scholarly journals The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110557
Author(s):  
Sarfraz Aslam ◽  
Ali Usman Hali ◽  
BaoHui Zhang ◽  
Atif Saleem
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Reflective Thinking ◽  
Structured Interviews ◽  
Teacher Education Candidates ◽  
Reflective Practitioners ◽  
Training Institutions ◽  
Teachers Professional Development

The importance of reflective thinking among teachers has long been recognized, and it remains a crucial indicator of learning and ensures teachers’ professional development. This study’s aim is to understand a teacher education program’s impact on the reflective thinking of preservice teachers in Pakistan. Utilizing a mixed-method approach, 400 teacher education candidates participated in the quantitative analysis, which involved a follow-up that included 10 semi-structured interviews by teacher education candidates. The results showed that teacher education in Pakistan is characterized by the production of more graduates but lacks the focus to develop and generate reflective practitioners in the field. This research contributes to our understanding about the importance of reflective thinking in terms of how it can improve preservice teachers’ thinking patterns and nurture teacher education. Furthermore, this study suggests that teacher-training institutions should focus on improving the quality of the trainings for students.

Preparing Pre-Service Candidates as Effective Reflective Practitioners Using edTPA

2018 ◽  
pp. 205-217
Author(s):  
Sumitra Himangshu-Pennybacker ◽  
David P. Fuller
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
New Teachers ◽  
Reflective Practitioner ◽  
Individual Student ◽  
Evidence Based ◽  
Student Needs ◽  
Teacher Education Candidates ◽  
Reflective Practitioners ◽  
Based Instruction

Proponents of teacher education preparation advocate that in order for new teachers to be effective in their practice they must acquire skills as reflective practitioners, specifically as it relates to lesson designing and instruction and understanding individual student needs. This study demonstrates the use of edTPA reflective commentary to move teacher education candidates from a superficial professional reflection to becoming a reflective practitioner with an in-depth understanding of reflective practice and evidence-based instruction.

The Use of ePortfolios in Teacher Education Programs to Support Reflective Practitioners in a Digital World

2017 ◽  
pp. 104-115 ◽  
Author(s):  
Valerie J. Robnolt ◽  
Joan A. Rhodes ◽  
Sheri Vasinda ◽  
Leslie Haas
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Technology Knowledge ◽  
Student Reflection ◽  
Digital World ◽  
Reflective Practitioners ◽  
Preservice Teacher Learning

The use of ePortfolios to document and assess preservice teacher learning continues to be a prevalent method for encouraging student reflection. This chapter outlines the definition and prevailing uses of ePortfolios and describes the variety of ways that ePortfolios are implemented in teacher education programs. The authors describe the issues that faculty and preservice teachers face when implementing ePortfolios, particularly when writing for different audiences, such as accreditation agencies and to meet program requirements. The importance of technology knowledge and skills for successful creation of ePortfolios is outlined. Through the presentation of two cases, this chapter focuses on the development of ePortfolio implementation projects. The chapter concludes with suggestions for faculty to support preservice teachers as they implement ePortfolios in their teacher education programs.

A Community-Based Evaluation of Brief Guided Mindfulness in the Management of Stress and Difficult Emotions

2020 ◽  
pp. 1-18
Author(s):  
Shaya MacDonald ◽  
Susan Korol ◽  
Todd Vassallo ◽  
Cathy MacDougall
Keyword(s):  
Well Being ◽  
Mindfulness Practice ◽  
Practical Training ◽  
Structured Interviews ◽  
Depression Anxiety Stress Scale ◽  
Community Based ◽  
Perceived Quality Of Life ◽  
Before And After

The current study evaluated the effectiveness of a novel three-hour Guided Mindfulness Program on participants’ management of depression, anxiety and stress. The intervention included an educational component emphasizing the psychological value of mindfulness practice combined with a practical training component in mindfulness techniques. The Depression Anxiety Stress Scale was administered at three points in time before and after participation in the program. Additionally, semi-structured interviews were conducted to explore perceived quality of life, happiness, and stress 4 to 8 weeks following the program. All participants reported improvements in overall well-being and reported significant decreases in negative affect when comparing pre-program scores (baseline) to follow-up scores. Notably, qualitative interview results indicated that participants attributed most positive post-program results to informal mindfulness practice.

