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1.
This study focuses on professionals' views on knowledge and knowing in learning from conversations. Our main interest was how learning teams of professionals evaluate knowledge exchange and knowledge explication as knowledge productive, based on their initial views on knowledge and knowing. We used a mixed method research design that combined quantitative and qualitative data collection methods to investigate two study teams of mentors. The teams were comprised of practice teachers and teacher educators that varied in their degree of familiarity with working collaboratively as a learning partnership. The findings of the study suggest that:
- • Mentors' beliefs about knowledge and knowing did not necessarily accord with their evaluations of desirable outcomes for knowledge construction in professional conversations. The events that mentors described as memorable learning opportunities were, however, congruent with their evaluations of the value of professional exchange in professional conversations.
- • The study teams differed in the way they articulated, elaborated, and evaluated knowledge construction in professional conversations. The teacher educators who comprised one of the study teams and who were familiar with collaborative knowledge construction exhibited a more articulate and worked out position on knowledge construction.
2.
It has been hypothesized that the development of medical expertise may be characterized by structural changes in the knowledge base, a process termed “knowledge encapsulation” (Schmidt, Norman, & Boshuizen, Academic Medicine, 65, 611–621, 1990). Until now this process has been investigated using a cross-sectional paradigm, comparing levels of expertise often far apart. The present study applies a follow-up approach, covering the first two years of apprenticeship of medical students (the clerkships) and includes a comparison between high- and low-achieving students. Experience level appears to be correlated with structural changes in the knowledge base and with the quality of the diagnosis. Achievement level has a weak correlation with the quality, but not with the structure of the knowledge. It is concluded that high and low achievers do not differ in the way their knowledge structures change as a consequence of practical experience. Implications for teaching and learning in practical settings are discussed. 相似文献
3.
Miriam Ben-Peretz 《Teaching and Teacher Education》2011,27(1):3-9
This paper follows the ways in which publications in TATE, that focus on teacher knowledge, provide insights into the development and growth of scholarly understanding of teacher knowledge. Relevant questions are: How is teacher knowledge defined? What modes of inquiry are adopted by the researchers? What are conceived as the implications of teacher knowledge for schooling? In order to answer these questions, nine papers were chosen from TATE according to the following criteria:
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- distributed over a period of 20 years from 1988 to 2009
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- representing an international group of scholars
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- reflecting modes of inquiry
- 4.
- focusing on a variety of themes related to teacher knowledge
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- Definition of teacher knowledge
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- Mode of inquiry
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- Emphasis on one or more of the commonplaces of education - subject matter, learner, teacher, milieu (Schwab, 1964)
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- Emphasis on one or more of the kinds of teacher knowledge suggested byShulman (1986)
4.
Socializing the knowledge transfer problem 总被引：1，自引：0，他引：1
A central issue in acquiring knowledge is its appropriate transfer beyond the contexts and contents of first acquisition. In contrast to dominant “common elements” transfer theory, an interpretive perspective is developed, according to which “appropriate transfer” is a concept socioculturally rather than objectively defined. “Elements” perceived by the thinker as common between the current and a prior situation are not given in the nature of things but “read” in terms of the thinker's culturally-influenced categorization system, of problem types. A synthesis of cognitive research findings identifies specific features of thinking-skills instruction effective for promoting transfer. These include learning about and practicing knowledge application in multiple contexts of use, constructively participating in bridging instruction across school and nonschool problem situations, thinking and self-management skills taught within domains, and synergistic integration of the learning of different subjects. Recommendations are made for developing new learning technologies that build upon these conditions for enhancing knowledge transfer. 相似文献
5.
J. W. Solberg 《Studies in Educational Evaluation》1985,11(3):281-284
Recently, the term “basic education” was given legal status in The Netherlands; it substituted the previously used term “primary education.” In speaking about primary or lower education, we as educators indicate a sequence in time; the term “basic education” is preferable because it refers to the content of education. Consequently, we cannot escape defining the content of the term “basic.” It is especially important to ask what criteria have to be applied in the process. 相似文献
6.
