Teachers' In-Service Career Patterns.
Abstract Schoolteaching is not a consensual profession with a single culture, but one segmented by different interest groups. An important dimension of the culture of these professional segments is their commitment to either a restricted or an extended professionality. Teachers’ relations to professionality can be clarified from their theory and practice of in‐service education and from the type of in‐service career upon which they embark. The form taken by teachers’ continuing education, the way teachers rank different types of in‐service course, how experience of in‐service education touches the professional work of schools ‐ these are factors that pattern teachers’ in‐service careers. Using data about teachers’ practices in these three areas, five career patterns are identified and a group of teachers representing each career pattern is selected. The teachers are described in terms of personal biographical and work characteristics. Their opinions about what makes in‐service education attractive to them...
Institutional Office and the Person
Conscious fulfilling of formally defined offices distinguishes institutions from elementary collective behavior. In office, personal role and social status meet. In some offices, ritual is dominant; in others, judgment and enterprise are called for. A career is the person's sequence of role and realized status and office. In rigid societies, careers are of standard type; and each person's is somewhat predetermined. In a freer society, they are less so; but nevertheless, types of careers appear. The institutions of a society may not be understood without understanding offices and careers.
DIFFERENTIAL CALCULUS OF SEVERAL VARIABLES WITH MATHEMATICA OR MAPLE
The use of Computer Algebra Systems (CAS) in Mathematical Laboratories at Engineering Schools is increasing. Therefore, it has become necessary to undertake a new educational approach in the teaching of many mathematical topics. Obviously it is not possible to give the same lectures as in the 1950,s. The CAS allows us to experiment and teach in “a different way”. The students' mathematical knowledge at the beginning of their studies in the University is completely different. Moreover we have fewer credits assigned to Mathematical topics in engineering curriculum. The objective of he authors, professors of different Spanish Universities, is to try to demonstrate a new way to use the CAS, concretely Maple and Mathematica, as a support in the teaching of Differential Calculus of Several Variables. They take advantage of the computer's graphical capacities to sketch the graphs of surfaces defined in explicit, parametric or implicit form. They survey the general topics: limits, partial derivatives, differentiability, chain rule, implicit functions and extreme values. For each topic, they give a few basic instructions of the CAS used; afterwards they give several examples, in increasing order of difficulty, and finally the students must solve exercises and try to establish a general procedure for a quite general problem. In this paper we have included several examples used in this survey.