Personalistic family educational conditions in the context of parental professional aspirations

The aim of this article is to answer the question of how parental professional aspirations influence the upbringing level, realized in the Polish families. This problem is most acute in the context of labour migration, hence this issue is of central importance in this study. A personalistic view of the issue allows for drawing more profound conclusions than sociological research.

Psychometric Study of “Questionnaire of Barriers Perceived” (QBP) in Higher Education

This article presents the process of adaptation and validation, and the resulting psychometric properties, of the “Questionnaire of Barriers Perceived” (QBP). The scale identifies whether a student’s perceptions and expectations are mediated by stereotypes or roles associated with gender through the study of their professional aspirations, fear of negative judgement, and perceptions/awareness of gender roles of men and women. Two descriptive studies were conducted via a cross-sectional poll. The questionnaire was administered first to 240 students and then to a total of 1044 student from all the degrees studied at the Faculty of Education at the university at which the study took place. The data were subjected to item content analysis, descriptive analysis, analysis of internal consistency, study of the relationship between variables, correlational analysis, and an exploratory and confirmatory factorial analysis. The results showed that the scale had a high goodness-of-fit index, as well as validity and reliability. The dimensions that the model comprised were found to be interrelated and coherent with the theoretical structure considered in the initial version of the instrument. The resulting questionnaire presented sufficient validity and reliability to be used in other contexts and studies of the same nature.

Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam

<p>A key challenge for educators in Vietnamese higher education (HE) lies in the implementation of top-down national educational reforms. Professional learning and development (PLD) is viewed by the government as a primary means to enhance lecturers’ capacity to implement national educational initiatives. However, the nature of PLD for lecturers and its roles in supporting HE reforms in developing countries like Vietnam remain under-investigated. This study explores the practices of PLD for English as a foreign language (EFL) lecturers who are teacher educators within higher education, and the social, cultural, and political contexts within which these occur. The study employs a mixed-methods research methodology with a focus on qualitative approach and the use of Cultural Historical Activity Theory (CHAT) as the framework of analysis. A case study across three tertiary institutions provides the basis for an analysis of the phenomenon of PLD for EFL lecturers in Vietnam involving academic leaders and EFL lecturers. Complementary data collection methods were used: a questionnaire, individual semi-structured interviews, observations of PLD sessions, and relevant document review. Data were analysed both deductively and inductively to explore the roles of PLD in the educators’ personal and professional growth, and their capacity to enact mandated initiatives in the selected institutions. The findings indicate that PLD is a complex, political and culturally situated phenomenon that plays a key role in supporting the professional aspirations of lecturers. The study foregrounds the lecturers’ PLD experiences, the implications of PLD, and the influence of government and institutional policies and initiatives on the lecturers’ PLD. This study proposes a model of PLD that raises critical questions about how HE institutions and policy makers might provide a supportive PLD environment to better foster lecturers’ capacity to bring about changes at both personal and institutional levels. This model shows that PLD needs to be viewed across diverse forms including formal, collaborative and informal PLD. For PLD to be effective, consideration should be given to ensuring lecturers experience it as: (1) needs-based, relevant and meaningful for their learning and applicable to their teaching contexts, (2) encouraging them to be active and self-regulated learners, (3) promoting reflective and experiential learning, and (4) based on negotiated understandings of the purpose and function of PLD among all involved stakeholders. The study contributes to an understanding of PLD requirements for EFL teacher educators in an Asian context, and may be relevant to PLD for tertiary lecturers in a wider international context.</p>

Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam

<p>A key challenge for educators in Vietnamese higher education (HE) lies in the implementation of top-down national educational reforms. Professional learning and development (PLD) is viewed by the government as a primary means to enhance lecturers’ capacity to implement national educational initiatives. However, the nature of PLD for lecturers and its roles in supporting HE reforms in developing countries like Vietnam remain under-investigated. This study explores the practices of PLD for English as a foreign language (EFL) lecturers who are teacher educators within higher education, and the social, cultural, and political contexts within which these occur. The study employs a mixed-methods research methodology with a focus on qualitative approach and the use of Cultural Historical Activity Theory (CHAT) as the framework of analysis. A case study across three tertiary institutions provides the basis for an analysis of the phenomenon of PLD for EFL lecturers in Vietnam involving academic leaders and EFL lecturers. Complementary data collection methods were used: a questionnaire, individual semi-structured interviews, observations of PLD sessions, and relevant document review. Data were analysed both deductively and inductively to explore the roles of PLD in the educators’ personal and professional growth, and their capacity to enact mandated initiatives in the selected institutions. The findings indicate that PLD is a complex, political and culturally situated phenomenon that plays a key role in supporting the professional aspirations of lecturers. The study foregrounds the lecturers’ PLD experiences, the implications of PLD, and the influence of government and institutional policies and initiatives on the lecturers’ PLD. This study proposes a model of PLD that raises critical questions about how HE institutions and policy makers might provide a supportive PLD environment to better foster lecturers’ capacity to bring about changes at both personal and institutional levels. This model shows that PLD needs to be viewed across diverse forms including formal, collaborative and informal PLD. For PLD to be effective, consideration should be given to ensuring lecturers experience it as: (1) needs-based, relevant and meaningful for their learning and applicable to their teaching contexts, (2) encouraging them to be active and self-regulated learners, (3) promoting reflective and experiential learning, and (4) based on negotiated understandings of the purpose and function of PLD among all involved stakeholders. The study contributes to an understanding of PLD requirements for EFL teacher educators in an Asian context, and may be relevant to PLD for tertiary lecturers in a wider international context.</p>

Do Students Prioritize Majors or Specific Colleges? Analyzing the Factors That Influence Preferences in China

China’s college entrance examination has always been regarded as a system that promotes social stability and sustainable development. Students with different characteristics may have dissimilar professional aspirations. Due to the increasing popularity of higher education in China, these characteristics may constitute new influences among students’ professional priorities and educational preferences, and it is interesting to explore how such characteristics, especially family backgrounds, affect these choices. Compared to previous investigations, this study conducted a more systematic and quantitative empirical examination of family background. Accordingly, we used data obtained through a survey on higher education reform conducted by the Graduate School of Education at Peking University. Results showed that family backgrounds significantly influenced student priorities when deciding whether majors or specific colleges were most important. When deliberating over the “unpopular majors” offered at higher-level colleges/universities and the “popular majors” offered at relatively lower-level colleges, students with comparatively advantageous family backgrounds were more likely to prioritize specific colleges; that is, they were more willing to choose higher-level colleges than “popular majors” at lower-level colleges. Conversely, students with relatively disadvantaged family backgrounds were more likely to prioritize majors; that is, they were more willing to forego higher-level colleges/universities in favor of “popular majors” at relatively lower-level colleges.

La escolaridad de los padres como modelo a seguir en los estudiantes de traducción

RESUMEN En esta comunicación, resultado de un estudio exploratorio longitudinal finalizado en 2013, registramos cómo el grado de estudios de los padres de los estudiantes de traducción “modelaˮ sus aspiraciones profesionales y la adquisición de estatus dentro de la sociedad. Los sujetos, en su desarrollo académico buscan emular al menos el grado de estudio de aquellos, o superarlo. Durante la medición de las variables, de una matriz adaptada, de la competencia traductora (PACTE 2000, 2001, 2003, 2005, 2008, 2009, 2011, 2014 y 2019), en los estudiantes del nivel intermedio de la Facultad de Idiomas-Mexicali, México, descubrimos que existe una correlación cuantitativa entre el estatus educativo de los padres (con grado universitario o mayor) y las futuras aspiraciones de desarrollo profesional de los estudiantes de traducción. En el proceso, encontramos que el nivel universitario en alguno de los padres influye en los estudiantes de manera positiva como motivación extrínseca, modelando sus deseos de autorrealización y estatus. El fenómeno, lo caracteriza Bandura (1987) como el comportamiento que se aprende del medio ambiente a través de un proceso de aprendizaje observacional y creemos, que si se establece esta influencia, se pueden buscar mecanismos de apoyo para reforzar el desarrollo de la competencia traductora en el aula por parte del instructor. ABSTRACT In this communication, which is the result of a longitudinal exploratory study completed in 2013, we record how the parents of translation students model them in their professional aspirations and the acquisition of status within society. The subjects, in their academic development, seek to emulate at least their parents´ level of education, or surpass it. The measured variables are part of an adapted matrix of the translation competence (PACTE 2000, 2001, 2003, 2005, 2008, 2009, 2011, 2014, and 2019). During the applied procedures to the intermediate level students of the Language School-Mexicali Campus, Mexico, we found that there is a quantitative correlation between the educational status of the parents (with a university degree or higher) and the future aspirations for professional development of the translation students. In the process, we found that a parent's university level influences students positively as an extrinsic motivation, shaping their desires for self-realization and status. The phenomenon is characterized by Bandura (1987) as behavior that is learned from the environment through a process of observational learning. We believe that if this influence is established, support mechanisms can be sought to reinforce the development of translation competence in the classroom by the instructor.