Recent years have seen an increased interest in the study of emotions. This is especially true for anger, which had neither been studied intensively in main stream psychology nor in educational psychology. The focus in the first part of this article is on the conceptualization and measurement of anger. A distinction is made between various anger constructs: “Trait-Anger” refers to a frequency judgment about experiencing anger, “Anger-In” and “Anger-Out” are typical ways in which students express their anger, and “Anger-Control” refers to the way students try to reduce their Anger-In or Anger-Out. In the second half of the article, an attempt is made to demonstrate that specific ways of expressing and controlling one's anger may differentially affect school results, as reflected in grade-point-average (GPA) for native language learning. The predictive power of the separate anger measures is investigated as well as the predictive power of various product terms including anger measures, anxiety and coping profiles. The implications of these findings for learning and instruction are discussed. 相似文献
7.
Gerlese S. ÅKerlind 《Higher Education》2005,50(1):1-32
This paper reports the outcomes of a study, undertaken from a phenomenographic perspective, of university academics’ experiences of their own growth and development, i.e., what it means to them, what they are trying to achieve, how they go about it, why they do things that way ... The outcomes presented are based on a series of interviews with teaching and research academics at a research intensive university. The group as a whole showed a range of views of academic development, representing in particular a varying focus on:
Implications for our understanding of academic development and academic work are discussed. 相似文献
| • | Academic performance, in terms of increasing work output, academic standing or work quality; |
| • | Personal learning, in terms of ongoing accumulation of new knowledge and skills or increasing depth of understanding in one’s field of study; |
| • | Disciplinary or social change, in terms of contributions to one’s field of study or a relevant social community. |
8.
Recent research on student learning has given close attention to how students experiences and actions are mediated by the whole university learning–teaching environment in which they find themselves. The current article pursues this focus on learning–teaching environments in two stages. Guided by socio-cultural perspectives on learning, the first part:
The second part of the article then engages with the task of illustrating how this general framework (which foregrounds disciplinary concerns) can be applied within a specific subject. The framework is employed to structure an account of the insights gained from an ongoing research study concerning:
相似文献
| • | examines issues surrounding how best to conceptualise university learning–teaching environments, |
| • | highlights the need to take account of central disciplinary purposes and |
| • | presents a framework for representing disciplinary practices within higher education. |
| • | the ways in which the values and central practices that characterise the disciplinary community of history relate to teaching and learning practices, |
| • | how, taking account of local constraints and affordances, students active engagement with these disciplinary purposes can be fostered. |
9.
This paper provides a point of view on the relationship between learning and knowledge management in corporate training. This relationship forms the framework for the development of an effective learning management system (LMS). It comprises four sections: (1) a theoretical analysis of the relationship between training and knowledge management. In today's corporate environment, characterized by rapid change and restructuring, organizations need to become “learning organizations”; (2) some examples are provided of how training issues are intertwined with other processes, such as sales, communication, research and development (R&D), external network management; (3) corporate universities are the means for achieving those goals. They are efficient as long as they become strategy-supportive organizations. Such a structure is in need of the appropriate technology tool, an LMS; (4) it is possible to underline which functionalities are needed in order to have an efficient LMS. These are the kinds of considerations that led ID Technology in developing LiveLearning. Thus, an LMS for corporate training should take into account the relationship between knowledge management and training. An LMS should allow the integration of training with company processes and should assist in meeting corporate university goals. The same considerations also guide decision makers when choosing an LMS. 相似文献
10.
Architects create environments for human behaviour. Therefore they need — in addition to technical and design knowledge — some sort of “psychological” knowledge of the effects of their planning decisions on the occupant. The structure of this knowledge, which is only touched upon during architectural training, is the subject of an empirical study. Experts (experienced architects) and novices (students of architecture in their first or second year) were asked to judge the quality of the floor-plan layout of a four-room flat under three different conditions. From the expert-novice comparison, it is possible to gain insight into how professional experience shapes the knowledge of occupant needs and occupant behaviour. The results show remarkably few differences between the two groups. One possible reason lies in the special structure of architectural practice, which, due to a lack of feedback, makes it difficult to accumulate knowledge by evaluating experience. 相似文献
11.
