Examining the Impact of Structured Clinical Experiences within a School-University Partnership on Student-Teacher Candidate Instructional Interactions

2021 ◽  
pp. 1-18
Author(s):  
S. Michael Putman ◽  
Anne H. Cash ◽  
Drew Polly
Keyword(s):  
Student Teacher ◽  
Teacher Candidate ◽  
Clinical Experiences ◽  
Instructional Interactions ◽  
University Partnership ◽  
The Impact

Reflection Activities Within Clinical Experiences

2018 ◽  
pp. 565-586 ◽  
Author(s):  
Sarah A. Nagro ◽  
Laurie U. deBettencourt
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Professional Practice ◽  
Teacher Candidate ◽  
Clinical Experiences ◽  
Research And Practice ◽  
The Impact

The purpose of this chapter is to explore the importance of reflection activities within clinical experiences that often are prescribed components of field-based teacher education. This chapter will include a review of documented attempts to understand the impact reflection activities have on teacher candidate growth. More specifically, this chapter will review what we know about the emphasis on reflective practice within teacher education and professional practice, what typical reflection activities within a field-based teacher education context are, and how reflective ability is measured within field-based clinical experiences. The chapter finishes with implications and recommendations for research and practice within teacher education.

Factors relating to working hours restriction that have impacted the professional identity of trainees in the last decade

2021 ◽  
Vol 82 (3) ◽  
pp. 1-10
Author(s):  
Soumya Mukherjee ◽  
James Meacock ◽  
Eleanor Kissane ◽  
Debasish Pal
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Medical Training ◽  
Working Hours ◽  
Junior Doctors ◽  
Clinical Experiences ◽  
Postgraduate Medical Training ◽  
European Working ◽  
Working Time Directive ◽  
The Impact

Ever-developing changes to the working hours of junior doctors by the European Working Time Directive, the junior doctor contract of 2019 and most recently the COVID-19 pandemic have impacted the professional identity of doctors. There has been little investigation into its influence on the multifaceted aspects of postgraduate medical training, which feeds into how trainees consider themselves professionally and the concept of professional identity or ‘being a doctor’. A review of the medical, socio-political and educational literature reveals that the impact on the professional identity development of trainees is influenced by several perspectives from the trainee, trainer and the public. Gross reduction in working hours has no doubt decreased the raw volume of clinical experiences. However, to counteract this, smarter learning processes have evolved, including narrative reflection, supervised learning events, and a greater awareness of coaching and training among trainers.

scholarly journals An a/r/tographic exploration of engagement in theatrical performance: What does this mean for the student/teacher relationship?

2018 ◽  
Vol 19 (1) ◽  
pp. 3-19
Author(s):  
Drew Bird ◽  
Katy Tozer
Keyword(s):  
Student Teacher ◽  
Research Methodology ◽  
Teaching Practice ◽  
Solo Performance ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Self Study ◽  
Theatrical Performance ◽  
The Impact ◽  
Opening Up

With an emphasis on self-study and the connections between the personal and the professional domain, the authors reflect upon their teaching practice on a postgraduate theatre-based course using the research methodology of a/r/tography. The aim was to develop understanding of teacher/student roles and how these can affect learning. Through researcher reflexivity, focus groups and questionnaires, data were captured from students/participants responding to a video of the researcher’s solo performance work. The research presents itself through three a/r/tographic renderings. First, the experience of seeing tutors in unfamiliar roles is considered. Second, the impact of witnessing tutors taking risks as a performer and being vulnerable is discussed and, lastly, the work illuminates new ways of opening up as teachers. The authors explore how the student’s/participant’s perception of them as tutors seemed to change after witnessing them as artists and how this impacted upon student’s learning for their own assessed performance pieces.

