scholarly journals An Investigation of the Relationship between Global Perspective and Willingness to Communicate in English in a Chinese University Context

2020 ◽  
Vol 6 (1) ◽  
pp. 39-54
Author(s):  
Fan Fang ◽  
Runting Chen ◽  
Tariq Elyas
Keyword(s):  
Professional Development ◽  
Willingness To Communicate ◽  
Global Perspective ◽  
Significant Extent ◽  
English Curriculum ◽  
Intercultural Experience ◽  
Chinese University ◽  
Self Actualization ◽  
Global Cognition ◽  
The Relationship

In an era of increasing global connectivity, acquiring a global perspective (GP) and being able to communicate in English are important for both personal and professional development. People with a GP are expected to be more willing to engage in intercultural activities, and more willing to communicate in English. Although previous studies have focused on having a GP and willingness to communicate (WTC) in English, few have investigated whether there is a correlation between these two variables. This study, conducted at a Chinese university, aimed to determine the relationship between GP and WTC in English. Data were collected from students via a questionnaire (n = 114) and interviews (n = 7) at the end of the autumn semester in 2018. The findings demonstrate that the students’ GP and their WTC in English through the English curriculum did not progress to a significant extent, and their GP and WTC in English were correlated. Furthermore, three themes that affected the interviewees’ WTC were extracted from the interviews: global cognition, self-actualization, and intercultural experience. These findings suggest that it would be beneficial to learn English by developing a GP, and that educators can enhance students’ WTC by helping them cultivate that perspective.

CHILD-PARENT RELATIONS AS A FACTOR IN THE FORMATION OF PROFESSIONAL PREFERENCES IN PEDAGOGICAL DYNASTIES

2020 ◽  
Vol 2 (4) ◽  
pp. 126-130
Author(s):  
N. V. SHAMANIN ◽  
Keyword(s):  
Professional Development ◽  
The Family ◽  
The Individual ◽  
Relationship Of ◽  
The Relationship ◽  
Parent Child Relationships ◽  
Professional Preferences ◽  
Parent Child

The article raises the issue of the relationship of parent-child relationships and professional preferences in pedagogical dynasties. Particular attention is paid to the role of the family in the professional development of the individual. It has been suggested that there is a relationship between parent-child relationships and professional preferences.

The Content of Parental Rights

2017 ◽  
Author(s):  
Joseph Millum
Keyword(s):  
Religious Freedom ◽  
Fundamental Rights ◽  
Child Rearing ◽  
Parental Rights ◽  
Significant Extent ◽  
The Relationship

This chapter develops an account of the content of parental rights—that is, what they are rights to do and against whom they are held. It distinguishes between fundamental parental rights, which are grounded in the interests of the parents, and derivative parental rights, which are grounded in other considerations. It argues that parents have fundamental rights to realize the goods that they have made possible through their work in raising their child. The content of derivative parental rights will depend to a significant extent on how a society or community organizes child-rearing. To illustrate this view the chapter considers putative parental rights to physically punish one’s child and to exercise religious freedom with respect to one’s child. Finally, there is a discussion of the relationship between parental rights and various justice-related considerations. The chapter closes by summarizing a framework for evaluating whether a putative parental right is justified.

Career development and individuals with physical disabilities

2014 ◽  
Vol 19 (2) ◽  
pp. 222-243 ◽  
Author(s):  
Mercedes Villanueva-Flores ◽  
Ramón Valle-Cabrera ◽  
Mar Bornay-Barrachina
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Perceived Discrimination ◽  
Physical Disabilities ◽  
Human Resources Management ◽  
Mediating Effect ◽  
Job Dissatisfaction ◽  
Content Type ◽  
Perceptions Of Inequality ◽  
The Relationship

