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1.
This qualitative study explored 4 counselor education doctoral students' 1st‐semester experience. Data analysis revealed students experienced vicissitudes of thought and emotion that varied from self‐doubt to beliefs in their abilities, received information and made decisions about how to engage in their responsibilities, and felt affirmation of their capabilities and qualifications. With this affirmation, students were able to make decisions about further experiences they would have during their program. As the semester progressed, the students experienced greater feelings of confirmation yet returned to vicissitude when faced with new situations. 相似文献
2.
JESPER AAGAARD 《Journal of Philosophy of Education》2021,55(1):41-54
This article draws on the work of Michel Foucault to develop a concept of Bildung for our digital times. It first shows how Foucault's concept of disciplinary power challenges the traditional Bildung‐ideal of autonomy. It then goes on to elaborate Foucault's concepts of power, freedom and self‐practices, which can all be extended to the domain of technology use: just as we can never escape from power relations, we cannot purify ourselves from technology, and a clear distinction between humans and technologies is illusory at best. This does not imply an elimination of freedom, however, because, just as with power, freedom does not consist of an absence of external influences, but the practice of coping with these influences. Contemporary Bildung can therefore be characterized as what Steven Dorrestijn calls a care of our hybrid selves, which includes critical skills, like attentional control. Such skills do not stand in opposition to digital technology, however, but in relation to it and must be cultivated through extensive training. Furthermore, while educational initiatives play a vital role in this training process, we must not neglect students’ own technological self‐practices. Exploring such practices allows us to analyse the technology‐related critiques that already exist in everyday practice. 相似文献
3.
This study examined the predictive relationship between mindfulness and counseling self‐efficacy and the potential mediating effects of attention and empathy. Master's‐level counseling interns and doctoral counseling students (N = 179) were surveyed to determine levels of mindfulness, attention, empathy, and counseling self‐efficacy. Pearson product‐moment correlation coefficients revealed significant pairwise relationships between the 4 variables of interest. A multiple‐mediator path analysis supported the hypotheses that mindfulness is a significant predictor of counseling self‐efficacy and that attention is a mediator of that relationship. Results suggest that mindfulness may be an important variable in the development of key counselor preparation outcomes. 相似文献
4.
Deborah Kerdeman 《Educational theory》2009,59(5):511-531
In Moderating the Debate: Rationality and the Promise of American Education, Michael Feuer counsels reformers to “satisfice”: moderate their expectations and accept that flawed reforms can be good enough. Implicit in Feuer's view of satisficing is the assumption that moderating expectations entails eschewing ideals and replacing optimal goals with modest, real‐world solutions. In this essay, Deborah Kerdeman agrees with Feuer that moderation is vital for reform, but maintains that embracing moderation does not contradict pursuing goals. To show how goals and moderation work in concert to promote reform, Kerdeman examines and reframes Feuer's assumptions about ideals. She also distinguishes moderation from satisficing and argues that satisficing, not ideals, can be deleterious to reform. Kerdeman concludes that sensible policy and research, while important, will not necessarily help reformers embrace moderation; cultivating moderation instead requires ongoing self‐examination. 相似文献
5.
Counselor educators are called to be effective researchers; however, limited study has investigated research constructs within counselor educators‐in‐training. This study investigated the levels of research self‐efficacy (Greeley et al., 1989), perceptions of the research training environment (Gelso, Mallinckrodt, & Judge, 1996), and interest in research (Bishop & Bieschke, 1994) within a sample of counselor education doctoral students (N = 89). Doctoral students in their 3rd year of preparation had higher research self‐efficacy scores than did 1st‐ and 2nd‐year students. Additionally, higher research self‐efficacy was associated with higher interest in research and scholarly publication experience. Implications for counselor education are discussed. 相似文献
6.
Anniina Leiviskä 《Educational theory》2015,65(5):581-600
In this article, Anniina Leiviskä argues that the educational relevance of Hans‐Georg Gadamer's concept of tradition has remained unacknowledged because of the conservatism that has been associated with Gadamer's hermeneutics, particularly his notion of tradition. Therefore, Leiviskä seeks to reveal the reflective, nonconservative nature of Gadamer's concept of tradition in order to illuminate its significance with respect to the philosophy of education. Utilizing Gadamer's reinterpretation of the Aristotelian notion of phronesis, she outlines a concept of situated rationality that rests upon the idea of the historicity of human existence, and she suggests that this concept may be used to define a central aim of education. Leiviskä argues that instead of disengaged objectivity, rationality as phronesis stands for the reflective reappropriation of one's tradition, which is enabled by one's situatedness in history and requires encountering other horizons — including the horizons of the past — through which one may be addressed and challenged. 相似文献
7.
