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THE FEATURES OF PEDAGOGICAL AND PSYCHOLOGICAL CHARACTERISTICS OF CAREER GROWTH AMONG EDUCATORS OF VOCATIONAL EDUCATIONAL INSTITUTIONS
Corresponding Author(s) : M. Selvaraj
Humanities & Social Sciences Reviews,
Vol. 7 No. 6 (2019): November
Abstract
Purpose of the study: This examination endeavors to inspect the mental and instructive qualities of profession development among instructors of professional instructive establishments. It additionally endeavors to break down the lexical and semantic substance of the related ideas of "proficient vocation", "proficient advancement", "proficient development" and "expert development".
Methodology: This examination utilized coherent investigation of logical works, speculation of viewpoint and translation alternatives for understanding the substance of expert profession, proficient improvement, and vocation development so as to distinguish the mental and educational highlights of profession advancement of educators of professional schools. It likewise utilized hypothetical investigation, examination, and speculation of applied perspectives on the issue under examination so as to decide the issue topical parts of taking care of the logical issue; strategy for explanation is to discover the idea of the creator's translations, including the professional success of professional instructive educators and to detail the finishes of the investigation.
Main Findings: Four fundamental highlights of the mental part of the instructor's vocation development have been distinguished, to be specific: inspiration, innovativeness, self-awareness, and expert development. The outer variables that impact the course of instructors' vocation development are likewise featured.
Applications of this study: This work is appropriate in numerous parts of the instructive segment. Hence its importance leaves no inquiries as the work will be valuable for instructors as well as for further improvement in approach course for training in the future.
Novelty/Originality of this study: For the first run-through, interior and outside parts of educators' profession development were breaking down and the essential mental perspectives were featured.
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- Aagaard, K., Bloch, C., & Schneider, J. W. (2015). Impacts of performance-based research funding systems: The case of the Norwegian publication indicator. Research Evaluation, 24, 106–117. https://doi.org/10.1093/reseval/rvv003 DOI: https://doi.org/10.1093/reseval/rvv003
- Andersen, L. B., & Pallesen, T. 2008. "Not just for the money?" how financial incentives affect the number of publications at Danish research instiutions. International Public Management Journal, 11(1), 28-47. https://doi.org/10.1080/10967490801887889 DOI: https://doi.org/10.1080/10967490801887889
- Barnetson, B., & Boberg, A. (2000). Resource allocation and public policy in Alberta’s system of postsecondary system. The Canadian Journal of Higher Education/La revue canadienne d'enseignement supérieur, 30(2), 57–86. DOI: https://doi.org/10.47678/cjhe.v30i2.183357
- Bell, E., Fryar, A. H., & Hillman, N. W. (2018). When intuition misfires: A meta-analysis of research on performance-based funding in higher education. In E. Hazelkorn et al. (Eds.), Research handbook on quality, performance and accountability in higher education (pp. 108–124). https://doi.org/10.4337/9781785369759.00017 DOI: https://doi.org/10.4337/9781785369759.00017
- Bleiklie, I. (1998). Justifying the evaluative state: New public management ideals in higher education. European Journal of Education, 33(3), 299–315.
- Braun, D. (1993). Who governs intermediary agencies? Principal-agent relations in research policy-making. Journal of Public Policy, 13(2), 135–162. https://doi.org/10.1017/S0143814X00000994 DOI: https://doi.org/10.1017/S0143814X00000994
- Broucker, B., DeWit, K., & Verhoeven, J. C. (2017). Higher education research looking beyond new public management. Theory and Method in Higher Education Research, 3, 21–38. https://doi.org/10.1108/S2056-375220170000003002 DOI: https://doi.org/10.1108/S2056-375220170000003002
- Carruthers, B. G. (1994). When is the state autonomous? Culture, organization theory, and the political sociology of the state. Sociological Theory, 12(March), 19–44. https://doi.org/10.2307/202033 DOI: https://doi.org/10.2307/202033
- Connell, R., Fawcett, B., & Meagher, G. (2009). Neoliberalism, new public management and the human service professions: Introduction to the special issue. Journal of Sociology, 45(4), 331–338. https://doi.org/10.1177/1440783309346472 DOI: https://doi.org/10.1177/1440783309346472
- DiCamillo, L. (2010). Linking teaching for understanding to practice in a U.S. history class. Social Studies, 101(1), 10-16. https://doi.org/10.1080/00377990903284088 DOI: https://doi.org/10.1080/00377990903284088
- Ferlie, E., Musselin, C., & Andresani, G. (2008). The steering of higher education systems: A public management perspective. Higher Education, 56, 325–348. https://doi.org/10.1007/s10734-008-9125-5 DOI: https://doi.org/10.1007/s10734-008-9125-5
- Frey, B. S. (2012). Crowding effects on intrinsic motivation. Renewal, 20(2/3), 91–98.
