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Since the end of the 1950s, data triangulation has consisted of multiplying sources and analyses to increase the validity of the data and the reliability of the measurement instruments. Using the example of home care, this article shows how the implementation of a strong triangulation program makes it possible to identify the emotional work that takes place in homes and to understand professional relations at the heart of the intimate.

What purpose is served by renovation or redesign of professionalism, and how successful a process is it likely to be? This article addresses these questions by examining the effectiveness as a professional development mechanism of the imposition of changes to policy and/or practice that require modification or renovation of professionalism. The 'new' professionalisms purported to have been fashioned over the last two or three decades across the spectrum of UK education sectors and contexts have been the subject of extensive analysis, and this article avoids going over old ground and revisiting issues that have already been much debated. Nevertheless, the example of UK government education policy during this period is used as a basis for considering the pitfalls associated with mechanisms for modifying professionalism through a reform and standards agenda. The article's analysis incorporates re-definition and examination of the concept and substance of professionalism and offers new perspectives in the form of three distinct conceptions: demanded, prescribed and enacted professionalism. Exploring the existentialist status of 'new' or 'modified' professionalisms and the relationship between professionality, professional culture and professionalism, it examines how professionalism may be interpreted and utilised for the development of education professionals.

Homeroom teachers in special education make outstanding efforts and are extremely devoted to their work. However, they must contend with frustrated parents who are disappointed with the inability of these teachers to meet their needs and expectations. Accordingly, it is of great interest to examine parents' perceptions of the role of the homeroom teacher in special education. The current study examines these perceptions regarding four dimensions of the homeroom teacher’s functioning versus the parents: Professionality, trustworthiness, availability, and empowerment. Parents' perceptions were examined in comparison with those of teachers at special education schools. The sample included 100 parents and 101 teachers in special education schools. The data were collected by a questionnaire constructed by the researchers in a previous study. The questionnaire includes four parts, examining the dimensions mentioned above. The teachers' questionnaire was identical, but they were instructed to refer to the relationship between the homeroom teacher and the parents. The findings show that the parents gave significantly lower evaluations than the teachers on all four dimensions: the homeroom teacher was perceived by the parents as less professional, less trustworthy, less available, and less empowering than evaluated by the teachers. The findings have practical implications for the training of special education teachers and for the professional development of teachers and also for coordinating expectations and defining boundaries that might help both homeroom teachers and parents form a constructive relationship.

Vocational teachers (VTs) have been seen as the key individuals executing changes, solving problems and achieving goals in vocational education and training (VET). Therefore, the work of VTs is fragmented between different types of tasks which influence their professionalism and professionality (individual views, experiences and professional practices of teachers). Despite this, their professionality has been studied remarkably little, and previous studies have focused on different narrow aspects of professionalism. However, it is not clear how various factors, including changes in VET, can shape VTs’ perception of their professionality. Based on a meta-analysis, this study aims to create comprehensive knowledge through an empirical model of vocational teacher professionality in the context of VET changes based on the example of Estonian VET. The results show that VTs have expressed different perceptions, evaluations and experiences of change in VET, and therefore different forms of collaboration and learning activities have been used to adapt to changes, which together shape the professionality of VTs. Therefore, three profiles of VT professionality have emerged and the wider scope of the collaboration of VTs fosters more positive attitudes, satisfaction and commitment to their work and profession, while also relating to their higher self-efficacy, which supports coping in demanding pedagogical situations and when faced with new tasks and roles in a changing context.

Teasing can be approached as a linguistic resource for examining the interpersonal issues of im/ politeness and face, or as a discursive strategy for displaying relationships or constructing social identities. However, studies have underestimated the discursive constraints of teasing in specific contexts. Meanwhile, a majority of teasing studies were based on Western cultures and did not pay sufficient attention to the variety of teasing across cultures. By collecting data from two Chinese entertainment interviews, where the interviewer employs teasing frequently for performing institutional roles, this study examined how teasing functions to assist the interviewer to complete communicative goals, and explored the discursive constraints of teasing in media context. Data analysis exemplified how teasing helped the interviewer to manage an interview event, obtain the guest’s disclosure and seek audience involvement, helping to construct the interviewer’s professionality. Implications for understanding the discursive features of teasing in the Chinese media context were addressed.