James Wintle 《British Journal of Special Education》2015,42(2):183-198
There is a growing trend toward including adults with intellectual disabilities (ID) in further education. However, there is a lack of literature on the preparation of students with ID to attend further education. This article, by James Wintle of Queen's University, Ontario, describes how a non‐profit organisation, CALC Prep, prepares adults with ID to audit university courses. Eighty hours of observations were conducted over the course of one term at this organisation. A grounded theory approach was used to identify themes within CALC Prep's curriculum. Themes within the curriculum that were considered most useful for students preparing to audit courses at the university included familiarising the students with the university, enhancing self‐awareness, enhancing self‐expression and building literacy skills. Additionally, recommendations for improving the transition of students with ID from the preparation programme to auditing university courses are offered. 相似文献
8.
Development of Scientific Thinking Facilitated by Reflective Self‐Assessment in a Communication‐Intensive Food Science and Human Nutrition Course 
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下载免费PDF全文 Suzanne Hendrich Barbara Licklider Katherine Thompson Janette Thompson Cynthia Haynes Jan Wiersema 《Journal of Food Science Education》2018,17(1):8-13
A one‐credit seminar on controversies in food science and human nutrition was a platform to introduce students to learning frameworks for thinking‐like‐a‐scientist. We hypothesized that explicitly engaging students in thinking about their thinking abilities within these frameworks would enhance their self‐perception of scientific thinking, an important general ability for food scientists. Our objectives were to assess thinking‐like‐a‐scientist using a student self‐assessment survey, and analyze their self‐reflections for evidence of such thinking. For students enrolled in one of the offerings of this course among 5 semesters from 2012 to 2014, differences in scores on a survey instrument for thinking‐like‐a‐scientist from the beginning to the end of the course showed gains in self‐assessed abilities (N = 21 to 22 students/semester). In each of the first 2 semesters in which we introduced thinking‐like‐a‐scientist frameworks, students thought they were better at defining problems scientifically by 13% to 14%. In the 3rd course offering, students’ self‐assessment of their abilities to seek evidence improved by 10%. In the 4th and 5th semester course offerings, students’ self‐assessed abilities to develop plans based on evidence improved by 7% to 14%. At the end of each semester, students’ self‐reflections on scientific thinking (N = 20 to 24/semester) included specific reference to asking questions (45% to 65% of reflections) and making plans based on evidence (26% to 50% of reflections). These data support the usefulness of self‐reflection tools as well as specific learning frameworks to help students to think about and practice thinking‐like‐a‐scientist. 相似文献
9.
Discussion of ethics in doctoral training courses usually focuses on the initial stages of planning and conducting field research. Shifting attention onto the responsibility of the researcher to share their findings throughout the research process, we set out to consider how doctoral students can conceptualise and engage ethically with research dissemination in the broader context of the globalised knowledge economy. A comparative analysis of the ethical guidelines produced by BERA (British Educational Research Association) and ASA (Association of Social Anthropologists of the UK and Commonwealth) reveals that both are more concerned with the possible benefits or harm of dissemination to those directly involved in or affected by the research, and pay little attention to the ethical implications of multimodal and digital dissemination to unknown audiences. Drawing on the concept of research as a moral endeavour and the problematising of collaboration as an ethical issue within participatory and ethnographic research debates, we explore the implications for doctoral training courses. We argue that engaging students in discussion on dissemination can open a space to explore who benefits most from research undertaken. 相似文献
10.
《Journal of Teaching in Social Work》2013,33(1-2):281-303
Different assumptions about reality and knowing underpin different research methods. Contrasting a phenomenological/ interpretivist approach with the assumptions of positivism, I describe teaching about philosophical issues in master's and doctoral courses. At the master's level, exercises in observation introduce students to social constructionist concepts; at the doctoral level the framework emphasizes five levels of re-presentation of experience: attending, telling, transcribing, analyzing, and reading. Greater attention to methodological diversity and contrasting philosophical underpinnings would strengthen research education in social work. 相似文献
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12.