- Frølich, N., Schmidt, E. K., & Rosa, M. J. (2010). Funding systems for higher education and their impacts on institutional strategies and academia: A comparative perspective. International Journal of Educational Management, 24(1), 7–21. https://doi.org/10.1108/09513541011013015 DOI: https://doi.org/10.1108/09513541011013015
- Gallavan, N., & Kottler, E. (2012). Advancing Social Studies learning for the 21st Century with divergent thinking. The Social Studies, 103(4), 165-170. https://doi.org/10.1080/00377996.2011.605641 DOI: https://doi.org/10.1080/00377996.2011.605641
- Gewirtz, S. (2000). Bringing the politics back in: A critical analysis of quality discourses in education. British Journal of Educational Studies, 48(4), 352–370. https://doi.org/10.1111/1467-8527.00152 DOI: https://doi.org/10.1111/1467-8527.00152
- Hagood, L. P. (2019). The financial benefits and burdens of performance funding in higher education. Educational Evaluation and Policy Analysis, 41(2), 189–213. https://doi.org/10.3102/0162373719837318 DOI: https://doi.org/10.3102/0162373719837318
- Jimenez-Contreras, E., Anegon, F., & Lopez-Cozar, E. (2003). The evolution of research activity in Spain - the impact of the National Commission for the evaluation of research activity (CNEAI). Research Policy, 32(1), 123–142. https://doi.org/10.1016/S0048-7333(02)00008-2 DOI: https://doi.org/10.1016/S0048-7333(02)00008-2
- Johannessen, L. (2000). Using a simulation and literature to teach the Vietnam War. Social Studies, 91(2), 79-83. https://doi.org/10.1080/00377990009602447 DOI: https://doi.org/10.1080/00377990009602447
- Johnson, D. W., & Johnson, R. T. (1999). What Makes Cooperative Learning Work. The Educational Resources Information Center Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47, 12-15.
- Kauppinen, I., & Kaidesoja, T. (2014). A shift toward academic capitalism in Finland. Higher Education Policy, 27, 23–43. https://doi.org/10.1057/hep.2013.11 DOI: https://doi.org/10.1057/hep.2013.11
- Kelchen, R., & Stedrak, L. J. (2016). Does performance-based funding affect colleges’ financial priorities? Journal of Education Finance, 41(3), 302–321. https://doi.org/10.1353/jef.2016.0006 DOI: https://doi.org/10.1353/jef.2016.0006
- Kracl, C. L. (2012). Review or True? Using higher-level thinking questions in social studies instruction. Social Studies, 103(2), 57-60. https://doi.org/10.1080/00377996.2011.586382 DOI: https://doi.org/10.1080/00377996.2011.586382
- Marginson, S. (1997). Competition and contestability in Australian higher education, 1987-1997. Australian Universities Review 40(1), 5–14.
- Marshall, J., & Klein, A. (2009). Lessons in social action: Equipping and inspiring students to improve their world. The Social Studies (Washington, D.C.), 100(5), 218-221. https://doi.org/10.1080/00377990903221962 DOI: https://doi.org/10.1080/00377990903221962
- Monte-Sano, C. (2008). Qualities of historical writing instruction: A comparative case study of two teachers’ practices. American Educational Research Journal, 45(4), 1045-1079. https://doi.org/10.3102/0002831208319733 DOI: https://doi.org/10.3102/0002831208319733
- Morrison, S., & Free, K. (2001). Writing Multiple-Choice Test Items that Promote and Measure Critical Thinking. Journal of Nursing Education, 40(1), 17-24. DOI: https://doi.org/10.3928/0148-4834-20010101-06
- Opoczynski, R. (2016). The creation of performance funding in Michigan: Partnerships, promotion, and points. Education Policy Analysis Archives, 24(122), 1-22. https://doi.org/10.14507/epaa.24.2488 DOI: https://doi.org/10.14507/epaa.24.2488
- Paul, Richard, and Linda Elder (2006) . “Critical Thinking: The Nature of Critical and Creative Thought.†Journal of Developmental Education 30.2 (2006): 34-35. Print.
- Rosinger, K. O., Taylor, B. J., Coco, L., & Slaughter, S. (2016). Organizational segmentation and the prestige economy: Deprofessionalization in high- and low-resource departments. Journal of Higher Education, 87(1), 27–54. https://doi.org/10.1353/jhe.2016.0000 DOI: https://doi.org/10.1353/jhe.2016.0000
- Salam, S., & Hew, K. (2010). Enhancing social studies students' critical thinking through blogcast and Socratic questioning: A Singapore case study. International Journal of Instructional Media, 37(4), 391-401.
