scholarly journals Reflective Role-Playing in the Development of Dialogic Skill

2017 ◽  
Vol 15 (2) ◽  
pp. 137-155 ◽  
Author(s):  
Lone Hersted
Keyword(s):  
Collaborative Learning ◽  
Participatory Research ◽  
Educational Practice ◽  
Role Playing ◽  
Self Reflection ◽  
Bodily Awareness ◽  
Relational Consciousness ◽  
Goal Articulation ◽  
Reflective Skills ◽  
Relational Skills

Whether an organization prospers depends importantly on the relationships among its participants, and central to the success of relationships is the process of dialogue. This article describes an action-based educational practice for enhancing dialogical and relational skills among members of an organization. The effort draws on concepts of participatory research, collaborative learning, and dramatic acting. Specifically, the practice combines collaborative role-playing, polyphonic reflection, goal articulation, and facilitator cooperation to achieve educational ends. The project was carried out together with approximately 60 organizational members over a period of 18 months. Results suggest that this combination of practices enhanced dialogic, relational, and reflective skills among leaders and employees of the organization. Among the various results, particular attention is here paid to the outcomes of reflective role-playing for acquiring bodily awareness, changing and expanding perspectives, developing critical self-reflection, and enhancing relational consciousness.

scholarly journals Collaboration Development of Teachers and Teaching Assistants – Action Research

2020 ◽  
Vol 10 (1) ◽  
pp. 25-55
Author(s):  
Bohdana Richterová ◽  
Hana Kubíčková
Keyword(s):  
Action Research ◽  
Teaching Assistants ◽  
Methodological Approach ◽  
Educational Practice ◽  
Participatory Action ◽  
Self Reflection ◽  
Single Action ◽  
Problem Situations ◽  
One Year ◽  
Interpretative Approach

The paper reflects one of the topics of the participatory action research cycles, which was run within one-year cooperation of twelve educators of the elementary schools in Ostrava and two academic workers of Ostrava University. The topic of defining the competencies of teaching assistants in cooperation with teachers gradually narrowed to communication strategies in the context of building personal boundaries. The paper presents a methodological approach based on practical (interpretative) approach. The key method of the data collection was working in a focus group, whose meetings were video recorded, enriched with observations in lessons and writing action research journals. Data analysis was carried out using open coding. The primary limits and possibilities of mutual interaction and cooperation in the educational environment were identified through this analysis. The paper presents one selected case from educational practice in detail and describes work in single action research phases and cycles. The main benefits for the participants are creating a safe environment for sharing problem situations from the practice, source identification and coping strategies in the communication field as well as the development of self-reflection and healthy assertion.

scholarly journals Educational practice with women in the community: prevention of pregnancy in adolescence

2014 ◽  
Vol 23 (3) ◽  
pp. 791-798
Author(s):  
Joyce Mazza Nunes ◽  
Eliany Nazaré Oliveira ◽  
Soleane Mazza Nunes Bezerra ◽  
Patrícia Neyva Pinheiro da Costa ◽  
Neiva Francenely Cunha Vieira
Keyword(s):  
Participatory Research ◽  
Community Based Participatory Research ◽  
Educational Practice ◽  
Community Mobilization ◽  
Health Problems ◽  
Community Based ◽  
Pregnancy In Adolescence ◽  
Community Prevention ◽  
Educational Processes ◽  
A Priority

In educational practice in health, the subjects' knowledges and contexts are valued, supporting necessary changes. This study aims to report the experience of educational practices undertaken with 11 women of a community in Fortaleza, in the Brazilian state of Ceará, using Community-Based Participatory Research to investigate, identify and study the health problems which are important for that community. The participants showed that the prevention of pregnancy in adolescence was a priority in the community. Thus, the causes of this occurrence were reflected upon and analyzed, and actions which could reduce this were planned and undertaken. A film was made for adolescents, focusing on pregnancy in adolescence, demonstrating the dramas and difficulties experienced by the adolescents and their families. The study shows the potential which groups have for community mobilization and confrontation of the problems, as, when involved in the educational processes, they are able to provoke individual and collective changes, increase their autonomy and exercise their citizenship.