Purpose – Few studies have focussed on the situation of employees with physical disabilities from the perspective of human resources management – in particular on the career development expectations of this group. The purpose of this paper is to meet this need by focussing on individuals with physical disabilities in Andalusia (Spain). It analyzes three key aspects: whether the perception of discrimination is related to the perception of inequity due to their disabilities, with this relationship being moderated by gender; whether these perceptions of inequality and discrimination lead to feelings of dissatisfaction with the employing organization; and whether the perception of discrimination mediates the relationship between perceived inequity and job dissatisfaction. Design/methodology/approach – Using the theoretical framework of organizational justice, regression analysis is applied to test the hypotheses in a population of 459 employed people with physical disabilities. Findings – The results show that perceived discrimination is due to perceived inequity when peers who do not have a disability are used as comparative reference; however, this relationship is not moderated by gender. These perceptions of inequity and discrimination cause individuals to feel dissatisfaction in organizations, and a mediating effect is found for the perception of discrimination in professional development opportunities. The control variables considered, age and education, are not significant in the relationships studied. Originality/value – An original and valued model is proposed to explain job dissatisfaction among employees with physical disabilities and the possibility of perceiving a dual disadvantage, in their possibilities for professional development. The model links together three variables that have not previously been linked all together in the literature – perceived inequity, perceived discrimination on the grounds of disability, and dissatisfaction – highlighting that perceived discrimination on the grounds of disability mediates the relationship between perceived inequity and dissatisfaction. This model can also examine whether a dual disadvantage is perceived owing to an individual's being a woman and having a disability, considering gender as a variable that moderates the relationship between perceived inequity and perceived discrimination on the grounds of disability.

Trosbaserade organisationer och professionsutveckling

2021 ◽  
Vol 8 ◽  
Author(s):  
Mikael Hallenius
Keyword(s):  
Professional Development ◽  
Practical Theology ◽  
Lessons Learned ◽  
Critical Reading ◽  
Religious Identities ◽  
Faith Based ◽  
Ibn Rushd ◽  
Is Theory ◽  
Faith Based Organizations ◽  
The Relationship

Faith-based organizations and professional development: A case for practical theology? The question discussed in this article is: “in what ways can perspectives from practical theology  contribute to the study of professional development within faith-based organizations? To an swer this question, I present my critical reading of the report, När tilliten prövas: En studie av  studieförbundet Ibn Rushd samhällsbidrag (2019) and the results are analyzed utilizing per spectives from practical theology. My method is theory-testing critical reading where I search  for and present concepts in the report concerning 1) What is said of religion in the relationship  between religion and society in the report? 2) Which perspectives are raised in the report con cerning stakeholders, staff, and visitors/participants behavior? Finally, using perspectives from  practical theology, I outline two answers addressing what professional development in faith based organizations is and how practical theology can contribute in this field. Firstly, I propose  that professional development in faith-based professions occurs when one’s own and other’s  expression of intentional religion is perceived as one of many positive assets from the onset.  Practical theology has the resources to both study and develop knowledge in these processes.  Secondly, I claim that practical theology has resources to identify and utilize lessons learned  from other professions with clear religious identities. Their experiences should be of interest  for actors dealing with similar challenges and for society in general. Professional development  in faith-based organizations is a case for practical theology.  

scholarly journals Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers

2019 ◽  
Vol 21 (2) ◽  
pp. 243-259
Author(s):  
Frank Giraldo ◽  
Daniel Murcia Quintero
Keyword(s):  
Professional Development ◽  
Research Study ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Teaching Programme ◽  
Assessment Design ◽  
Development Of Language ◽  
The Impact ◽  
The Relationship

Language Assessment Literacy (LAL) research has focused on defining the knowledge, skills, and principles that the stakeholders involved in language assessment activities are required to master. However, there is scarce research on the relationship between LAL and the professional development of language teachers. Therefore, this exploratory action research study examined the impact of a language assessment course on pre-service teachers in a Colombian language teaching programme. Data were collected through questionnaires, interviews, teacher and researcher journals and class observations. The findings show that the course promoted theoretical, technical and operational dimensions in the language assessment design practices of the participants. In addition, it enhanced their LAL and professional development. Consequently, this study contends that the LAL course changed language assessment perceptions radically and encouraged pre-service teachers to design assessments conscientiously, a feature not explicitly stated in LAL research involving this group of stakeholders elsewhere.

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