The Impact of Student-Teacher Ratio on Literacy Rate of Bangladesh: A Study on 64 Districts of Bangladesh

2021 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Sujan Chandra Paul ◽  
Mohammad Rakibul Islam ◽  
Shahadat Hossain
Keyword(s):  
Student Teacher ◽  
Literacy Rate ◽  
The Impact

Experimental Blunt Injury to the Larynx

1992 ◽  
Vol 101 (3) ◽  
pp. 270-274 ◽  
Author(s):  
Shiann Yann Lee
Keyword(s):  
Sex Difference ◽  
Thyroid Cartilage ◽  
Age Distribution ◽  
Age Groups ◽  
Central Zone ◽  
Fracture Line ◽  
Blunt Injury ◽  
Clinical Experiences ◽  
Laryngeal Trauma ◽  
The Impact

This article deals with the fracture line distribution and severity of laryngeal trauma. Laryngeal trauma was experimentally inflicted on 100 human laryngeal specimens with the impact of a 2.0-kg weight falling by gravity from a height of 100 cm. According to the previous pilot experiment and clinical experiences, the author classified the severity of fracture into four grades. The results showed no significant sex difference in the severity of fracture with reference to age distribution, especially severe injury in older age groups. The pattern of fracture lines of the laryngeal cartilage was observed and traced in four selected locations, including the thyroid notch, central zone of the thyroid cartilage, cricothyroid region, and cricoid. The distributions of fracture lines are illustrated. The experiment is described in detail.

scholarly journals Virtual clinical activities: Lessons learned with first semester nursing students

2020 ◽  
Vol 11 (3) ◽  
pp. 41
Author(s):  
Krysia Warren Hudson ◽  
Sandra Marie Swoboda ◽  
Mishiko Redd ◽  
Melissa Diane Hunter ◽  
Nancy Sullivan
Keyword(s):  
Nursing Students ◽  
Clinical Experience ◽  
Clinical Training ◽  
Nursing Student ◽  
Student Nurses ◽  
Lessons Learned ◽  
Clinical Experiences ◽  
First Semester ◽  
Schools Of Nursing ◽  
The Impact

Background and purpose: As COVID 19 impacted schools of nursing, the impact of clinical training was immediate. Students were removed from clinical sites but clinical training was necessary to continue the education of nursing students at all levels. Select virtual clinical experiences were substituted for in person clinical experience to reinforce foundational nursing skills.Results: Implementing virtual clinical activities proved to be a challenge for schools of nursing. Finding, structuring and managing activities that foster key foundational concepts for novice student nurses is imperative.Conclusions: Management of virtual clinical activities, via a SIM Center, is key in providing foundational experiences via simulation for the novice nursing student. Substituting structured virtual clinical days, with expert clinical debriefing, can provide an adequate clinical experience.

scholarly journals THE ABILITY OF STATISTICAL LITERACY STUDENT TEACHER CANDIDATE IN TERMS OF PRIOR-ABILITY ON MATHEMATICS

2018 ◽  
Vol 2 (2) ◽  
pp. 395-408
Author(s):  
Johannis Takaria ◽  
Melvie Talakua
Keyword(s):  
Problem Solving ◽  
Student Teacher ◽  
Teacher Candidate ◽  
T Test ◽  
Collaborative Problem Solving ◽  
Control Group ◽  
Statistical Literacy ◽  
Purposive Sampling ◽  
Collaborative Problem ◽  
Normalized Gain

This study was aimed at analyzing the difference improvement of statistical literacy of the student teacher candidate in terms of their prior-ability on mathematics (PAM). This study used the Quasi Experiment method with the Non-equivalent Pretest-Posttest Control Group type and a sample of seventy elementary school student teacher candidates. The sampling technique used was purposive sampling method. The results of the research data were then analyzed using an independent sample t-test. Normalized-gain was used to analyze the improvement of students’ statistic literacy abilities. The study results significant differences in statistical literacy. Based on PAM, the group of students who received collaborative problem solving (CPS) models achieved higher statistical literacy improvements than students in the expository group. The improvement of statistical literacy was due to the effectiveness of CPS model. Collaborating can strengthen student statistic literacy skills. The ability of statistical literacy in learning requires students to have good PAM, because the PAM is a combination of knowledge and mathematical thinking skills in collaborating students can be actively involved in dealing with solving challenging statistical problems.KEMAMPUAN LITERASI STATISTIK MAHASISWA CALON GURU DITINJAU DARI KEMAMPUAN AWAL MATEMATIKAAbstrakPenelitian ini bertujuan untuk menganalisis perbedaan peningkatan literasi statistis mahasiswa ditinjau dari kemampuan awal matematis (KAM). Penelitian menggunakan metode Quasi Eksperiment dengan tipe Non equivalent Pretest-Posttest Control Group. Sampel sebanyak 70 mahasiswa calon guru sekolah dasar yang diambil menggunakan metode purposive sampling. Data dianalisis menggunakan uji independent sample t-test. Normalized-gain digunakan untuk menganalisis peningkatan kemampuan literasi statistis mahasiswa. Penelitian menghasilkan adanya perbedaan signifikan peningkatan literasi statistis. Berdasarkan KAM kelompok mahasiswa yang mendapatkan pembelajaran dengan model collaborative problem solving (CPS) mencapai peningkatan literasi statistis lebih tinggi dari mahasiswa pada kelompok ekspositori. Peningkatan literasi statistis dikarenakan efektifnya penggunaan model CPS. Berkolaborasi dapat memperkuat kemampuan literasi statistis mahasiswa. Kemampuan literasi statistis dalam pembelajaran mensyaratkan mahasiswa harus memiliki KAM yang baik, karena KAM merupakan kombinasi antara pengetahuan dan keterampilan berpikir matematis sehingga dalam berkolaborasi mahasiswa dapat terlibat aktif dalam menghadapi dan menyelesaikan masalah statistik yang menantang. 