scholarly journals Using Peer Role-playing to Improve Student Skills for Musculoskeletal Physical Examinations

2020 ◽  
Author(s):  
Kazuyo Yamauchi ◽  
Yoko Hagiwara ◽  
Nahoko Iwakura ◽  
Saori Kubo ◽  
Azusa Sato ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Role Play ◽  
Real Life ◽  
Role Playing ◽  
Musculoskeletal Symptoms ◽  
Traditional Curriculum ◽  
Self Reflection ◽  
Simulation Based ◽  
Simulation Group

Abstract The traditional curriculum for medical students in Japan does not include sufficient opportunity for the students to develop their skills for musculoskeletal examination and clinical reasoning and diagnosis. So, many residents report a lack of confidence in performing these tasks. Our aim was to assess the effectiveness of peer role-playing to improving these skills among 90 women medical students who were completing their first orthopaedic clinical clerkship. Participants were allocated into two groups. One group participated in role-play (the simulation group) and the other did not participate in role-play because of the clerkship schedule or almanac circumstance (the no-simulation group). This program consisted of two modules: the simulation-based module and the outpatient encounter module. Each module included two sessions. The simulation-based module had two parts: a structured encounter with role-play for musculoskeletal cases, and a structured debriefing with the course supervisor including self-reflection. The students’ performance was observed and assessed using the mini clinical evaluation exercise (mini-CEX) for musculoskeletal cases in the simulation-based module (Day1) and the outpatient encounter module (Day2). The simulation-based module increased the physical examination score on the mini-CEX because of the encounters with real-life patients with musculoskeletal symptoms. This result suggests that role-play as a peer enhancing simulation may help to improve the competency of medical students in performing a musculoskeletal physical examination in a clinical setting.

scholarly journals Hodnoty v opravdovém světě

Envigogika ◽  
2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Bohuslav Binka ◽  
Jan Činčera ◽  
Martin Černý
Keyword(s):  
Real World ◽  
Critical Reflection ◽  
Educational Practice ◽  
Learning Model ◽  
Paper Analysis ◽  
The Real ◽  
Self Reflection ◽  
Basic Assumptions ◽  
Real World Learning ◽  
Universal Values

The paper analysis how the Schwartz’ theory of universal values promoted in the Real World Learning Model might be applied in educational practice. In its first part it introduces the Schwartz’ theory and its basic assumptions. In the second part it presents its critical reflection based on works of Pareto and Sorel. As they argue, the theory is too “optimistic” as it does not presuppose the ability of value of power to “mask” itself for other values. On the basis of this criticism, the paper discusses possible risks of non-reflected effort to force values of univerzalism or benevolence in education by the means of power discourse, and recommends an open self-reflection of a teacher as a prevention of such a risk.

Educational Conditions of Training Future Physical Therapy Specialists for the Use of Health-Preserving Technologies

2020 ◽  
Vol 6 (2) ◽  
pp. 92-102
Author(s):  
Anna V. Fastivets
Keyword(s):  
Physical Therapy ◽  
Professional Training ◽  
Process Development ◽  
Physical Therapists ◽  
Educational Practice ◽  
Role Playing ◽  
Educational Process ◽  
Health Technologies ◽  
Role Playing Games ◽  
Educational Conditions

Under conditions of considerable degradation of health of the nation, the problems of professional training of future physical therapy specialists at higher educational institutions become more topical. Therefore, the problem of developing the special educational conditions of training of future physical therapy specialists for the use of healthpreserving technologies does not lose its relevance. The purpose of the study is to analyse the key educational conditions of training of future physical therapy specialists for the use of health-preserving technologies. To meet the specified purpose the author used a complex of research methods, in particular, theoretical methods: analysis and synthesis of scientific and methodical literature, methodological documents; generalisation of the results of scientific research; synthesis of scientific theories, approaches and conceptions. Considering the current state of training of future physical therapists for the use of health technologies, it is established that the development of appropriate pedagogical conditions is promising. Among the latter, the author identified the following: stimulating interest in the study of health technologies by conducting tours and organising communication with well-known instructors during the educational process; development of the cognitive basis for the use of health technologies during interactive lectures, work in microgroups, solving situational problems, building schemes, individual, and group health programmes; practical use of available theoretical knowledge in the process of classroom (role-playing games, mutual learning with further analysis of video materials) and quasiprofessional (introduction of health technologies in educational practice) activities; introduction of an appropriate system for assessing the quality of training of future physical therapists for the use of health technologies in the educational process