Taking an Attention‐Grabbing “Headlines First!” Approach to Engage Students in a Lecture Setting 下载免费PDF全文
下载免费PDF全文 Let's face it. Traditional lectures do not consistently capture our students’ attention, especially when they are PowerPoint‐driven and lack student/instructor interaction. Most of us have had the unfortunate feeling that our students were not fully engaged in our lectures, despite hours of preparation on our part. This sense of “wasted” investment of time can be especially frustrating for pretenure faculty, who must balance teaching, research, extension and administrative (as well as personal) responsibilities in order to be successful. How can we engage students in our course content, given limited time and resources to prepare lecture material and demonstrations? Active learning strategies are a possibility, but shifting courses from a lecture format to problem‐based learning or a flipped format requires a significant time and effort investment from the instructor. Why not start by making lecture more fun and engaging for our students? Storytelling is an effective and efficient means of getting and maintaining our students’ attention and interest during lecture to drive home key points. The BSCS (Biological Sciences Curriculum Study) 5E Instructional Model provides a conceptual framework that emphasizes the primacy of student engagement in science education (Bybee). Our goal here is to provide practical examples and external references to show how “Headlines First!” storytelling can be used effectively to engage students in the science classroom. 相似文献
13.
Sarah Ransdell Brianna Kent Sandrine Gaillard‐Kenney John Long 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):931-938
Older adult cohorts show greater external locus of control (LOC), a marker of social reliance, compared to younger cohorts. In the present study, American college students from 27 to 61 years of age participated in online courses in a graduate health science programme. Four birth‐year cohorts were included: millennials, born in 1982+; generation X, born 1982–71; younger boomers, 1972–61; and older boomers, 1962–51. Pretest and posttest knowledge, digital nativism, self (internal LOC) versus social (external LOC) reliance and online activity were measured. Self versus social reliance was measured using Duttweiler's Internal Control Index, an adaptation of Rotter's Locus of Control. Millennial students were more likely to be digital natives, showed poorer knowledge application skill and were more self‐reliant than older students. Older boomers represented the most socially‐reliant learners, and were better at knowledge application, that is, answering questions that go ‘beyond the information given’. Older boomers were also more active in the websites associated with the online courses and were more likely to be digital immigrants rather than natives. Active participation, digital non‐native status and social reliance contributed to better knowledge application. Instructors teaching millennial‐age students need to encourage active, meaningful participation in applying knowledge. 相似文献
14.
Valerie Dagley 《Educational Action Research》2013,21(4):613-630
This article discusses the issue of ‘making the invisible visible’ from a methodological and a substantive viewpoint. The ideas emerged from a doctoral research study into individual target setting with middle ability students in an English secondary school. The students involved had been identified by assessments as ‘average’ and by their teachers as quiet, unnoticed children. It is suggested that the methods used by the researcher to elicit the students' perceptions could also be used by teachers in order to engage these quiet students in a learning discourse. 相似文献
15.
Felicity Wikeley 《Distance Education》2004,25(1):125-142
This paper discusses the issues raised when delivering professional doctorate programmes to students at a distance. It explores the importance in doctoral study of engagement with a research community, what a "community of practice" might mean within the academic context and the problematic nature of working with students already operating within their own professional context and engaging with another community of practice—that of the researcher. It uses the example of a Doctor in Education (EdD) programme to explore the implications of using virtual learning environments to enable students at a distance to participate in the programme. It draws the conclusions that, far from being a new form of delivery, creating opportunities for students to engage with an academic community of practice requires tutors to use tried and tested pedagogical strategies in a new context. In doing so we use Moore's (1993, in Jung, British Journal of Educational Technology, 32(5), 525–534, 2001) concept of transactional distance to develop a new model of delivery, arguing that whilst dialogue needs to be increased, rather than loosening the structure, it is better achieved by tightening the structure to allow greater adaptability of content through careful moderation by tutors. 相似文献
16.
