“Research as an Instrument for Professional Change”—Reaction and Commentary

1984 ◽  
Vol 17 (3) ◽  
pp. 132-136 ◽  
Author(s):  
William J. Erpenbach
Keyword(s):  
Professional Change

scholarly journals Redefining Translation Competence in an Electronic Age. In Defence of a Minimalist Approach

2004 ◽  
Vol 48 (4) ◽  
pp. 481-497 ◽  
Author(s):  
Anthony Pym
Keyword(s):  
Social Change ◽  
General Trend ◽  
Linguistic Analysis ◽  
The Other ◽  
Other Hand ◽  
Minimalist Approach ◽  
Translator Training ◽  
Multicomponent Model ◽  
Professional Change

Abstract Since the 1970s the notion of “translation competence” has been viewed as at least 1) a mode of bilingualism, open to linguistic analysis, 2) a question of market demands, given to extreme historical and social change, 3) a multicomponent competence, involving sets of skills that are linguistic, cultural, technological and professional, and 4) a “supercompetence” that would somehow stand above the rest. The general trend among theorists has been to expand the multicomponent model so as to bring new skills and proficiencies into the field of translator training. This trend may be expected to continue with the increasing use of electronic tools. Here it is argued, however, that the multicomponential expansions of competence are partly grounded in institutional interests and are conceptually flawed in that they will always be one or two steps behind market demands. On the other hand, a simple minimalist concept of translation competence, based on the production then elimination of alternatives, can help orient translator training in times of rapid technological and professional change.

Twenty-Five Years of PAR Research: A Study of Professional Change

1974 ◽  
Vol 34 (3) ◽  
pp. 268
Author(s):  
Joseph Graziano ◽  
John Rehfuss
Keyword(s):  
Professional Change

scholarly journals EFL teacher professional change in India

2016 ◽  
Vol 4 (3) ◽  
pp. 204-221
Author(s):  
Helen B. Toraskar
Keyword(s):  
Community Of Practice ◽  
Professional Community ◽  
Language Teachers ◽  
Professional Relationships ◽  
Central Position ◽  
Active Engagement ◽  
Potential Growth ◽  
Case Study Methodology ◽  
Teacher Professional ◽  
Professional Change

Abstract This article examines teacher professional change and compares two 10th standard English as a Foreign Language teachers employed in a Marathi-medium secondary school in Pune (India) at different stages in their careers. Wenger’s (1998) three interconnected Community of Practice dimensions (i.e. mutual engagement, joint enterprise and shared repertoire) highlight pertinent facets of the teachers’ professional lives as viewed from the sociocultural perspective (Vygotsky, 1978). Case study methodology was utilized within a qualitative, ethnographic research paradigm. The aim is to uncover how the two EFL teachers engage in their professional community of practice and their career trajectories. Firstly, the data analysis indicates that periphery member status is established through active engagement in the professional community which creates trajectories along which novices may travel. Secondly, the accessing and sharing of information, ideas and experiences is beneficial for all members as it strengthens professional relationships and reconfirms already existing members’ central position. Lastly, active engagement in a professional community of practice offers a means of potential growth for novice teachers and central members. Access to communal resources such as new knowledge, stories and artifacts is acquired and aids in establishing novices’ competency.

scholarly journals The Covid-19 Learning Crisis as a Challenge and an Opportunity for Schools: An Evidence Review and Conceptual Synthesis of Research-Based Tools for Sustainable Change

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Author(s):  
Riikka Hofmann ◽  
Gabrielle Arenge ◽  
Siobhan Dickens ◽  
Javiera Marfan ◽  
Mairead Ryan ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Professional Learning ◽  
Change Agents ◽  
Learning Opportunities ◽  
Learning Loss ◽  
Alternative Futures ◽  
Problem Space ◽  
Evidence Review ◽  
Cultural Historical Activity ◽  
Professional Change

This paper advances our understanding of how schools can become change agents capable of transforming local practice to address the challenges arising from the Covid-19 pandemic. It presents a novel application of cultural-historical activity theory to reinterpret evidence on widespread learning loss and increasing educational inequities resulting from the pandemic, and to identify scalable transformative learning opportunities through reframing the crisis as a double stimulation. By reviewing evidence of the emerging educational landscape, we first develop a picture of the new ‘problem space’ upon which schools must act. We develop a problem space map to serve as the first stimulus to articulate local challenges. Integrating this problem space with research on professional change, we identify conceptual tools to capture learning gaps and implement pedagogic interventions at scale, in order to enhance schools’ agency in directly addressing the crisis. These tools can act as the second stimulus, enabling educators to address local challenges. We conclude by discussing the Covid-19 educational crisis as a unique stimulus for professional learning and outline the potential for durable shifts in educational thinking and practice beyond the pandemic. We argue that this unprecedented historic disruption can be harnessed as a transformative professional learning opportunity. In particular, we consider how research on professional change offers local, scalable interventions and tools that can support educators in preventing the new insights from ‘slipping away’ post-pandemic. Utilising the notions of boundaries and tool-mediated professional change, we examine the ways in which this disruption generates opportunities to envision alternative futures for equitable learning in school.

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