practice”. The resources make pedagogy explicit and vividly illustrate the book’s ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources.
In this book, Cairns and Stephenson present a case for the development of human Capability, in life, in work, and in the lifespace. They trace the development of the Capability concept arguing that it embraces and goes beyond competence. They draw on over 35 years of experience of direct involvement in enhancing adult Capability through education at all levels.
Capability, they also argue, applies as much to organisations and working practices as it does to the individuals involved and call for synergy between organisational and personal capability. Further, the book presents a case that learning through work, whereby people utilise their work experiences and activities as the opportunity, process, place and content of what they are learning whilst they are “working” has, they suggest, established itself as a creditable way of looking at the knowledge development we all encounter and engage with whilst working.
The authors explore a range of examples of Capable practice in business and higher education and present a number of portraits of individuals whose lifework, personifies the Capability at work concept. In addition, they suggest, governments should go beyond the rather narrow aspiration of raising skills levels, to encouraging more people to experience formulating and solving the problem of their own development.
In this book, Cairns and Stephenson present a case for the development of human Capability, in life, in work, and in the lifespace. They trace the development of the Capability concept arguing that it embraces and goes beyond competence. They draw on over 35 years of experience of direct involvement in enhancing adult Capability through education at all levels.
Capability, they also argue, applies as much to organisations and working practices as it does to the individuals involved and call for synergy between organisational and personal capability. Further, the book presents a case that learning through work, whereby people utilise their work experiences and activities as the opportunity, process, place and content of what they are learning whilst they are “working” has, they suggest, established itself as a creditable way of looking at the knowledge development we all encounter and engage with whilst working.
The authors explore a range of examples of Capable practice in business and higher education and present a number of portraits of individuals whose lifework, personifies the Capability at work concept. In addition, they suggest, governments should go beyond the rather narrow aspiration of raising skills levels, to encouraging more people to experience formulating and solving the problem of their own development.
Part 1, Foundations strongly positions qualitative career assessment in its historical, philosophical, theoretical and research contexts. The book is innovative by considering qualitative career assessment through the lens of learning.
Part 2, Instruments, presents the first collation of chapters on a comprehensive range of qualitative career assessment instruments and processes written to a standard format to enable readers to compare, contrast and evaluate approaches.
Part 3, Using quantitative career assessment qualitatively, mitigates against depicting an unnecessary divide in the field between quantitative and qualitative career assessment by considering their complementarities.
Part 4, Diverse Contexts, considers qualitative approaches to career assessment in contexts other than able western, middle class settings.
Part 5, Future Directions, reflects on the chapters and poses suggestions for the future. With high profile authors from nine different countries, the book represents a truly international contribution to the field of career development. In its focus on qualitative career assessment, this book holds a unique position as the only such text and will therefore assume an important place in the libraries of researchers, academics, and career practitioners.
Part 1, Foundations strongly positions qualitative career assessment in its historical, philosophical, theoretical and research contexts. The book is innovative by considering qualitative career assessment through the lens of learning.
Part 2, Instruments, presents the first collation of chapters on a comprehensive range of qualitative career assessment instruments and processes written to a standard format to enable readers to compare, contrast and evaluate approaches.
Part 3, Using quantitative career assessment qualitatively, mitigates against depicting an unnecessary divide in the field between quantitative and qualitative career assessment by considering their complementarities.
Part 4, Diverse Contexts, considers qualitative approaches to career assessment in contexts other than able western, middle class settings.
Part 5, Future Directions, reflects on the chapters and poses suggestions for the future. With high profile authors from nine different countries, the book represents a truly international contribution to the field of career development. In its focus on qualitative career assessment, this book holds a unique position as the only such text and will therefore assume an important place in the libraries of researchers, academics, and career practitioners.
A number of authors have identified the framework as one of a small number of significant innovations in the career development literature. The Systems Theory Framework of career development was developed to provide coherence to the career development field by providing a comprehensive conceptualisation of the many existing theories and concepts relevant to understanding career development. It is not designed to be a theory of career development; rather systems theory is introduced as the basis for an overarching, or metatheoretical, framework within which all concepts of career development, described in the plethora of career theories, can be usefully positioned and utilised in both theory and practice. It has been applied to the career development of children, adolescents and women.
Since its first publication, the Systems Theory Framework has been the basis of numerous publications focusing on theoretical application and integration, practice and research, with a growing number of these by authors other than the framework developers. Its application across cultures also has been emphasised. The theoretical and practical unity of the Systems Theory Framework makes this book a worthy addition to the professional libraries of practitioners, researchers and students, new to, or experienced in, the field of career development.
A number of authors have identified the framework as one of a small number of significant innovations in the career development literature. The Systems Theory Framework of career development was developed to provide coherence to the career development field by providing a comprehensive conceptualisation of the many existing theories and concepts relevant to understanding career development. It is not designed to be a theory of career development; rather systems theory is introduced as the basis for an overarching, or metatheoretical, framework within which all concepts of career development, described in the plethora of career theories, can be usefully positioned and utilised in both theory and practice. It has been applied to the career development of children, adolescents and women.
Since its first publication, the Systems Theory Framework has been the basis of numerous publications focusing on theoretical application and integration, practice and research, with a growing number of these by authors other than the framework developers. Its application across cultures also has been emphasised. The theoretical and practical unity of the Systems Theory Framework makes this book a worthy addition to the professional libraries of practitioners, researchers and students, new to, or experienced in, the field of career development.
Career Moves is an international collection of book chapters that explore a range of specific issues that all women in higher education face or will face as they move up the career ladder. The book follows a career trajectory from new academics, middle academics and senior academics, in order to provide specific mentoring advice that will be useful, practical and essential for all women contemplating a career in higher education.
The book draws on the substantial knowledge, experience and information of successful women currently working in higher education. Each chapter presents strategic information for academics working in higher education who may be seeking insider’s advice about negotiating their careers. The authors, as ‘mentors’, reflect, discuss and offer critical learning to the readers. The aim is to help guide and shape women’s career moves in higher education.
In this international edition authors have given personal accounts of what works and how women could prepare for the next stages of their academic careers. Authors have given sociological accounts of obstacles and how these can impede women if they are not aware of strategies to overcome barriers. Insights about successful mentoring programs are highlighted to provide possible models for organizations.
Career Moves is an international collection of book chapters that explore a range of specific issues that all women in higher education face or will face as they move up the career ladder. The book follows a career trajectory from new academics, middle academics and senior academics, in order to provide specific mentoring advice that will be useful, practical and essential for all women contemplating a career in higher education.
The book draws on the substantial knowledge, experience and information of successful women currently working in higher education. Each chapter presents strategic information for academics working in higher education who may be seeking insider’s advice about negotiating their careers. The authors, as ‘mentors’, reflect, discuss and offer critical learning to the readers. The aim is to help guide and shape women’s career moves in higher education.
In this international edition authors have given personal accounts of what works and how women could prepare for the next stages of their academic careers. Authors have given sociological accounts of obstacles and how these can impede women if they are not aware of strategies to overcome barriers. Insights about successful mentoring programs are highlighted to provide possible models for organizations.