Die vorliegende Untersuchung präsentiert die Ergebnisse eines DFG-Projekts zur Professionalisierung des Religionslehrerberufs in der Bundesrepublik Deutschland (1945-1990).Drei Aspekte stehen im Fokus: die Ausbildung von Religionslehrkräften, die Transformation des über Lehrbücher und Zeitschriften zugänglichen Professionswissens und die.

Purpose The purpose of this paper is to understand how the creativity of pupils and teachers is nurtured through the use of a virtual world (VW) within a sociotechnical network affecting pupils’ learning in a pilot secondary school. Design/methodology/approach The analysis is the result of a pluri-disciplinary systemic analysis involving didactics, sociology, psychology and management science on an individual, collective and systemic scale. This participatory action research is based on interviews and systematic observations in class, in-world and in the global ecosystem. Linguistic and multimodal analysis is applied to the data, through teacher monographs that hint at the teachers’ activity. Findings Pupils’ and teachers’ creativity appeared to be anchored within four main interdependent nurturing conditions the personal inclinations and professional interactions in the sociotechnical network sustaining the VW; a creative regulation allowing compromises with the institutional constraints of pedagogical control; avatars and 3 D boundary objects that act as a motor of teachers-pupils inquiry and creativity; the sociotechnical network that contributes, through the actors’ play, to bringing the organisational rules of the school towards an innovation trajectory, that in turns mediates success in the use and the adoption of the new technology. Research limitations/implications Although this is a study within a specific school, the findings can be put to use by other pedagogical teams who would wish to integrate a VW to re-engage pupils. Practical implications The participatory design processes taking place within a sociotechnical network support teachers in the building of Virtual World scenarios negotiated with researchers and start-up developers. Social implications The pedagogical use of a virtual world opens new learning engagement opportunities for the pupils through enhanced experiential learning and sustains the transformation of teachers’ professionality. Originality/value The authors’ approach differs from the previous educational VW literature, in that they integrate the teachers’ creativity and their pedagogical scripts into their study, within a systemic approach, thus requiring a wider theoretical framework, necessary for understanding the building of strategies and knowledge that foster teachers’ and pupils’ creativity in educational settings using a VW.

This paper examines youth practitioner professionality responses to neo-liberal policy changes in youth work and the youth support sector in the UK, from New Labour to Conservative-led administrations. Using a narrative inquiry approach, six early career practitioners explore and recount their experiences of moving into the field during changing political times. The narratives reveal differentiated responses to a climate of increasing managerialism and performativity but point to the value of narrative capital as a personalised resource.

Background Since the restoration of independence in Estonia in 1991, much has changed with regard to vocational education and training (VET). Radical social and economic developments took place in the early 1990s and in subsequent years, VET was significantly influenced by the educational policy of the European Union (EU). VET teachers are viewed as key actors in implementing changes, solving problems and achieving goals in vocational education. The focus of this research is how VET teachers themselves experience and interpret changes in their work and how they cope with changes. A qualitative research strategy is adopted along with a phenomenological approach. Semi-structured interviews were conducted with nine long-serving VET teachers. Results In the study, eight main themes of change and various activities for coping with change were identified. One of the most significant changes relates to the students. Conclusion We can conclude that the work of Estonian VET teachers has become increasingly complex, as the variety of tasks and what is required of them primarily relates to growing societal changes. To some extent, the tendencies that can be observed among Estonian VET teachers are also observable internationally in countries with different historical backgrounds. Although the sample is limited and we cannot generalise the results for all Estonian VET teachers, the emerging pattern of professionality indicates some substantial trends. In addition, these findings can help inform future research in or contribute to comparisons with different countries.

Depuis la fin des années 1950, la triangulation des données consiste à multiplier les sources et analyses afin d’accroitre la validité des données et la fiabilité des instruments de mesure. À travers l’exemple de l’aide à domicile, cet article montre combien la mise en œuvre d’un programme fort de triangulation permet de cerner le travail émotionnel qui se joue dans les foyers et de comprendre les relations professionnelles au cœur de l’intime.