- Sanchez, T. (2006). The Triangle Fire: A simulation-based lesson. Social studies, 97(2), 62-68. https://doi.org/10.3200/TSSS.97.2.62-68 DOI: https://doi.org/10.3200/TSSS.97.2.62-68
- Slaughter, S., & Cantwell, B. (2012). Transatlantic moves to the market: The United States and the European Union. Higher Education, 63, 583–606. https://doi.org/10.1007/s10734-011-9460-9 DOI: https://doi.org/10.1007/s10734-011-9460-9
- Valimaa, J., & Nokkala, T. (2014). The dimensions of social dynamics in comparative studies of higher education. Higher Education, 67, 423–427. https://doi.org/10.1007/s10734-013-9684-y DOI: https://doi.org/10.1007/s10734-013-9684-y
- Woelert, P., & Yates, L. (2015). Too little and too much trust: Performance measurement in Australian higher education. Critical Studies in Education, 56(2), 175–189. https://doi.org/10.1080/17508487.2014.943776 DOI: https://doi.org/10.1080/17508487.2014.943776
References
Aagaard, K., Bloch, C., & Schneider, J. W. (2015). Impacts of performance-based research funding systems: The case of the Norwegian publication indicator. Research Evaluation, 24, 106–117. https://doi.org/10.1093/reseval/rvv003 DOI: https://doi.org/10.1093/reseval/rvv003
Andersen, L. B., & Pallesen, T. 2008. "Not just for the money?" how financial incentives affect the number of publications at Danish research instiutions. International Public Management Journal, 11(1), 28-47. https://doi.org/10.1080/10967490801887889 DOI: https://doi.org/10.1080/10967490801887889
Barnetson, B., & Boberg, A. (2000). Resource allocation and public policy in Alberta’s system of postsecondary system. The Canadian Journal of Higher Education/La revue canadienne d'enseignement supérieur, 30(2), 57–86. DOI: https://doi.org/10.47678/cjhe.v30i2.183357
Bell, E., Fryar, A. H., & Hillman, N. W. (2018). When intuition misfires: A meta-analysis of research on performance-based funding in higher education. In E. Hazelkorn et al. (Eds.), Research handbook on quality, performance and accountability in higher education (pp. 108–124). https://doi.org/10.4337/9781785369759.00017 DOI: https://doi.org/10.4337/9781785369759.00017
Bleiklie, I. (1998). Justifying the evaluative state: New public management ideals in higher education. European Journal of Education, 33(3), 299–315.
Braun, D. (1993). Who governs intermediary agencies? Principal-agent relations in research policy-making. Journal of Public Policy, 13(2), 135–162. https://doi.org/10.1017/S0143814X00000994 DOI: https://doi.org/10.1017/S0143814X00000994
Broucker, B., DeWit, K., & Verhoeven, J. C. (2017). Higher education research looking beyond new public management. Theory and Method in Higher Education Research, 3, 21–38. https://doi.org/10.1108/S2056-375220170000003002 DOI: https://doi.org/10.1108/S2056-375220170000003002
Carruthers, B. G. (1994). When is the state autonomous? Culture, organization theory, and the political sociology of the state. Sociological Theory, 12(March), 19–44. https://doi.org/10.2307/202033 DOI: https://doi.org/10.2307/202033
Connell, R., Fawcett, B., & Meagher, G. (2009). Neoliberalism, new public management and the human service professions: Introduction to the special issue. Journal of Sociology, 45(4), 331–338. https://doi.org/10.1177/1440783309346472 DOI: https://doi.org/10.1177/1440783309346472
DiCamillo, L. (2010). Linking teaching for understanding to practice in a U.S. history class. Social Studies, 101(1), 10-16. https://doi.org/10.1080/00377990903284088 DOI: https://doi.org/10.1080/00377990903284088
Ferlie, E., Musselin, C., & Andresani, G. (2008). The steering of higher education systems: A public management perspective. Higher Education, 56, 325–348. https://doi.org/10.1007/s10734-008-9125-5 DOI: https://doi.org/10.1007/s10734-008-9125-5
Frey, B. S. (2012). Crowding effects on intrinsic motivation. Renewal, 20(2/3), 91–98.
