Introduction

2019 ◽  
pp. 1-16
Author(s):  
Perry L. Glanzer ◽  
Nathan F. Alleman ◽  
George Marsden
Keyword(s):  
Professional Identity ◽  
Ethnic Groups ◽  
Christian Identity ◽  
Teaching Identity ◽  
Moral Tradition ◽  
Complex Approach ◽  
Professional Teaching ◽  
Key Terms

Teachers are not just teachers. They may also be spouses, parents, members of specific religious, political, and ethnic groups and many other identities. Each of these identities orients them morally and sometimes metaphysically. When people try to become excellent in any of these identities, they will also need to learn how to integrate the moral tradition of a particular identity with the moral traditions associated with other identities. One’s professional, teaching identity is no different. Professors must then undertake the merging of this professional identity with their Christian identity thoughtfully, and for Christians, “Christianly.” This requires a complex approach. This book explores the argument that faith does make a difference in terms of how faculty teach and provides examples of this integration. Overall, this chapter sets the stage for the book’s argument by explaining these conflicts, defining key terms used throughout the book, clarifying the focus of the argument, and providing an outline of the remainder of the argument.

Betwixt and between

2015 ◽  
Vol 38 (3) ◽  
pp. 139-154 ◽  
Author(s):  
Monica Frank ◽  
Roumiana Ilieva
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Language Proficiency ◽  
Qualitative Interviews ◽  
Professional Identity Development ◽  
Immigrant Teachers ◽  
Canadian Immigrants ◽  
Positioning Analysis ◽  
Immigrant Professional ◽  
Professional Teaching

The success of Canada’s immigration policy is intrinsically tied to employment of an immigrant workforce. Teaching is the fourth largest profession among Canadian immigrants, yet immigrants whose occupations are in education are three times less likely to be employed in their matching profession. Failure to incorporate an immigrant workforce not only affects economic success, but has repercussions for immigrant professional identity. This paper reflects on the development of professional identity for twelve internationally educated immigrant teachers (IETs) seeking to reposition themselves as teachers in the Greater Vancouver area of British Columbia, Canada. Through qualitative interviews and Life Positioning Analysis (Martin, 2013), this research explored the role of significant others in facilitating or impeding IETs’ inclusion into the teaching force and subsequent effects on professional identity development. Language and linguistic abilities emerged as a pervasive theme. Participants found acceptance and validation of their language and cultural differences through the perspectives of the students with whom they came into contact. In contrast, the professional teaching community’s perspectives in regard to accents and language proficiency caused IETs to question their competence and negatively impacted their professional identities. Implications for practice with respect to supporting IETs repositioning are offered.

The Outrageous Idea of Christian Teaching

2019 ◽  
Author(s):  
Perry Glanzer ◽  
Nathan Alleman ◽  
George Marsden
Keyword(s):  
Mixed Methods ◽  
Professional Identity ◽  
Original Position ◽  
Christian Identity ◽  
Christian Teaching ◽  
Primary Responsibility ◽  
Wide Range ◽  
Faith And Learning

There are thousands of Christian professors, many of whom claim “Christian” as their primary identity and teaching as their primary responsibility. Much of the current literature about the integration of faith and learning focuses on the differences between Christian scholarship and Christian teaching. As a result, few books explore how Christian identity, or a particular Christian identity (e.g., Baptist, Anglican), shapes teaching. In addition, few works examine what identity-influenced teaching outside of one’s professional identity looks like in the contemporary university. One distinguishing feature of this book is that it addresses both those subjects by exploring responses of Christian professors to questions about how them. By drawing upon a mixed-methods survey of over 2,300 Christian professors, this book reveals the wide range of wisdom that contemporary professors offer about how they practice faith-informed teaching. The second unique quality of this book is that it situates the findings of this study within the wider scholarly conversation about the role of identity-informed teaching. It describes the tensions within this conversation between those who advocate for restraining the influence of one’s extraprofessional identities and those who, in the name of authenticity, promote the full integration of one’s primary identities into the classroom. It then sets forth an original position that draws from empirical research to provide a nuanced approach to this issue. Overall, the book charts new ground regarding how professors think about Christian teaching in particular, as well as how professors should approach identity-informed teaching in general.

