The Experts below are selected from a list of 46035 Experts worldwide ranked by ideXlab platform
Han Xue-mei - One of the best experts on this subject based on the ideXlab platform.
-
Research on Preschool Teachers' Professional Autonomy
Journal of Heilongjiang College of Education, 2013Co-Authors: Han Xue-meiAbstract:Teachers' Professional Autonomy refers to the basic rights of Professional judgment and free execution from others or non-teacher members' intervention enjoyed by teachers.Research shows that teachers' Professional Autonomy will influence teachers' job satisfaction,and identity degree of decision making,profession,and institutions.At present,our country's research on teachers' Professional Autonomy mainly focuses on the primary and middle school education and higher education stage,and little is touched upon preschool education stage.The article,based on the meaning of teachers' independence,research significance and the current development status and influence factors,conducts theoretical thinking on the teachers' Professional Autonomy in order to free preschool teachers from the plight of curriculum reform and promote students' development.
Anastasiya V. Lakhno - One of the best experts on this subject based on the ideXlab platform.
-
Investigating the association between university teachers’ Professional Autonomy and their innovation performance
Pedagogika, 2019Co-Authors: Oksana A. Gavrilyuk, Elena G. Tareva, Anastasiya V. LakhnoAbstract:The purpose of this paper is to investigate both - theoretical and practical aspects in association between foreign language teachers’ Professional Autonomy and their innovation performance under the current educational circumstances. The findings demonstrate that the development of innovative university teachers is possible in the framework of the Autonomy-oriented approach that gets the teachers to be involved in intensive analysis and project activity, based on an analysis and a review of teachers’ personal learning and Professional experience in a wide range of educational context. Keywords: teacher’s development, Professional Autonomy, creativity, innovation performance; Autonomy-oriented approach, foreign language teaching. DOI: https://doi.org/10.15823/p.2019.133.7
-
Professional Autonomy of a University Teacher in the USA and Russia: Freedom from Control or Freedom for Development?
2013Co-Authors: Oksana A. Gavriliuk, Anastasiya V. Lakhno, V. F. Voino-yasenetskyAbstract:The present study aims to investigate the phenomenon of teacher Autonomy, which has mostly been explored in the U.S. and is now attracting attention of educational researchers in other countries including Russia. Due to its complexity, the phenomenon of teacher Autonomy is still not strictly defined and remains accepted in a variety of forms. Meanwhile, the meaning attributed to the concept of teacher Autonomy has great significance in the context of both American and Russian systems of higher education. Analysis of the educational context in both countries and study of research works on the problem under investigation in the context of general concepts of humanistic and cognitive psychology, democratization of education and life-long learning allowed us to define the concept of university teacher Professional Autonomy as well as to determine special intrinsic and extrinsic conditions which can insure development of Professional Autonomy skills in young university teachers.
Hossein Nezakati - One of the best experts on this subject based on the ideXlab platform.
-
adoption of clinical decision support systems in a developing country antecedents and outcomes of physician s threat to perceived Professional Autonomy
International Journal of Medical Informatics, 2015Co-Authors: Pouyan Esmaeilzadeh, Murali Sambasivan, Naresh Kumar, Hossein NezakatiAbstract:Abstract Objective The basic objective of this research is to study the antecedents and outcomes of Professional Autonomy which is a central construct that affects physicians' intention to adopt clinical decision support systems (CDSS). The antecedents are physicians' attitude toward knowledge sharing and interactivity perception (about CDSS) and the outcomes are performance expectancy and intention to adopt CDSS. Besides, we include (1) the antecedents of attitude toward knowledge sharing—subjective norms, social factors and OCB (helping behavior) and (2) roles of physicians' involvement in decision making, computer self-efficacy and effort expectancy in our framework. Methods Data from a stratified sample of 335 Malaysian physicians working in 12 public and private hospitals in Malaysia were collected to test the hypotheses using Structural Equation Modeling (SEM). Results The important findings of our research are: (1) factors such as perceived threat to Professional Autonomy, performance expectancy, and physicians' involvement in making decision about CDSS have significant impact on physicians' intention to adopt CDSS; (2) physicians' attitude toward knowledge sharing, interactivity perception and computer self-efficacy of physicians play a crucial role in influencing their perceived threat to Professional Autonomy; and (3) social network, shared goals and OCB (helping behavior) impact physicians' attitude toward knowledge sharing. Conclusions The findings provide a comprehensive understanding of the factors that influence physicians' intention to adopt CDSS in a developing country. The results can help hospital managers manage CDSS implementation in an effective manner.
