Culture And Professional Education

Weaver, Hilary N.

doi:10.1080/10437797.2000.10779019

Cited by 29 publications

(2 citation statements)

References 23 publications

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“…Respondents also reported having a feeling of "invisibility", interpersonal conflicts, experiences of marginalization, and difficulties establishing relationships because of stereotypes. Several studies mentioned the lack of pluralism in the institutional environment and pointed out the problem of so-called symbolic racism in social worker training (Basham et al 1997;Longres and Seltzer 1994;Bowie and Hancock 2000;Weaver 2000;Swank et al 2001). One of Daniel's (2007) respondents said they were confronted with all those negative messages from their peers or office staff right in their first year, which made them "burn out" by their second year.…”

Section: Professional Socialization Of Trainees In Helping Professionsmentioning

confidence: 99%

Ambivalence of Professional Socialization in Social and Educational Professions

Pusztai

Csók

2020

Social Sciences

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The factors that promote successful professional socialization have become a primary focus of study through the expansion of higher education. The structural changes in the labor market of post-socialist countries such as Hungary over the last three decades have presented a challenge to the training areas of social and educational professions. In Hungary, these professions are not very attractive, the degrees have a low profitability, and the working people already face great challenges when looking for a job. Our research question is whether the traditionally theoretical character of higher education is able to keep up with the dynamic changes in the reality of the labor market. By interviewing 20 professionals about their professional experience and career plans, we tried to answer the questions about the low attractiveness and low retention rate of these professions. We compared the careers of bachelor’s graduates with degrees in social work, youth work, and education. The qualitative analysis showed that professionals whose training included more field exercises and supervision were more successful. They had increased their professional and social capital, and these helped them to integrate into the labor market.

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Section: Professional Socialization Of Trainees In Helping Professionsmentioning

confidence: 99%

Ambivalence of Professional Socialization in Social and Educational Professions

Pusztai

Csók

2020

Social Sciences

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“…LustigandKoester(2003)definecultureasalearnedsetofsharedinterpretationsaboutbeliefs, valuesandnorms,whichaffectbehavioursofagroupofpeople.Itisasystemofvalueandbeliefs that a group of people share, which make them have a sense of belonging or identity (Weaver, 2000). Jandt(2013) Teachersplayessentialrolesinqualityeducation (Savolainen,2009)hencetheneedforadequate preparationofteacherstoachievegoalsofeducation.Theknowledge,beliefsandvaluesthatteachers bringtobearincreatinganeffectiveenvironmentforstudentsmaketeachersacriticalinfluenceon educationforallchildrenwithdiversebackgrounds (Reynolds,2009).Bailleuletal.…”

Section: Introductionmentioning

confidence: 99%

Teachers' Experience in Schools in New Ethnic Communities

Kuranchie

2020

International Journal of Teacher Education and Professional Development

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The study explored the socio-cultural challenges that teachers who work in new ethnic communities encounter and how they respond to them. Phenomenology as a qualitative design was employed for the study and the data was gathered from interviews. The instruments were validated through peer review and expert judgment. The study unveiled that most of the teachers encountered some socio-cultural challenges, and suffered alienation and stigmatization. They also, however, incurred the displeasure of others due to their ignorance of some fundamental acceptable norms and beliefs of the communities. It is surmised that the education and training received seemed incapable of adequately conscientising them on beliefs and practices of the assorted ethnic groups in the country to guide their professional practice. Implications of the findings are discussed and recommendations have been offered for policy and practice.

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