Herbert Courthope Bowen was a progressive spirit in English teaching during the last quarter of the nineteenth century. Ideas about the role of activity in the development of the child – ideas usually associated with progressive teaching in the 1960s and 1970s – may be found in Bowen's published papers. In connection with the time that Bowen was Head Master of a London secondary school, I explain what turned on the amount of Latin in the school curriculum, why Latin mattered so much at the time and why English teaching at Grocers' (Hackney Downs) where Bowen taught, was so controversial. Bowen published a series of remarkable papers on key themes. At the core of all these writings lies his passionate interest in the psychological development of the individual child. From Froebel Bowen gained a rich conception of the productivity of mind as well as a sense of children's individual worth and dignity. I argue the case that his writings deserve revisiting as pivotal contributions to a theory of English that has a strong psychological component. Bowen acted as a conduit for a rich legacy of largely German ideas about self‐cultivation (Bildung). His emphasis on ‘self‐activity’, ‘creativity’ and the ‘constructive imagination’ prefigures the working out of principles usually associated with progressive English Teaching in the post‐war period, such as ‘personal growth’. Indeed, many of the presuppositions, norms and assumptions of progressive educators were shaped by the ideas I discuss. By historicising them, and stripping them of their aura, I envisage opening up fresh possibilities for interrogation and critique. 相似文献
17.
Kelvin H. K. Tan 《Assessment & Evaluation in Higher Education》2004,29(6):651-662
Student self‐assessment is a popular practice for enhancing student empowerment in the assessment process. However, in recent times various writers have questioned whether the practice of student self‐assessment automatically enhances student autonomy. Some writers have even warned that students' participation in the assessment process may discipline, rather than empower, students. How can student self‐assessment be practised in a way that empowers its students instead of disciplining or controlling them? It is argued that student empowerment can only be realized if the ways that power is exercised over students in self‐assessment practices are first understood. This paper examines the issues of power that underlie student self‐assessment practices and analyses how different notions of power enhance or undermine student empowerment. The notion of the teacher's unilateral power as the basis for student self‐assessment is critically examined against three contrasting notions of power in student self‐assessment: sovereign power, epistemological power and disciplinary power. 相似文献
18.
In a study investigating different ways to engage students in an individual preparation activity, we assessed learning from collaboration with a peer. Learning was measured at pretest, individual preparation, collaboration, and posttest. Two conditions were compared: generative preparation and nongenerative preparation. With no differences in knowledge at pretest, we found that students who prepared by engaging in the generative compared to the nongenerative preparation task performed worse to a statistically significant degree in both the preparation and collaboration phases. However, in a postactivity transfer task, the students performed to a similar degree as the comparison group evidencing productive failure. In addition, students in the generative condition showed greater learning gains from the preparation to the collaboration phase. We introduce the notion that generative preparation may better invoke learning mechanisms that help students to learn from subsequent collaboration. 相似文献
19.
Paul Gardner 《English in Education》2014,48(2):128-148
This article investigates the extent to which Year One B.Ed student teachers arrived at university already possessing self‐confidence as writers. Both quantitative and qualitative methods of data collection were used to identify students' self perceptions and confidence as writers and their understanding of processes of written composition. The article argues that to consciously engage student teachers in the writing process and to require them to reflect on that process can lead to their self efficacy as writers. Evidence from this study suggests one's self‐confidence, as a writer, is enhanced by explicitly engaging in self reflection of one's own approaches to writing. The findings have implications for course design of literacy components in teacher education internationally. 相似文献
20.
Jean McNiff 《Studies in Continuing Education》2013,35(1-2):86-96
Although much of the literature on educational action research is rich in recommendations to self‐reflect, it is impoverished in examples of self‐reflective practice. This constitutes a theory‐practice gap; for how is it possible to recommend a particular form of practicewithout living up to that recommendation, and still claim that the practice has integrity? Such a contradiction is particularly serious when the issue is self‐reflection, since self‐reflection is put forward as the main constituent of moral practice, and its denial has deep implications for the practitioner's own moral standing. In this paper I ask why there is such slippage between the theory and practice of self‐reflection? Iassume that many people either do not perceive such slippage,or choose to ignore it. Either way, this is a serious matter, and involves issues of legitimation—for by what right do we consider ourselves to be exempt from engaging in those self‐same practices that we require of others? I challenge the separatist view that it is acceptable for some to say what others must do, without first doing it themselves. I apply the same critique to myself, and I aim to show the process of my own self‐reflection by critically analysing what I am doing as I do it. This, I hope, sets the scene for an emergent theory of critical self‐reflection. 相似文献