Windows into the mind 总被引：1，自引：0，他引：1
As faculty, our goals for students are often tacit, hidden not only from students but from ourselves as well. We present a conceptual framework for considering teaching goals – what we want our students to achieve – that encourages us to think more broadly about what we mean by achieving in our knowledge domains. This framework includes declarative knowledge (“knowing that”), procedural knowledge (“knowing how”), schematic knowledge (“knowing why”) and strategic knowledge (“knowing when, where and how our knowledge applies”). We link the framework to a variety of assessment methods and focus on assessing the structure of declarative knowledge – knowledge structure. From prior research, we know that experts and knowledgeable students have extensive, well-structured, declarative knowledge; not so novices. We then present two different techniques for assessing knowledge structure – cognitive and concept maps, and a combination of the two – and provide evidence on their technical quality. We show that these maps provide a window into the structure of students declarative knowledge not otherwise tapped by typical pencil-and-paper tests. These maps provide us with new teaching goals and new evidence on student learning.Based on an invited address, Facoltá di Ingegneria dell’Universitá degli Studi di Ancona, June 27, 2000. This research was supported, in part, by the Center for Research on Evaluation, Standards, and Student Testing (Grant R117G10027), and by the National Science Foundation (Nos. ESI 95-96080). The opinions expressed here represent those of the authors and not necessarily those of the funding agency. 相似文献
12.
Teacher knowledge: The relationship between caring and knowing 总被引：1，自引：0，他引：1
While everyone acknowledges the importance of the “caring teacher,” little acknowledgment of caring as an issue exists at the level of educational policymaking. This paper presents teacher and researcher stories which describe a teacher's knowledge in practice and argues for recognition of an epistemological role for caring in teaching. The teacher's narratives describe what she knows from caring and being in relationship with her students - her relational knowing (Hollingsworth et al., 1993, 1994)- and how this knowledge alters her pedagogy and the curriculum that is constructed with each student. Caring for the person (Noddings, 1984, 1992) is revealed as central to what the teacher knows. The findings of this research suggest that for the teacher, the relationship between caring and knowing is complex and involves a constant reflective process. In attempting to situate caring within existing theories for teacher knowledge, Elbaz' (1983) structures are found to be too neat and the boundaries too well defined. A construct of teacher knowledge as relational and dynamic is described. This builds upon Lyons' provisional characterization of the epistemological relationship between students and teachers as nested knowing: “that is, students and teachers are considered to have nested, interacting epistemological perspectives” (1990a, p. 162). In this view, knowledge is not limited to what one person knows, but the intersection where the knowing of two persons in-relation overlap and the consequences for student learning (and teacher development) when one of those persons is a teacher. 相似文献
13.
Professionals serving as internal and external consultants, whether as performance technologists, human resource development facilitators, training specialists, organizational development change agents, or quality improvement engineers, are uniquely positioned to influence ethical awareness in the workplace. Yet it is unlikely that they will be able to exert much influence without knowledge of the factors that influence ethical behavior in organizations and knowledge of ethical decision making. Although the literature on ethics is proliferating, little of it is directly related to performance improvement professionals. Those who want to educate themselves in ethics have been left to their own devices. Part One in this series of two articles presents a review of key ethical theories and research. Part Two is a list of references available for those who are ready to examine the ethical responsibilities of HPT professionals, who have encountered ethical issues, who want to include an ethics audit in their needs assessment tool box, or who need to suggest ethics-related solutions to performance problems. 相似文献
14.
15.
Daniel T. Hickey Steven J. Zuiker Gita Taasoobshirazi Nancy Jo Schafer Marina A. Michael 《Studies in Educational Evaluation》2006,32(3):180
Accountability-oriented reforms demand immediate and continual gains on achievement test, for all students, and without diminishing other outcomes or undermining instruction. This paper describes a framework for aligning classroom assessment and external testing with the aim of negotiating these seemingly contradictory goals. The framework varies the sensitivity to instruction and the representations of knowledge across approaches to assessment. Cycles of design- based studies successively refine relationships between a curriculum and the frame that each assessment provides. Doing so, we argue, leverages the unique formative and summative balance across assessments in order to scaffold learning and demonstrate the “consequential” validity of our strategy without compromising curricula, instruction, or the “evidential” validity that warrants their continued use. 相似文献
16.