Nolwena Monnier - One of the best experts on this subject based on the ideXlab platform.
-
Pilot study on university English teachers' Professional Autonomy in France
International Journal of Organizational Analysis, 2014Co-Authors: Nadia Yassine-diab, Nolwena Monnier, Françoise LavinalAbstract:Purpose – This paper aims at understanding teachers' (the authors refer to “teachers” in higher education as lecturers or senior lecturers) Professional Autonomy in the context of the current university English teachers in France. Design/methodology/approach – The authors present here the preliminary results of the test-questionnaire the authors have made to gather main tendencies on the topic (the results were presented orally at the SAES national conference held in Paris from 20 to 22 May 2011, http://saes.univ-paris3.fr). This paper is organized in three different themes that correspond to the three main parts of the test-questionnaire. Findings – The authors first show that the current degree of Professional Autonomy is both satisfying and an essential factor of self-development. The data underline the fact that teachers' Professional Autonomy is indeed a very important aspect of teaching as a job within the organizational university context. Then, the authors distinguish individualism from Autonomy; ...
-
Professional Autonomy of French Higher Education Language Teachers: at the Crossroads of Social Sciences and Humanities
Societal Studies, 2013Co-Authors: Nadia Yassine-diab, Nolwena MonnierAbstract:The French university system is said to give quite a lot of Autonomy to teachers as opposed to secondary education. The LRU law (2007), which modified the status of French universities and made them autonomous, may impact teachers’ Professional Autonomy on the long-term. This led us to conduct a pilot study and then a national survey to know more about this topic. In this paper, we would like to focus on the qualitative aspect of this survey. Through this national survey, we asked higher education language teachers to define what Professional Autonomy meant for them and to what extent it could influence their teaching. This allowed us to pinpoint some features about team work, teachers/students relations and teachers’ assessment. We will thus focus on what teachers’ Professional Autonomy is, what can reduce it and what can enhance it at the crossroads of Social Sciences and Humanities.
Nadia Yassine-diab - One of the best experts on this subject based on the ideXlab platform.
-
Pilot study on university English teachers' Professional Autonomy in France
International Journal of Organizational Analysis, 2014Co-Authors: Nadia Yassine-diab, Nolwena Monnier, Françoise LavinalAbstract:Purpose – This paper aims at understanding teachers' (the authors refer to “teachers” in higher education as lecturers or senior lecturers) Professional Autonomy in the context of the current university English teachers in France. Design/methodology/approach – The authors present here the preliminary results of the test-questionnaire the authors have made to gather main tendencies on the topic (the results were presented orally at the SAES national conference held in Paris from 20 to 22 May 2011, http://saes.univ-paris3.fr). This paper is organized in three different themes that correspond to the three main parts of the test-questionnaire. Findings – The authors first show that the current degree of Professional Autonomy is both satisfying and an essential factor of self-development. The data underline the fact that teachers' Professional Autonomy is indeed a very important aspect of teaching as a job within the organizational university context. Then, the authors distinguish individualism from Autonomy; ...
-
Professional Autonomy of French Higher Education Language Teachers: at the Crossroads of Social Sciences and Humanities
Societal Studies, 2013Co-Authors: Nadia Yassine-diab, Nolwena MonnierAbstract:The French university system is said to give quite a lot of Autonomy to teachers as opposed to secondary education. The LRU law (2007), which modified the status of French universities and made them autonomous, may impact teachers’ Professional Autonomy on the long-term. This led us to conduct a pilot study and then a national survey to know more about this topic. In this paper, we would like to focus on the qualitative aspect of this survey. Through this national survey, we asked higher education language teachers to define what Professional Autonomy meant for them and to what extent it could influence their teaching. This allowed us to pinpoint some features about team work, teachers/students relations and teachers’ assessment. We will thus focus on what teachers’ Professional Autonomy is, what can reduce it and what can enhance it at the crossroads of Social Sciences and Humanities.