Frølich, N., Schmidt, E. K., & Rosa, M. J. (2010). Funding systems for higher education and their impacts on institutional strategies and academia: A comparative perspective. International Journal of Educational Management, 24(1), 7–21. https://doi.org/10.1108/09513541011013015 DOI: https://doi.org/10.1108/09513541011013015
Gallavan, N., & Kottler, E. (2012). Advancing Social Studies learning for the 21st Century with divergent thinking. The Social Studies, 103(4), 165-170. https://doi.org/10.1080/00377996.2011.605641 DOI: https://doi.org/10.1080/00377996.2011.605641
Gewirtz, S. (2000). Bringing the politics back in: A critical analysis of quality discourses in education. British Journal of Educational Studies, 48(4), 352–370. https://doi.org/10.1111/1467-8527.00152 DOI: https://doi.org/10.1111/1467-8527.00152
Hagood, L. P. (2019). The financial benefits and burdens of performance funding in higher education. Educational Evaluation and Policy Analysis, 41(2), 189–213. https://doi.org/10.3102/0162373719837318 DOI: https://doi.org/10.3102/0162373719837318
Jimenez-Contreras, E., Anegon, F., & Lopez-Cozar, E. (2003). The evolution of research activity in Spain - the impact of the National Commission for the evaluation of research activity (CNEAI). Research Policy, 32(1), 123–142. https://doi.org/10.1016/S0048-7333(02)00008-2 DOI: https://doi.org/10.1016/S0048-7333(02)00008-2
Johannessen, L. (2000). Using a simulation and literature to teach the Vietnam War. Social Studies, 91(2), 79-83. https://doi.org/10.1080/00377990009602447 DOI: https://doi.org/10.1080/00377990009602447
Johnson, D. W., & Johnson, R. T. (1999). What Makes Cooperative Learning Work. The Educational Resources Information Center Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47, 12-15.
Kauppinen, I., & Kaidesoja, T. (2014). A shift toward academic capitalism in Finland. Higher Education Policy, 27, 23–43. https://doi.org/10.1057/hep.2013.11 DOI: https://doi.org/10.1057/hep.2013.11
Kelchen, R., & Stedrak, L. J. (2016). Does performance-based funding affect colleges’ financial priorities? Journal of Education Finance, 41(3), 302–321. https://doi.org/10.1353/jef.2016.0006 DOI: https://doi.org/10.1353/jef.2016.0006
Kracl, C. L. (2012). Review or True? Using higher-level thinking questions in social studies instruction. Social Studies, 103(2), 57-60. https://doi.org/10.1080/00377996.2011.586382 DOI: https://doi.org/10.1080/00377996.2011.586382
Marginson, S. (1997). Competition and contestability in Australian higher education, 1987-1997. Australian Universities Review 40(1), 5–14.
Marshall, J., & Klein, A. (2009). Lessons in social action: Equipping and inspiring students to improve their world. The Social Studies (Washington, D.C.), 100(5), 218-221. https://doi.org/10.1080/00377990903221962 DOI: https://doi.org/10.1080/00377990903221962
Monte-Sano, C. (2008). Qualities of historical writing instruction: A comparative case study of two teachers’ practices. American Educational Research Journal, 45(4), 1045-1079. https://doi.org/10.3102/0002831208319733 DOI: https://doi.org/10.3102/0002831208319733
Morrison, S., & Free, K. (2001). Writing Multiple-Choice Test Items that Promote and Measure Critical Thinking. Journal of Nursing Education, 40(1), 17-24. DOI: https://doi.org/10.3928/0148-4834-20010101-06
Opoczynski, R. (2016). The creation of performance funding in Michigan: Partnerships, promotion, and points. Education Policy Analysis Archives, 24(122), 1-22. https://doi.org/10.14507/epaa.24.2488 DOI: https://doi.org/10.14507/epaa.24.2488
Paul, Richard, and Linda Elder (2006) . “Critical Thinking: The Nature of Critical and Creative Thought.†Journal of Developmental Education 30.2 (2006): 34-35. Print.
Rosinger, K. O., Taylor, B. J., Coco, L., & Slaughter, S. (2016). Organizational segmentation and the prestige economy: Deprofessionalization in high- and low-resource departments. Journal of Higher Education, 87(1), 27–54. https://doi.org/10.1353/jhe.2016.0000 DOI: https://doi.org/10.1353/jhe.2016.0000
Salam, S., & Hew, K. (2010). Enhancing social studies students' critical thinking through blogcast and Socratic questioning: A Singapore case study. International Journal of Instructional Media, 37(4), 391-401.
Sanchez, T. (2006). The Triangle Fire: A simulation-based lesson. Social studies, 97(2), 62-68. https://doi.org/10.3200/TSSS.97.2.62-68 DOI: https://doi.org/10.3200/TSSS.97.2.62-68
Slaughter, S., & Cantwell, B. (2012). Transatlantic moves to the market: The United States and the European Union. Higher Education, 63, 583–606. https://doi.org/10.1007/s10734-011-9460-9 DOI: https://doi.org/10.1007/s10734-011-9460-9
Valimaa, J., & Nokkala, T. (2014). The dimensions of social dynamics in comparative studies of higher education. Higher Education, 67, 423–427. https://doi.org/10.1007/s10734-013-9684-y DOI: https://doi.org/10.1007/s10734-013-9684-y
Woelert, P., & Yates, L. (2015). Too little and too much trust: Performance measurement in Australian higher education. Critical Studies in Education, 56(2), 175–189. https://doi.org/10.1080/17508487.2014.943776 DOI: https://doi.org/10.1080/17508487.2014.943776