Characteristics of teachers as change agents

«Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom - hvordan det blir forstått og utnyttet

“…Laereres utnyttelse av sitt profesjonelle handlingsrom viser seg å ha stor betydning for å forstå hvilke prosesser som ligger til grunn for elevers laering og for skoleutvikling (Toom, Pyhältö & O'Connell Rust, 2015; Van der Heijden, Geldens, Beijaard & Popeijus, 2015). Utviklingen de siste tiårene har vaert preget av en utdanningspolitikk som kan karakteriseres som en epidemi av forandringer (Priestley, Edwards & Priestley, 2012).…”

Editorial

“…Other studies define a more heterogeneous police culture in which newcomers can act as change agents to create a new and modern police culture (Chan et al, 2003;van der Heijden et al, 2015). Moreover, dealing with occupational socialisation phenomena often indicates training and educating issues, which presumably leads back to the discussion about the concept of professionalism and the question of how to define professional knowledge and behaviour.…”

“…Concerning policing, professional development can be regarded as an organisational development (Bjørkelo & Gundhus, 2015;Glomseth et al, 2007) as well as an individual one, and they may be connected reciprocally (van der Heijden et al, 2015). Regarding the aspect of individual professional development as educators, Tyler and McKenzie (2014) demonstrate that Australian police field training officers (FTOs) create their own personal teaching models based on the performance of the police trainees (probationers) and on their own experiences as probationers:…”

A Probe Into CLT Pedagogical Implications for English Majors in Mainland China: A Holistic Educational Paradigm

“…According to Breen and Candlin (1980), teachers in CLT class play two roles: Firstly, they should foster the communication and connection among all students in the classroom and provide various activities; and secondly to play the role of an independent participant within the communication-in-classroom group (as cited in Liu, 2015). On the aspect of holistic educational paradigm, the comparison and analogy between lily and friend, the wholeness of human being can be inserted by expanding the general characteristic: being eager to learn and reflective of lifelong learning, giving guidance, being accessible, positive, committed, trustful, and self-assured of mastery, being innovative and feeling responsible of entrepreneurship, and being collegial of collaboration (Van der Heijden et al, 2015). Besides, language is the vehicle of thought; sophisticated skills of expressing one's profound thoughts are the symbol of the specific individual's wholeness.…”

“…The characteristics can be categorized as four general aspects of lifelong learning, mastery, entrepreneurship, and collaboration ( Van der Heijden, Geldens, Beijaard, & Popeijus, 2015). I cite the following famous but unknown poem named The Noble Nature by Ben Johnson as a sample lesson:…”