Chelsea Mackinnon Noori Akhtar-Danesh Andrew Palombella Bruce Wainman 《Anatomical sciences education》2022,15(5):877-885
Interprofessional education (IPE) prepares healthcare students for collaboration in their future careers. The purpose of this study was to determine which aspects of the IPE Program in Anatomy at McMaster University contributed to the development of healthcare student's interprofessional skills. Q-methodology was used to identify the students' common viewpoints of the IPE experience. A total of 26/28 (93%) of students in the course from the medical, nursing, midwifery, physician assistant, occupational therapy, and physiotherapy programs participated in this study. Students were asked to sort a Q-sample of 43 statements about the IPE dissection course derived from previous qualitative studies of the program. Using the centroid factor extraction and varimax rotation, three salient factors (groups) emerged, namely: (1) Anatomy IPE Enthusiasts, (2) Practical IPE Advocates, and (3) Skeptical IPE Anatomists. The Anatomy IPE Enthusiasts believed that students from different disciplines brought unique anatomical knowledge and each group member guided others through difficult material. The Practical IPE Advocates expressed that they would be stronger advocates for interprofessional teams in the future because of the course. The Skeptical IPE Anatomists strongly disagreed that learning with students from different disciplines helped them gain an understanding of their roles in the context of other healthcare professionals and felt that there was little benefit from the IPE program compared to other non-interprofessional programs. These findings about student attitudes are critical to drive an evidence-based evolution of the IPE dissection course, since students' perceptions can have a profound influence on interprofessional collaboration in the workplace. 相似文献
17.
With one of the world’s most comprehensive universal healthcare systems, medical tourism in Costa Rica has increased significantly over the past few decades. American tourists save up to 80 % of comparative costs for procedures, from heart surgery to root canal treatment. Although many Costa Rican healthcare professionals receive training in North America or Europe, there can be differences when compared to the same professionals in foreign countries. This paper examines the educational and role differences between counselors in the United States and Costa Rica. Implications for tourists in need of psychotherapeutic services while abroad or counseling professionals seeking foreign work experiences are discussed. 相似文献
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19.
ABSTRACT This study aims to establish an understanding of (a) health-care professionals’ knowledge and attitudes; and (b) tools used to assess sexuality in older people living with/(out) dementia and those identified as lesbian, gay, bisexual, trans, or intersex (LGBTI) individuals. An integrative review of the literature, as registered on the PROSPERO international Prospective Register of Systematic Reviews (CRD42019129589), was conducted. A comprehensive and systematic literature search was performed for the period between 2009 to 2019 across eight electronic databases: CINAHL, PubMed, MEDLINE, Web of Science, Cochrane library, Embase, PsycINFO, and Scopus, together with a manual search of reference lists. Screening of titles, abstracts, and full texts of eligible studies plus quality appraisal (using the Mixed Methods Appraisal Tool) were independently conducted by two reviewers with disagreements resolved via discussion with a third reviewer. Nineteen articles were reviewed with three themes identified from the synthesis: 1) varying knowledge and attitudes amongst health-care professionals; 2) needs for professional development opportunities and support from workplace and 3) lack of recent validated tools to assess knowledge and attitudes. Health-care professionals’ knowledge and attitudes toward sexuality in older people living with/(out) dementia and those identified as LGBTI individuals are varying. Sexuality education and professional development training are needed to enhance their knowledge and attitudes and build skills in order to manage sexuality concerns. Current assessment tools are inadequate, highlighting the need for an appropriate assessment tool to be developed. 相似文献
20.
Based on a critical re-analysis of cognitive load theory (CLT), Schnotz and Kürschner identified the need for research on more sensitive ways of assessing learner characteristics, both prior to and during instruction, in order to understand learning processes and outcomes. One emergent theme of the papers in this special issue is that the “same” learning environment is differentially demanding and produces different results depending on characteristics of the learners, most importantly their knowledge in the task domain. These findings indicate that to optimize learning outcomes, theories of instructional design and learning need to be more adaptive and reflect the nuances of interactions among learners, tasks, and instructional supports. 相似文献