The Contemporary Human Service Professional

Thought ◽  
1978 ◽  
Vol 53 (3) ◽  
pp. 272-282
Author(s):  
Hilary E. Bender ◽  
Keyword(s):  
Human Service ◽  
Service Professional ◽  
Human Service Professional

Role of the Human Service Professional

2015 ◽  
Author(s):  
Kristina M. Hash ◽  
JoAnn Damron-Rodriguez ◽  
Hanna Thurman
Keyword(s):  
Human Service ◽  
Service Professional ◽  
Human Service Professional

Socialization of Asian Americans in Human Service Professional Schools

1997 ◽  
Vol 32 (2) ◽  
pp. 279-303 ◽  
Author(s):  
Zhixn Su ◽  
Suzanne Goldstein ◽  
Gordon Suzuki ◽  
Tina Kim
Keyword(s):  
Asian Americans ◽  
Human Service ◽  
Professional Schools ◽  
Service Professional ◽  
Human Service Professional

New Organisational Challenges for Human Service Work

Pflege ◽  
2004 ◽  
Vol 17 (04) ◽  
pp. 0281-0282
Author(s):  
Johnny Hellgren ◽  
Katharina Näswall ◽  
Magnus Sverke ◽  
Marie Söderfelt
Keyword(s):  
Human Service ◽  
Service Work

Where Do Job Demands Come From? A Study of Human Service Workers

2013 ◽  
Author(s):  
T. S. Kristensen ◽  
A. Guichard ◽  
M. Borritz ◽  
E. Villadsen
Keyword(s):  
Human Service ◽  
Job Demands ◽  
Service Workers ◽  
Human Service Workers

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

Sign in / Sign up

Export Citation Format

Share Document