“My mindset has completely shifted from asking what to asking why and how”: Influence of two effective and expert teachers’ value orientations on their curricula and pedagogies

2020 ◽  
pp. 1356336X2097133
Author(s):  
Leah K. May ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Social Responsibility ◽  
Short Form ◽  
Value Orientation ◽  
Value Orientations ◽  
Stimulated Recall ◽  
Self Actualization ◽  
Curricular Models ◽  
Primary Focus ◽  
A Minor ◽  
Stimulated Recall Interviews

The purpose of this study was to determine the influence of two effective and expert physical education (PE) teachers’ value orientations on the curricula they delivered and the pedagogies they employed. The specific research questions we attempted to answer were: (a) What were the teachers’ current value orientations? (b) How had these value orientations influenced their curricula and pedagogies? and (c) How had the teachers’ value orientations, curricula, and pedagogies evolved during the course of their careers? Data were collected from PE teachers Hudson and Garrett with the short form of the value orientation inventory and six interpretive techniques (i.e. formal, informal, and stimulated recall interviews; non-participant observations; document analysis; and reflective journaling). Value orientation profiles were graphed. Qualitative data were analyzed by employing analytic induction and constant comparison. Key findings were that the two PE teachers prioritized the disciplinary mastery and social responsibility orientations and they employed curricular models and pedagogies that were congruent with these perspectives. Data also indicated that the self-actualization perspective had a minor influence on Hudson and the learning process orientation had a similar influence on Garrett. Both PE teachers began teaching with a primary focus on disciplinary mastery and expanded their views to include social responsibility later in their careers. The study highlights the importance of exposing preservice and in-service teachers to different value orientations, curricular models, and pedagogies and requiring them to consider the congruence between their goals and objectives and the models and methods they employ.

Impact of Two Preservice Teachers’ Value Orientations on Their Interpretation and Delivery of the Skill Themes Approach

2020 ◽  
pp. 1-8
Author(s):  
Leah K. May ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Preservice Teachers ◽  
Social Responsibility ◽  
Qualitative Data ◽  
Short Form ◽  
Value Orientations ◽  
Pedagogical Beliefs ◽  
Approaches To Teaching ◽  
Self Actualization ◽  
The Impact ◽  
Analytic Induction

Purpose: To determine the impact of two preservice teachers’ value orientations on their interpretation and delivery of the skill themes approach. Method: The short form of the value orientations inventory and five qualitative techniques were used to collect data. Participants’ value orientations inventory profiles were illustrated graphically. Interpretive data were analyzed using analytic induction and constant comparison. Findings: Results from the short form of the value orientations inventory indicated that Meagan prioritized social responsibility, learning process, and disciplinary mastery, while Jared favored social responsibility, self-actualization, and ecological integration. Qualitative data largely supported these value orientation profiles and indicated that the preservice teachers’ approaches to teaching skill themes differed and were influenced by their pedagogical beliefs. Moreover, qualitative data illustrated how Meagan’s and Jared’s value orientations and interpretations of the skill themes approach had changed and developed. Conclusions: These findings emphasize the importance of preservice teachers engaging in philosophical reflection on the connections between their beliefs and their interpretations of curriculum models.

scholarly journals Urban Secondary Teachers’ Value Orientations: Delineating Curricular Goals for Social Responsibility

1994 ◽  
Vol 13 (2) ◽  
pp. 163-179 ◽  
Author(s):  
Catherine D. Ennis
Keyword(s):  
Social Responsibility ◽  
Value Orientations ◽  
Physical Educators ◽  
Social Reconstruction ◽  
Positive Interaction ◽  
Stimulated Recall ◽  
The Social ◽  
School Programs ◽  
Social Curriculum ◽  
And Task

This research examined content and task decisions of 11 urban secondary physical educators who placed a high priority on social curriculum goals. Transcript data from a stimulated-recall protocol were analyzed using constant comparison to determine the extent to which content and task decisions represented social justice and reform goals of social reconstruction or of citizenship and positive interaction more consistent with social responsibility. Results suggested that teachers’ content decisions were consistent with the goals of cooperation, teamwork, and involvement within the social responsibility value orientation. Task structures for middle school programs involved large group activities, while high school tasks focused on individual activities performed as a member of a small group.