Content Requirements for Collaborative Learning Based on the Concept of Role-Playing

2014 ◽  
Author(s):  
Gyu-Chan Lim ◽  
◽  
Seung-Bo Park ◽  
Won-Jin Lee ◽  
Jae-Dong Lee ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Role Playing

scholarly journals Do Trainee Mindfulness Teachers Practice What They Teach? Motivation, Challenges, and Learning Gaps

Mindfulness ◽  
2020 ◽  
Author(s):  
Allison Bowden ◽  
Katie Norton ◽  
Gemma Maria Griffith
Keyword(s):  
Teacher Training ◽  
Stress Reduction ◽  
Mindfulness Practice ◽  
Community Settings ◽  
Structured Interviews ◽  
Self Reflection ◽  
Trainee Teachers ◽  
Teacher Competency ◽  
Reflective Skills ◽  
Inductive Thematic Analysis

Abstract Objectives Research concerned with mindfulness-based program (MBP) teacher training has focused on the importance of developing teacher competency and integrity, with little emphasis on the experience of trainees themselves. The aim of this study was to investigate the experiences of trainee MBPs teachers as they delivered their first MBPs, with a focus on how they utilized their personal mindfulness practice to support themselves during this time. Methods We explored the experiences of university-based trainee teachers of Mindfulness-Based Stress Reduction (MBSR) when starting to teach, the ways they negotiated any challenges, and the extent to which they felt supported by their mindfulness practice. Semi-structured interviews were conducted with new MBSR teachers currently on a training course (N = 8). The interview data were analyzed using inductive thematic analysis. Results The key findings of the study were that trainee teachers were deeply motivated to teach MBPs with great integrity; did not anticipate the amount of time and effort needed to deliver their first MBSR courses; had concerns about the viability of the 8-week format of MBSR; needed more development in the area of self-reflection; and do indeed practice what they teach, and used their personal mindfulness practice to work with challenges. Conclusions These findings show that trainee mindfulness teachers are actively engaged with developing their teaching skills, and offer directions for how the pedagogy of MBP teacher training may be further developed. Trainees might benefit from additional pedagogical input on the practicalities of delivering MBSR in community settings, and on the development of reflective skills.

scholarly journals Approach to Writing from Readers’ Perspectives: Incorporating Self-Evaluation, Peer Feedback, and Self-Reflection into Academic Writing

2021 ◽  
Author(s):  
Masumi Ono
Keyword(s):  
Collaborative Learning ◽  
Academic Writing ◽  
Peer Feedback ◽  
First Year ◽  
Learning Method ◽  
Self Reflection ◽  
Self Evaluation ◽  
Analytical Skills ◽  
Critical Feedback ◽  
First Year University

In teaching academic writing, it is important that teachers encourage students to consider the expectations of readers, which vary depending on the genre and context of writing. Peer feedback, a collaborative learning method, provides students with opportunities to read peers’ writing and give and receive feedback. This study investigated the perceptions of first-year university students’ writing and revising academic essays through self-evaluation, peer feedback, and self-reflection. A total of 122 students wrote and evaluated the first drafts of their essays, read their peers’ essays to evaluate good and problematic areas, revised the drafts, and reflected on the peer feedback. The results indicated that self-evaluation enhanced students’ attention to readers’ expectations and that peer feedback was considered useful by the majority of them. While their essay scores and views on peer feedback did not correlate, the high-graded essay group appreciated peers’ comments on the essay organization. In contrast, the medium-graded group valued comments on the content, whereas the low-graded group viewed citation-related comments as useful. The results suggest that clear, specific, and critical feedback comments were received positively. Self-evaluation and peer feedback enhance students’ collaborative learning, analytical skills, and awareness of readers and their own writing.

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