Dyad pedagogy in practical anatomy: A description of the implementation and student perceptions of an adaptive approach to cadaveric teaching     

Dearbhla P. Cullinane  Denis S. Barry 《Anatomical sciences education》2023,16(1):99-115

Prior to the challenges imposed by the Covid-19 pandemic, anatomy practical sessions at Trinity College Dublin involved eight to 10 students per donor station, rotating between digital learning, anatomical models/osteology, and dissection activities for three hours weekly. To maintain cadaveric participation in the anatomy laboratory while adhering to distancing guidelines, a transition to dyad pedagogy was implemented. This mode of delivery allowed two students per donor station to spend one hour per week in the anatomy laboratory with all digital learning elements transferred to the virtual learning platform Blackboard as pre- and post-practical session learning activities. Dyad pedagogy has been explored in clinical settings and simulation procedural-based training but is yet to be fully verified in anatomy education. To determine the effectiveness of hybrid practical sessions and reduced donor to student ratios, the opinions of first year medical students were examined using an online questionnaire with a 51% response rate. Although students recognized the merits of more time in the anatomy laboratory, including opportunities for self-directed study and exposure to anatomical variation, they felt that having two students per station enabled sufficient hands-on time with the donor body and fostered learning opportunities that would not be possible with larger groups. Strong preferences for quality time with the donor body supported by online resources suggests this modality should be a key consideration in course design for anatomy curricula and emphasizes the importance of gauging students' preferences to optimize satisfaction and learning output when pivoting to blended learning strategies in anatomy education.  相似文献   

Cultivating critical global citizens through secondary EFL education: a case study of mainland China     

Lina Sun 《Literacy》2023,57(3):249-261

This paper examines the enactment of critical literacy pedagogy in secondary English language teaching in the face of globalisation. This qualitative case study signals that global citizenship education (GCE) and English as a foreign language (EFL) teaching can converge through offering equitable and globally contextualised learning opportunities. The overarching themes presented here challenge the dominance of instrumentalist orientations of EFL education in mainland China today while mobilising pedagogical choices that affirm students' local and lived experiences in relation to international socio-political issues. Findings provide EFL educators nuanced insights into how critical global literacies are extended through critical understandings of literacies, interconnections from a personal to a global level, and opportunities for social actions on multicultural issues, thus fostering globally competent and bilingual learners who critically engage with the contested terrain of an increasingly globalised world.  相似文献   

“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti-racist teachers     

Alexis D. Riley  Felicia Moore Mensah 《科学教学研究杂志》2024,61(4):809-840

Marginalized communities cannot and do not have decontextualized experiences with how socioscientific issues, such as exposure to COVID-19 as frontline essential workers, high Black infant mortality rates, air pollution leading to respiratory problems, and other issues, affect their communities. As PreK-12 science teachers and teacher educators strive to dismantle oppressive practices in their classrooms and curriculum, it would be helpful to learn from Black women science teachers who have been engaging in anti-racist practices before the racial awakenings of Summer 2020. In this study, three different virtual focus groups, or Sista Circles, were conducted with 18 Black women secondary science teachers. Ranging from 1 to 22 years of experience, Black women teachers across the country and international participants in Canada and Qatar participated in the Sista Circles. From intersectional qualitative analysis and narrative inquiry, the findings of the study reveal that Black women science teachers enact anti-racist science teaching by bringing something new to the community; using NGSS standards within the context of the community; teaching at the intersection of history, culture, and science learning and teaching; and building critical consciousness in the science classroom. Furthermore, the findings of the study have implications for the use of anti-racist frameworks within the context of science education that were authentically the practices of the Black women in the study. This study offers insights into how the critical consciousness of Black women teachers can be represented in the science classroom even in times of nonsupport from peers and administration. The power and necessity of Black women teachers are paramount in science classrooms specifically because of the neutral, apolitical ways science teaching has been approached in the past. The narratives and stories shared here exemplify how Black women science teachers transform science teaching and learning by displaying various acts of Criticality.  相似文献   