scholarly journals Teaching Value Laden Curricula in Physical Education

1996 ◽  
Vol 15 (3) ◽  
pp. 338-354 ◽  
Author(s):  
Ang Chen ◽  
Catherine D. Ennis
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Learning Process ◽  
Initial Step ◽  
Physical Activities ◽  
Value Orientations ◽  
Physical Education Teachers ◽  
Curriculum Innovation ◽  
Self Actualization ◽  
Individual Value

Research on physical educators’ value orientations has identified five orientations: disciplinary mastery, learning process, self-actualization, social responsibility, and ecological integration. An interpretive research design was used to compare the extent to which 2 physical education teachers’ content differed because of their value orientations. Findings revealed that the 2 teachers established curriculum goals and emphasized aspects of the physical education content that were associated with their individual value orientations. Dan, a learning-process-oriented teacher, stressed teaching students learning skills by breaking down movement skills into simple elements. John, a social-responsibility-oriented teacher, emphasized teaching social responsibility through physical activities. Both teachers viewed learning physical activities as a means to develop students’ analytic or social skills. However, philosophical differences were found in how curricular goals and content were determined. The findings suggest that clarifying teachers’ value orientations should be considered an appropriate initial step in curriculum innovation and change.

Influence of an Elementary Methods Course and Early Field Experience on Preservice Teachers’ Value Orientations

2020 ◽  
pp. 1-9
Author(s):  
Leah K. May ◽  
Matthew D. Curtner-Smith ◽  
Stefanie A. Wind
Keyword(s):  
Preservice Teachers ◽  
Field Experience ◽  
Short Form ◽  
Theoretical Perspective ◽  
Value Orientation ◽  
Value Orientations ◽  
Methods Course ◽  
Occupational Socialization ◽  
Early Field Experience ◽  
Elementary Methods

Purpose: To determine the influence of an elementary methods course and early field experience on eight preservice teachers’ (PTs’) value orientations. Method: The theoretical perspective employed was occupational socialization. Data were collected with the short form of the value orientation inventory and five qualitative techniques (formal and informal interviews, nonparticipant observation, critical incidents, and stimulated recall). The value orientation inventory profiles for the instructor and PTs were visually inspected for similarities and changes. Analytic induction and constant comparison were employed to analyze the qualitative data. Results: Value orientations of PTs with teaching and moderate coaching orientations were influenced by the methods course and early field experience, while those of PTs with strong coaching orientations were not. Factors leading to this evolution were the curriculum model employed, the instructor, and PTs’ increased confidence and knowledge of students. Summary and Conclusions: The study highlights the importance of faculty facilitating reflection on connections between instructional models and value orientations and how these relate to PTs’ beliefs.

Public views on forest management: value orientation and forest dependency as indicators of diversity

2011 ◽  
Vol 41 (4) ◽  
pp. 740-749 ◽  
Author(s):  
Bonita L. McFarlane ◽  
Thomas M. Beckley ◽  
Emily Huddart-Kennedy ◽  
Solange Nadeau ◽  
Stephen Wyatt
Keyword(s):  
Forest Management ◽  
Public Involvement ◽  
Mail Survey ◽  
Value Orientation ◽  
Economic Benefits ◽  
Value Orientations ◽  
Forest Dependence ◽  
Forest Dependency ◽  
Primary Focus ◽  
Public Views

Classifying communities as forest dependent based on economic indicators implies that residents of these communities share a utilitarian view of forest management whereby resource extraction and economic benefits are the primary focus. In this study, we test this hypothesis by examining the relationship between forest dependency, value orientation, and views on forest management. Data were collected by mail survey from 1521 residents of the Province of New Brunswick, Canada, in 2007. We classify respondents based on levels of forest dependency of their area of residence and their forest value orientation. We examine variation in beliefs about forest management, goals of forest management, and public involvement across levels of forest dependency and forest value orientation. Results showed some differences among residents from regions with different levels of forest dependence. Considerably greater variation, however, occurred among forest value orientation clusters. This study suggests that regardless of the level of forest dependency, communities comprised a mix of value orientations and that examining populations based on level of forest dependency may mask a plurality of views on forest management within communities.