Constructing a Sense of Purpose and a Professional Teaching Identity: Experiences of Teacher Candidates with Disabilities

2020 ◽  
Vol 84 (3) ◽  
pp. 272-285
Author(s):  
Adam Moore ◽  
Victoria Kern ◽  
Alexis Carlson ◽  
Annemarie Vaccaro ◽  
Ezekiel W. Kimball ◽  
...  
Keyword(s):  
Teacher Candidates ◽  
Sense Of Purpose ◽  
Teaching Identity ◽  
Professional Teaching

SOME CRITERIA OF PROFESSIONAL TEACHING

2021 ◽  
pp. 433-437
Author(s):  
Mariia Vorobel
Keyword(s):  
Personal Development ◽  
Educational Process ◽  
Practical Training ◽  
Main Form ◽  
Effective Training ◽  
Teaching Research ◽  
Organization Construction ◽  
Professional Teaching ◽  
Key Terms ◽  
Pedagogical Culture

Lesson is the main form of organization of the educational process. At the same time, it is a mirror of the general pedagogical culture of a teacher, a measure of his intellectual wealth, an indicator of his worldview and erudition. In our article the key terms and definitions concerning questions of "lesson", "modern lesson", "professional teaching" as important pedagogical phenomena and key forms of the organization of educational process are presented. A description of possible criteria for professional teaching and recommendations for teachers on the organization, construction and conduct of effective training were analyzed. According to the evidence of empirical teaching research on the central characteristics of professional teaching, it can be argued that practical training remains a key form of organization and is the educational place where the very processes of learning, education and personal development take place.

Job Validation Studies and Physical Agility Testing: Is the Vendor Telling You What They Think You Want or Are You Telling Them What You Need?

2016 ◽  
Vol 21 (6) ◽  
pp. 5-11
Author(s):  
E. Randolph Soo Hoo ◽  
Stephen L. Demeter
Keyword(s):  
Equal Employment Opportunity Commission ◽  
Job Analysis ◽  
Specific Work ◽  
Test Protocol ◽  
Systematic Method ◽  
Technical Standards ◽  
Work Related ◽  
Physical Abilities ◽  
Specific Factors ◽  
Key Terms

Abstract Referring agents may ask independent medical evaluators if the examinee can return to work in either a normal or a restricted capacity; similarly, employers may ask external parties to conduct this type of assessment before a hire or after an injury. Functional capacity evaluations (FCEs) are used to measure agility and strength, but they have limitations and use technical jargon or concepts that can be confusing. This article clarifies key terms and concepts related to FCEs. The basic approach to a job analysis is to collect information about the job using a variety of methods, analyze the data, and summarize the data to determine specific factors required for the job. No single, optimal job analysis or validation method is applicable to every work situation or company, but the Equal Employment Opportunity Commission offers technical standards for each type of validity study. FCEs are a systematic method of measuring an individual's ability to perform various activities, and results are matched to descriptions of specific work-related tasks. Results of physical abilities/agilities tests are reported as “matching” or “not matching” job demands or “pass” or “fail” meeting job criteria. Individuals who fail an employment physical agility test often challenge the results on the basis that the test was poorly conducted, that the test protocol was not reflective of the job, or that levels for successful completion were inappropriate.

Comparative Analysis: The State of Colorado Study, Part II

2004 ◽  
Vol 9 (2) ◽  
pp. 1-16
Author(s):  
Christopher R. Brigham ◽  
Kathryn Mueller ◽  
Douglas Van Zet ◽  
Debra J. Northrup ◽  
Edward B. Whitney ◽  
...  
Keyword(s):  
Daily Living ◽  
Scientific Evidence ◽  
Pain Syndrome ◽  
Evidence Based ◽  
Clinical Assessments ◽  
Physician Judgment ◽  
History Of ◽  
Key Terms ◽  
Causation Analysis ◽  
Work Interference

Abstract [Continued from the January/February 2004 issue of The Guides Newsletter.] To understand discrepancies in reviewers’ ratings of impairments based on different editions of the AMA Guides to the Evaluation of Permanent Impairment (AMA Guides), users can usefully study the history of the revisions as successive editions attempted to provide a comprehensive, valid, reliable, unbiased, and evidence-based system. Some shortcomings of earlier editions have been addressed in the AMA Guides, Fifth Edition, but problems remain with each edition, largely because of the limited scientific evidence available. In the context of the history of the different editions of the AMA Guides and their development, the authors discuss and contextualize a number of key terms and principles including the following: definitions of impairment and normal; activities of daily living; maximum medical improvement; impairment percentages; conversion of regional impairments; combining impairments; pain and other subjective complaints; physician judgment; and causation analysis; finally, the authors note that impairment is not synonymous with disability or work interference. The AMA Guides, Fifth Edition, contrasts impairment evaluations and independent medical evaluations (this was not done in previous editions) and discusses impairment evaluations, rules for evaluations, and report standards. Upper extremity and lower extremity impairment evaluations are discussed in terms of clinical assessments and rating processes, analyzing important changes between editions and problematic areas (eg, complex regional pain syndrome).

‘Fever Phobia’ Persists in Many Ethnic Groups

2008 ◽  
Vol 42 (10) ◽  
pp. 42
Author(s):  
BETSY BATES
Keyword(s):  
Ethnic Groups ◽  
Fever Phobia
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