比赛教学法在体工队女子沙滩排球训练中的运用     

李颖 《大众科技》2014,(10):147-148

沙滩排球是一种十分受欢迎的户外体育运动项目。＂比赛教学法＂在体工队女子沙滩排球训练中的运用,能够有效提升体工队女子沙滩排球训练的质量和效果,增强女子运动员的体能和心理素质,取得更好的比赛成绩。文章对＂比赛教学法＂在体工队女子沙滩排球训练中应用的作用和具体措施进行分析,旨在有效提升体工队女子沙滩排球训练的质量和效果,达到教学的最优化标准,培养更多、更优秀的女子沙滩排球运动员。  相似文献   

提高公共教育学教学有效性的策略研究     

邵忠祥 《科教文汇》2014,(13):34-35

长期以来,高校公共教育学教学一直处于无效或低效状态,原因主要是专业定位出现偏差、教学过程中的教法低效、教材低效、评价低效等问题。要想解决这些问题,改变学生对教育学的错误认识,必须同时改变教学法、使用更好的教材、提高评价的水平和质量。  相似文献   

Reception of Arthur Sutherland Neill＇s pedagogical concept and his Summerhill School in Hungarian and German pedagogical literature and press     

Judit  Langer-Buchwald 《美中教育评论》2010,(10):114-119

Arthur Sutherland Neill is one of the most debated personalities among the representatives of the classic reform pedagogy, due to his pedagogical concept and its practical realization, and his Summerhill School, equally. He is often mentioned during public debates, where mostly the ＂three S＂--＂sex, swearing and smoking＂, are existing as subject of the debates. While analyzing publications about Summerhill School appearing in Hungarian and German pedagogical special literature and press, a kind of polarized attitude has been realized towards the conceptions and school： Some talk about him admiringly; others criticize him while emphasizing the concept＇s drawbacks and unique features.  相似文献   

The mastersingers: language and practice in an operatic masterclass     

《Ethnography and Education》2013,8(3):355-370

The paper presents a microethnographic examination of an operatic masterclass, based on a transcribed video recording of just one such class. It is a companion piece to a more generalised ethnographic account of such masterclasses as pedagogic events. The detailed analysis demonstrates the close relationship between spoken and unspoken actions in the pedagogy – especially the work of gesture. The masterclass thus displays the work of rendering explicit embodied technical and interpretative competence. Masterclass teachers find ways to express such advice through maxims, metaphors and physical activities.  相似文献   

现象学教育学:颠覆、回复与整合     

王洪才 《比较教育研究》2007,28(8):22-27

现象学教育学作为一种从异域引入的教育理论资源对我国教育改革起到了重要的支持作用,因为它本质上是对传统教育学话语方式的瓦解.然而现象学教育学在进一步本土化过程中必然面临一种抉择:是完全颠覆还是向传统教育学回复,或是与传统教育学进行整合?我们认为其出路在于与传统教育学进行整合,这样它才能真正实现它的主旨:走向生活世界.  相似文献   

An Australian Proposal for Doing Critical Literacy Assessment: The Case of Writing     

Claire Wyatt-Smith  Judy Murphy 《English in Education》2002,36(3):4-19

In this article we present current thinking and practices in Queens land, Australia, about how to do critical literacy assessment in the English classroom. In taking this focus, we propose and discuss a framework that brings together interest in text analysis and social practices. Then, we apply the framework showing how it can be used to generate writing tasks and assessment criteria that are consistent with critical pedagogy. Finally, the challenges of moving to a socially critical, discourse‐oriented approach to assessment are considered.  相似文献   

Attending to Nuanced Emotions: Fostering Supervisees' Emotional Awareness and Complexity          下载免费PDF全文

Jodi L. Tangen 《Counselor Education & Supervision》2017,56(1):65-78

There is limited supervision research exploring how supervisees learn emotional awareness and complexity. In this article, the 5 levels of emotional awareness and 3 aspects of emotional complexity are explored in light of the supervision enterprise. In addition, 2 supervision intervention guides and a case example are provided.  相似文献