scholarly journals Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110138
Author(s):  
Yetti Zainil ◽  
Safnil Arsyad
Keyword(s):  
Conversation Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Video Recording ◽  
Code Switching ◽  
Pedagogical Practices ◽  
Stimulated Recall ◽  
West Sumatra ◽  
Teacher Professional ◽  
Stimulated Recall Interviews

Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

scholarly journals Applying evidence-based medicine in general practice: a video-stimulated interview study on workplace-based observation

2020 ◽  
Vol 21 (1) ◽  
Author(s):  
Lisanne S. Welink ◽  
Kaatje Van Roy ◽  
Roger A. M. J. Damoiseaux ◽  
Hilde A. Suijker ◽  
Peter Pype ◽  
...  
Keyword(s):  
Decision Making ◽  
General Practice ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Stimulated Recall ◽  
Previous Discussion ◽  
Based Medicine ◽  
Stimulated Recall Interviews ◽  
Gp Training

Abstract Background Evidence-based medicine (EBM) in general practice involves applying a complex combination of best-available evidence, the patient’s preferences and the general practitioner’s (GP) clinical expertise in decision-making. GPs and GP trainees learn how to apply EBM informally by observing each other’s consultations, as well as through more deliberative forms of workplace-based learning. This study aims to gain insight into workplace-based EBM learning by investigating the extent to which GP supervisors and trainees recognise each other’s EBM behaviour through observation, and by identifying aspects that influence their recognition. Methods We conducted a qualitative multicentre study based on video-stimulated recall interviews (VSI) of paired GP supervisors and GP trainees affiliated with GP training institutes in Belgium and the Netherlands. The GP pairs (n = 22) were shown fragments of their own and their partner’s consultations and were asked to elucidate their own EBM considerations and the ones they recognised in their partner’s actions. The interview recordings were transcribed verbatim and analysed with NVivo. By comparing pairs who recognised each other’s considerations well with those who did not, we developed a model describing the aspects that influence the observer’s recognition of an actor’s EBM behaviour. Results Overall, there was moderate similarity between an actor’s EBM behaviour and the observer’s recognition of it. Aspects that negatively influence recognition are often observer-related. Observers tend to be judgemental, give unsolicited comments on how they would act themselves and are more concerned with the trainee-supervisor relationship than objective observation. There was less recognition when actors used implicit reasoning, such as mindlines (internalised, collectively reinforced tacit guidelines). Pair-related aspects also played a role: previous discussion of a specific topic or EBM decision-making generally enhanced recognition. Consultation-specific aspects played only a marginal role. Conclusions GP trainees and supervisors do not fully recognise EBM behaviour through observing each other’s consultations. To improve recognition of EBM behaviour and thus benefit from informal observational learning, observers need to be aware of automatic judgements that they make. Creating explicit learning moments in which EBM decision-making is discussed, can improve shared knowledge and can also be useful to unveil tacit knowledge derived from mindlines.

The Mediating Role of New Ecological Paradigm between Value Orientations and Pro-Environmental Personal Norm in the Agricultural Context

2016 ◽  
Vol 28 (2) ◽  
Author(s):  
Kean Boon Chua ◽  
Farzana Quoquab ◽  
Jihad Mohammad ◽  
Rohaida Basiruddin
Keyword(s):  
Design Methodology ◽  
Value Orientation ◽  
Value Orientations ◽  
New Ecological Paradigm ◽  
Mediating Role ◽  
Personal Norm ◽  
Ecological Paradigm ◽  
The Relationship ◽  
Practical Implications