Characteristics of Professional Formation’s Indicators of Managers of the System of the Ministry of Internal Affairs of Ukraine

The problem of professional and personal formation of managers of the security and defense sector of Ukraine has been studied. It has been emphasized that the basis for professional and personal development of the managers of the Ministry of Internal Affairs of Ukraine is formed by the activity and personality as basic categories, which are reflected in the block of professional formation and the block of personal formation, where each block is reflected in specific components and is revealed in appropriate criteria. In particular, the first part of the study – the psychological characteristics of the block of professional development is presented, namely through such components and their criteria as: activity – career motivation, professional aspirations; behavior – a metasystem of relations in the activity, conflict resolution competence; work – managerial identity of the manager, managerial decision as a product, communication – socio-psychological competence, emotional and volitional regulation. The study is based on the use of a number of methods of psychological diagnosis, which assisted to examine 844 people, including 385 managers and 459 employees of the agencies and departments of the Ministry of Internal Affairs of Ukraine. The obtained results have been processed by using the methods of mathematical statistics. The originality of the stu The problem of professional and personal formation of managers of the security and defense sector of Ukraine has been studied. It has been emphasized that the basis for professional and personal development of the managers of the Ministry of Internal Affairs of Ukraine is formed by the activity and personality as basic categories, which are reflected in the block of professional formation and the block of personal formation, where each block is reflected in specific components and is revealed in appropriate criteria. In particular, the first part of the study – the psychological characteristics of the block of professional development is presented, namely through such components and their criteria as: activity – career motivation, professional aspirations; behavior – a metasystem of relations in the activity, conflict resolution competence; work – managerial identity of the manager, managerial decision as a product, communication – socio-psychological competence, emotional and volitional regulation. The study is based on the use of a number of methods of psychological diagnosis, which assisted to examine 844 people, including 385 managers and 459 employees of the agencies and departments of the Ministry of Internal Affairs of Ukraine. The obtained results have been processed by using the methods of mathematical statistics. The originality of the study is due to a comparative analysis of the characteristics of the indicators of the block of professional development of professional and personal formation of the managers of the Ministry of Internal Affairs of Ukraine and employees who do not perform managerial functions. It has been proved that the indicators of the components of professional and personal development of managers differ from similar indicators of those who are not managers within the system of the Ministry of Internal Affairs of Ukraine in terms of quality and content, which is primarily focused on management functions. The obtained empirical data will contribute to the improvement of management theory and practice in the law enforcement system. dy is due to a comparative analysis of the characteristics of the indicators of the block of professional development of professional and personal formation of the managers of the Ministry of Internal Affairs of Ukraine and employees who do not perform managerial functions. It has been proved that the indicators of the components of professional and personal development of managers differ from similar indicators of those who are not managers within the system of the Ministry of Internal Affairs of Ukraine in terms of quality and content, which is primarily focused on management functions. The obtained empirical data will contribute to the improvement of management theory and practice in the law enforcement system.

GENDER OR HELPER? TEENS CAREER CHOICES BETWEEN GENDER AND ALTRUISM

This paper intends to explore the aspects related to the gender stereotypes, altruism and career choices among adolescents. In order to analyze the aspirations and career orientation of young generations we used a survey to measure gender stereotypes and a personality scale to measure altruism; a careers inquiry technique has been used to investigate their professional aspirations. Qualitative research allows us to define career profiles used by participants and to predict their interests in male and female professions affected by gender stereotypes. The results show that most altruistic young people tend to be less influenced by gender stereotypes in the evaluation of career choices. Moreover, altruists prefer more relational professions, thus confirming altruism as a favorable dimension for a pro-social working life. The implications of this article will serve as a resource for educational programs to promote altruism as a way of thinking and to prevent gender stereotypes. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0792/a.php" alt="Hit counter" /></p>