scholarly journals TEACHER EDUCATOR PROFESSIONALISM AND STUDENT TEACHER LEARNING IN NIGERIAN UNIVERSITIES

2021 ◽  
Vol 3 (3) ◽  
pp. 143-159
Author(s):  
Saheed Rufai ◽  
Adeola Oyenike Adeosun ◽  
Akinola Saliu Jimoh ◽  
Bello Musa
Keyword(s):  
General Education ◽  
Student Teachers ◽  
Teacher Learning ◽  
Student Teacher ◽  
Professional Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teacher Educator ◽  
Main Theme ◽  
The Impact

Of the three components constituting teacher education curriculum, namely general education, specialized education and professional education, the professional education component is arguably accorded the highest consideration in the scholarship of teaching. However, there is an emerging concern over the involvement of non-education specialists in the teaching of this component. Yet, there is little evidence of sufficient engagement with this concern in the Nigerian context. As a sequel to a study on pedagogical misconceptions by student teachers, this paper examines the impact of teacher educators' professionalism on student teachers' learning in Nigerian universities. Through the analytic method, the study engaged with data collected through the instrumentality of official records like Faculty brochures, lecture notes developed by teacher educators, systematic observations by the researchers, and semi-structured interviews involving selected participants.  The qualitative study employs a constructivist paradigm that methodically situates data and analysis in the context of the experiences and perceptions of both the participants and researchers, and focusses on the main theme, namely teacher educator's knowledge as a predictor of student-teacher learning, which emerged from the data for the earlier study as collected in three universities where the present lead researcher assessed prospective teachers on teaching practice in their third and fourth years, in his capacity as teaching practice supervisor. In exposing the effect of teacher educator professionalism on prospective teacher learning, the present study revealed instances of miseducation by some of the teacher educators involved in teaching professional education courses, which substantially accounts for the student teachers' pedagogical misconceptions

The Impact of Classroom Climate on Aggression and Victimization in Early Adolescence

2019 ◽  
Vol 40 (5) ◽  
pp. 689-711
Author(s):  
Kathryn L. Behrhorst ◽  
Terri N. Sullivan ◽  
Kevin S. Sutherland
Keyword(s):  
School Climate ◽  
Early Adolescence ◽  
Student Teacher ◽  
Classroom Climate ◽  
Peer Aggression ◽  
Teacher Relationships ◽  
Bidirectional Relations ◽  
The Impact ◽  
Student Teacher Relationships ◽  
Lower Frequencies

Identifying factors that influence peer aggression and victimization is important because of their high prevalence rates and associated negative outcomes during early adolescence. Limited research has examined the impact of environmental and contextual factors, such as school climate, on peer aggression and victimization. This study longitudinally examined bidirectional relations between school climate and peer aggression and between school climate and victimization over 6 months. Participants were 265 sixth-, seventh-, and eighth-grade students (50% female; 82% African American). Bidirectional path regression analyses showed that students who reported higher levels of positive student-teacher relationships at Time 1 engaged in lower frequencies of aggression and experienced less victimization at Time 2. Students who reported higher levels of awareness and reporting of violence at Time 1 had more positive student-teacher relationships and engaged in lower frequencies of aggression at Time 2.

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