Purpose Environmental awareness became a crucial agenda for both academicians and practitioners. Effect of the individual’s value, belief and norm on their environmentally significant behaviour is vital on subsequent purchase decision of the consumers. Considering this, the present study aims to examine the relationships among value orientations, New Ecological Paradigm (NEP), and pro-environmental personal norm. Moreover, this research intends to investigate the mediating role of New Ecological Paradigm between value orientations and pro-environmental personal norm. Design/methodology/approach This study has utilized questionnaire survey among 277 paddy farmers at the Muda Agricultural Development Authority (MADA) area in Malaysia. Data was analyzed using Partial Least Squares technique in order to test study hypotheses. Partial Least Square technique was utilized to analyze the data to test the study hypotheses. Findings Results reveal that biospheric value, altruistic value and egoistic value positively and significantly affect NEP. It is also found that NEP positively and significantly affect pro-environmental personal norm. Data also supports the links between altruistic value and pro-environmental personal norm (PPN). However, the relationship between other two value-orientations (biospheric value and egoistic value) and PPN is not supported by the data. Additionally, NEP mediates the relationship between biospheric value and PPN as well as between egoistic value and PPN. Contrary to this, NEP does not mediate the relationship between altruistic value and PPN. Practical implications The findings of this study will guide the agrochemical industry to understand how to enhance consumers’ behavioural aspect towards the environmental welfare. As handling of agrochemical is hazardous to health and environment, the knowledge on the effect of value orientation, belief and norm holds the key to inculcate good agricultural practice. Originality/value The present study is among the pioneers to consider NEP as the mediator between three types of value orientation and personal norm. Additionally, this study examined the relationship between NEP and PPN as well as between value orientations and PPN which are comparatively new to the existing body of literature. Nevertheless, this study considers NEP as a multidimensional constructs which is relatively new. Last, but not the least, the findings elaborate the existing knowledge of individual’s environmental concern in the context of agrochemical purchase.

Kijk naar jezelf! Reflectie op beeldmateriaal in onderzoek en praktijk

KWALON ◽  
2018 ◽  
Vol 23 (2) ◽  
Author(s):  
Krista van Mourik ◽  
Annica Brummel ◽  
Astrid Kemper ◽  
Ilse Menheere ◽  
Mariette Wesselink ◽  
...  
Keyword(s):  
Social Network ◽  
Social Workers ◽  
Family Members ◽  
Collaborative Relationships ◽  
Research And Practice ◽  
Behavioral Indicators ◽  
Video Recordings ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews ◽  
Multiproblem Families

Look at yourself! A reflection on images in research and in practice Social workers play an important role in helping multiproblem families to deal with multiple, interrelated and often intergenerational problems. Social workers indicate that effective collaboration – with clients, their family members and other professionals – is crucial. Defective collaboration can have major consequences for effective support. In this study, six social workers were followed intensively in their collaborative relationships with families, families’ social network and other professionals providing services to these families. Video recordings and stimulated recall interviews were used to explore the behavioral indicators of this collaboration. The value of the method for research and practice is described.

What stops creative employees to implement ideas? Individual culture value orientation perspective

2017 ◽  
Vol 30 (6) ◽  
pp. 872-887 ◽  
Author(s):  
Hongli Wang
Keyword(s):  
Power Distance ◽  
Value Orientation ◽  
Value Orientations ◽  
High Tech ◽  
Content Type ◽  
Individual Culture ◽  
Two Factors ◽  
The Individual ◽  
Individual Value ◽  
The Impact

Purpose Creativity itself does not necessarily lead to idea implementation. The purpose of this paper is to deeply understand the impact of the individual culture value orientation on employees’ motivation on whether they want to push creative ideas into implementation. Design/methodology/approach In this study, drawing on socially desirable responding (SDR) theory, the author reasons that individual value on power distance and superficial harmony and that these two factors interact to influence employees transform their creativity into implementation. The author argues that prevalence of the failure where creativity cannot be transformed into implementation results from the lack of understanding for two elusive individual culture value orientations: individual superficial harmony orientations (ISHO) and individual power distance orientations (IPDO). Data from 66 middle managers and 301 members of five high-tech firms provide a considerable support for the hypothesized model. Findings The results showed that individuals were able to improve the possibility of putting their creative ideas into practice when they are both lower in IPDO and ISHO. Originality/value Such findings help the author to understand how individual cultural value orientation complements each other to generate joint impact on the relationship between their creative ideas to idea implementation.

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