Promoting and Providing Expert Guidance in Work-intensive Clinical Settings     

Amanda J. Henderson  Heather Alexander  Alison Haywood  Peta Stapleton  Marie Cooke  Elizabeth Patterson  Megan Dalton  Debra K. Creedy 《Vocations and Learning》2010,3(2):141-156

This paper discusses how expert guidance can be best provided in work intensive clinical settings. The adequacy for supporting learning in the clinical practicum for health care disciplines is often complicated by the intensive work practices in healthcare settings. Often, clinicians’ work is so intense that the scope for providing close guidance for students is quite restricted. The case advanced here draws on a range of empirical work to propose how clinician-student interactions might be optimized through the provision of a clinical supervisor to assist clinicians develop collegial relationships and acquire skills in guided learning such as demonstrating and role-modeling. These roles can contribute in essential ways to the development of learning environments where clinicians have the opportunity to facilitate the learning of others as part of their workload, and without being burdened by the requirements of teaching and assessment processes. It differs from other approaches because although clinicians partner students and provide feedback to them, clinicians are not expected to formally assess or award a grade for student performance. Assessment and remedial action, when required, is undertaken by the role of a designated clinical supervisor qualified to perform such activities.  相似文献   

Information needs and information sources of individuals living with spinal cord injury     

Burkell JA  Wolfe DL  Potter PJ  Jutai JW 《Health information and libraries journal》2006,23(4):257-265

AIMS AND OBJECTIVES: Access to health information is important for the well-being of people living in the community after spinal cord injury (SCI). In order to design appropriate information interventions, it is critical first to understand the information sources typically used. The goal of this study therefore is to identify the information-seeking practices of this group. SAMPLE AND METHODS: A sample of 207 individuals living in the community following traumatic spinal cord injury were surveyed regarding their ongoing information needs and practices for seeking information. RESULTS: The results reveal that respondents have unmet information needs, despite the fact that they typically access information through a variety of channels. SCI specialists are the most commonly used source, although they are viewed as relatively inaccessible. By contrast, the Internet (used by a relatively high proportion of respondents) is viewed as comparatively accessible, although there are some concerns about the quality of information found there. CONCLUSIONS: These survey results point to the need for an information source that is accessible and delivers high quality information. Although respondents use a variety of information sources, none meets this ideal profile. Information professionals should consider this gap in the design of information interventions.  相似文献   

Does teacher professional development affect content and pedagogical knowledge: How much and for how long?     

Pete Goldschmidt  Geoffrey Phelps 《Economics of Education Review》2010

We examine the impact of teacher professional development on a key aspect of teacher quality—teacher knowledge. Specifically we use English Language Arts teacher content and pedagogy assessments to determine whether the California Professional Development Institutes significantly improve teacher content knowledge and whether teachers retain that knowledge six months after the institutes are completed. The results indicate that teachers vary significantly in pre-institute knowledge on the four assessed domains, that they demonstrate significant knowledge growth between the pre- and post-assessments, but that practical classroom experience hinders knowledge retention as measured six months later. Further, pre-exiting knowledge gaps are not systematically reduced thereby not alleviating the uneven distribution of teacher quality among California elementary schools.  相似文献   

Teacher ratings and self concept reports of retarded pupils     

B O Richmond  J L Dalton 《Exceptional children》1973,40(3):178-183

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Letters     

Starrette Dalton 《Educational technology research and development : ETR & D》1974,22(4):491-491

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Collaborative approaches in initial teacher education: lessons from approaches to developing student teachers’ use of the Internet in science teaching     

Pete Sorensen  John Twidle  Ann Childs 《Teacher Development》2014,18(1):107-123

In many countries, governments are keen to persuade teachers at all levels to seek to enhance the learning of their students by incorporating information and communication technologies within their classrooms. This paper reports on the development of collaborative approaches to supporting use of the Internet by Post Graduate Certificate of Education (PGCE) science students on initial teacher education (ITE) courses in England, drawing on data from five higher education institution (HEI)–school partnerships across four years. A mixed-method approach was used, involving questionnaires, structured interviews, lesson observations and case studies. The outcomes of the first three years identified barriers to practice and suggested the need to develop more collaborative approaches to development. The focus of this paper is on examining ways in which university faculty tutors and mentors or cooperating teachers can work together with students on PGCE courses in developing practice. The lessons from this focus on the Internet, no longer a new technology, have enabled us to identify implications for HEI partnerships in ITE and suggest a need for further collaborative structures in order to support and develop practices, including those involving the innovative use of new technologies in the post-industrial society.  相似文献   

The transfer of learning – By Sarah Leberman     

Pete Cannell   《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):186-187

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The role of pupil voice as a trigger for teacher learning in Lesson Study professional groups     

Paul Warwick  Maria Vrikki  Anne Mette Færøyvik Karlsen  Pete Dudley  Jan D. Vermunt 《Cambridge Journal of Education》2019,49(4):435-455

This paper focuses on the role of pupil voice as a trigger for teacher learning and for improving teaching quality. This is investigated in the context of Lesson Study (LS), a professional development model that can incorporate pupil voice into teachers’ collaborative reflections on lessons. Data are from two LS groups of mathematics teachers in London (one primary and one secondary school). Video-recorded pupil interviews and teacher discussions were transcribed. Episodes of teacher discussions were coded for reference to pupil input and subsequent impact on future plans. Qualitative analysis of discussions examined whether some pupils’ input was favoured over others’. Results are significant in pointing to LS as a mechanism for attending to pupil voice. In so doing, it is suggested that pupil input provided a challenge for teachers in their interpretations of pupil learning, evaluating lessons and planning, and in contributing to teacher learning from LS.  相似文献   

Learning conversations: teacher researchers evaluating dialogic strategies in early years settings     

Pete Boyd 《International Journal of Early Years Education》2014,22(4):441-456

Learning conversations, dialogic interactions with adults, are important opportunities for children to develop their thinking as well as their speech and language skills. This area of teachers' practice is informed by a well-established body of research evidence and professional guidance literature. The design and facilitation of this practitioner research project was framed by a metaphor for teachers' professional learning as ‘interplay’ between the vertical domain of public, published, knowledge and the horizontal domain of the teachers' practical wisdom. The teacher researchers used a framework based on the published literature to analyse video clips of their conversations with children in early years workplace settings. The study highlights the power of video analysis as a prompt for professional learning within a practitioner research framework. The use of conversation strategies by these teachers involves a balancing act between competing agendas within their workplace setting. In addition to mediating the strategies proposed by the research evidence base to suit their own early years workplace settings, in part by emphasising speech and language development, the teacher researchers identified a useful strategy, based on transportable identity, of ‘stepping out’ of being a teacher, for example by positioning themselves as a playmate or family member.  相似文献   

Rethinking learner support in distance education     

Pete Cannell 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):252-252

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