Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education     

Pete Boyd 《International Journal for Academic Development》2013,18(2):155-165

In the UK, most initial nurse and teacher education is provided by university departments working in partnership with local health trusts and schools. New university lecturers in these professional fields are generally selected due to their successful performance as practitioners, as nurses or school teachers, rather than on more traditional requirements for appointment as an academic focusing on scholarship. This project investigates the workplace learning and identity‐building experiences of nurses and of school teachers in their first four years in higher education lecturer posts. It aims to inform practice in academic induction for these groups of staff. In the case study institution, the new lecturers find their transition to higher education challenging and confusing because of tensions over what a lecturer should be. They tend to hold on to existing identities as practitioners rather than embracing new identities as academics. The implications for academic induction of these lecturers are considered.

Au Royaume‐Uni, la plupart des programmes de formation initiale des infirmiers et des enseignants sont donnés par des départements universitaires, en collaboration avec les agences locales de santé et les écoles. Les nouveaux enseignants universitaires dans ces domaines professionnels sont généralement choisis en raison de leurs performances positives à titre de praticiens – infirmiers ou enseignants – plutôt qu'en raison de critères davantage traditionnels de nomination liés à la recherche académique. Ce projet étudie les expériences d'apprentissage sur le terrain et de construction d'identité d'infirmiers et d'enseignants durant leurs premières quatre années d'enseignement universitaire. Il vise à informer la pratique d'intronisation académique pour ces catégories de personnel. Dans l'institution visée par l'étude de cas, les nouveaux enseignants jugent leur transition vers l'enseignement supérieur remplie de défis et porteuse de confusion en raison des tensions au sujet de ce qu'un enseignant universitaire devrait être. Les nouveaux enseignants tendent à s'accrocher à leur identité existante de praticien plutôt que de se tourner vers leur nouvelle identité d'universitaire. Les implications en matière d'intronisation académique pour ces enseignants sont présentées.  相似文献   

Critical thinking matters     

Pete Allison 《Journal of Adventure Education & Outdoor Learning》2013,13(2):115-117

A relatively small number of researchers have found it interesting and useful to examine why and how persons choose to be and become adventure educators (AEs) and why they teach as they do. The implications of this knowledge are: (1) gaining insight into novice AEs' perceptions of what is required to provide in-depth and high quality instruction in adventure education; and hence, (2) the impact on the structure of AE training. The purpose of this study was to examine the influence of occupational socialization on two AEs with less than five years' experience. Data were collected using a variety of qualitative techniques while the AEs worked at two, week-long summer camps for elementary and middle school-aged children. They were analysed using standard interpretive methods. Results indicated that both AEs' acculturation led to them entering formal training without having had any structured teaching of adventure content modelled for them, suggesting, as has been found in physical education under similar circumstances, a ‘play only’ perception of the professional field of adventure education with class management and safety, rather than instruction, being the top priorities. Their professional socialization, however, led to real and deep growth and development in their pedagogies. The AEs' organizational socialization, unfortunately served to partially wash out these gains. Key socializing agents at the various stages of the AEs' development are identified and discussed as are practical implications for AE education.  相似文献   

Growth and enrichment     

Pete Allison 《Journal of Adventure Education & Outdoor Learning》2013,13(2):82-83

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How to Go Green: Creating a Conservation Culture in a Public High School Through Education,Modeling, and Communication     

Chelsea Schelly  Jennifer E. Cross  William Franzen  Pete Hall  Stu Reeve 《The Journal of environmental education》2013,44(3):143-161

This case study examines how energy conservation efforts in one public high school contributed to both sustainability education and the adoption of sustainable behavior within educational and organizational practice. Individual role models, school facilities, school governance and school culture together support both conservation and environmental education, specifically through the application of principles from behavior theory, including modeling commitments, values, expectations, and behaviors. In addition, role models with the traits of charismatic leaders can be especially instrumental. In this school, communication is the thread connecting the multiple aspects of modeling, helping to create the synergistic relationship between conservation efforts and environmental education. This study demonstrates that conservation efforts, when modeled successfully in a public school setting, can simultaneously and synergistically meet the goals of conservation and sustainability education.  相似文献   

When the chips are down: effects of attributional feedback on self-efficacy and task performance following initial and repeated failure     

Coffee P  Rees T 《Journal of sports sciences》2011,29(3):235-245

In two experiments, we manipulated the controllability and stability of causes of failure and explored the impact of these factors on self-efficacy and performance. In Experiment 1, participants (N=80; mean age 20.0 years, s=1.0) were provided with false negative feedback following performance on a blindfolded dart-throwing task. Consistent with theory and recent research, an induced belief that failure was beyond control and unlikely to change led to lower self-efficacy and poorer performance (all F1,754>5.49, all P<0.05, all η2=0.01). A second experiment (N=80; mean age 22.0 years, s=2.1) demonstrated that following an induced belief that failure was beyond control and unlikely to change, only new perceptions that a repeated failure was within one's control and likely to change resulted in higher self-efficacy and improved performance (all F1,75>4.53, all P<0.05, all η2>0.004). All effects were mediated by self-efficacy: Sobel's (1982) test, all z>1.97 (in absolute magnitude), all P<0.05, all r>0.22 (in absolute magnitude). These findings suggest that in novel circumstances individuals believe in the best for themselves unless possibilities to self-enhance are explicitly precluded, and only reinvest efforts when opportunities for self-enhancement become clearly admissible.  相似文献   

Critical thinking matters     

Pete Allison 《Journal of Adventure Education & Outdoor Learning》2003,3(2):115-117

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Editorial     

Pete Allison 《Journal of Adventure Education & Outdoor Learning》2003,3(1):7-9

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Vogt,W Paul et al (2014) Selecting the right analyses for your data Guilford Press (New York, & Routledge,London) isbn 978‐1‐4625‐1576‐9 500 pp £36.99 http://www.guilfordpress.co.uk/books/details/9781462515769/          下载免费PDF全文

Pete Cannell 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):E4-E5

This is a highly recommended book, as it comprehensively covers coding and analysis of both quantitative and qualitative data. It is useful for novice and experienced researchers developing skills and as a reference book. If it's something you're likely to need often, I recommend you buy a copy. Pete Cannel  相似文献   

Broekman,Pauline van Mourik et al (2014) Open education Rowman & Littlefield (Lanham MD & Plymouth UK) isbn 978‐1‐78348‐209‐2 112 pp £16.95 https://rowman.com/ISBN/9781783482108          下载免费PDF全文

Pete Cannell 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):E1-E2

This short book is a result of a collaborative effort between staff at Mute Publishing and the Media Department at Coventry School of Art and Design (both based in Britain). One could describe it as notes towards a critique of open education. From the perspective of cultural studies, it provides rich material for reflection and further investigation. If the content of this book is likely to be relevant to you, I recommend that you buy a copy for your own use. Pete Cannell  相似文献   

Oedipal Dramas in Art Education     

Pen Dalton 《The International Journal of Art & Design Education》1999,18(3):301-306

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