scholarly journals Sífilis na gestação: perspectivas e condutas do enfermeiro

2017 ◽  
Vol 11 (12) ◽  
pp. 4875
Author(s):  
Jacqueline Targino Nunes ◽  
Ana Caroline Viana Marinho ◽  
Rejane Marie Barbosa Davim ◽  
Gabriela Gonçalo de Oliveira Silva ◽  
Rayane Saraiva Félix ◽  
...  
Keyword(s):  
Quality Of Care ◽  
Prenatal Care ◽  
Pregnant Women ◽  
Age Group ◽  
Structured Interviews ◽  
Categorical Analysis ◽  
Analysis Technique ◽  
Compulsory Notification

RESUMOObjetivos: discutir as ações do enfermeiro na atenção pré-natal a gestantes com sífilis e identificar dificuldades encontradas pelos profissionais na adesão ao tratamento das gestantes e parceiros. Método: estudo qualitativo, tipo descritivo-exploratório, desenvolvido com quatro mulheres na faixa etária entre 40 e 55 anos, com a produção de dados a partir de entrevistas semiestruturadas, analisada pela Técnica Análise Conteúdo na modalidade Análise Categorial. Resultado: das falas emergiram três categorias << Ações dos enfermeiros no acompanhamento à gestante com sífilis >>; << Aspectos que dificultam a eficácia no tratamento da sífilis gestacional >>; << Importância da notificação compulsória da sífilis >>. Conclusão: a ação do enfermeiro às gestantes com sífilis tem condutas adequadas segundo o Ministério da Saúde. Nas dificuldades ao tratamento citaram falta do medicamento, resistência das gestantes e tratamento doloroso. A notificação compulsória foi identificada apenas na unidade de referência, dificultando a real incidência de gestantes com sífilis e deficiências na qualidade da assistência. Descritores: Enfermeiro; Pré-Natal; Gestante; Saúde da Mulher; Neurossífilis; Sífilis Congênita.ABSTRACT Objectives: to discuss nurses' actions in prenatal care for pregnant women with syphilis and to identify difficulties found by professionals in adhering to the treatment of pregnant women and their partners. Method: this is a qualitative study, descriptive-exploratory type, developed with four women in the age group between 40 and 55 years old, with the production of data from semi-structured interviews, analyzed by the Content Analysis Technique in the Categorical Analysis modality. Result: three categories of nurses' actions in the follow-up of pregnant women with syphilis emerged from the speeches: << Aspects that hinder effectiveness in the treatment of gestational syphilis >>; << Importance of compulsory notification of syphilis >>. Conclusion: the nurse's action on pregnant women with syphilis has adequate behavior according to the Ministry of Health. In the difficulties to treatment, they mentioned lack of medication, the resistance to pregnant women and painful treatment. Compulsory notification was identified only in the reference unit hindering the real incidence of pregnant women with syphilis and deficiencies in the quality of care. Descriptors: Nurse; Prenatal Care; Pregnancy; Women´s Health; Neurosyphilis; Congenital Syphilis.RESUMENObjetivos: discutir las acciones del enfermero en la atención prenatal a gestantes con sífilis e identificar dificultades encontradas por los profesionales en la adherencia al tratamiento de las gestantes y compañeros. Método: estudio cualitativo, tipo descriptivo-exploratorio, desarrollado con cuatro mujeres entre 40 y 55 años, con la producción de datos a partir de entrevistas semi-estructuradas, analizada por la Técnica Análisis de Contenido en la modalidad Análisis Categorial. Resultado: de los discursos surgieron tres categorías << Acciones de los enfermeros en el acompañamiento a la gestante con sífilis >>; << Aspectos que dificultan la eficacia en el tratamiento de sífilis gestacional >>; << Importancia de la notificación compulsoria de sífilis >>. Conclusión: la acción del enfermero a las gestantes con sífilis tienen conductas adecuadas según el Ministerio de la Salud. En las dificultades al tratamiento citaron falta de medicamento, resistencia de las gestantes y tratamiento doloroso. La notificación compulsoria fue identificada apenas en la unidad de referencia dificultando la real incidencia de gestantes con sífilis y deficiencias en la calidad de la asistencia. Descriptores: Enfermería; Atención Prenatal; Embarazo; Salud de la Mujer; Neurosífilis; Sífilis Congénita.

scholarly journals En syklisk vei til profesjonell kunnskap: Praksisperiodens påvirkning på kunnskapsproduksjon i lærerutdanning

2020 ◽  
pp. 105-118
Author(s):  
Alexander Gamst Page ◽  
Elin Tronsaune Moen
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Knowledge Production ◽  
Classroom Practice ◽  
Practical Knowledge ◽  
Lecture Hall ◽  
Theoretical Knowledge ◽  
Structured Interviews ◽  
Hermeneutic Circle ◽  
Theoretical Context

In recent years, the concept of knowledge has become a fruitful analytical area within the field of teacher education. It is recognised that knowledge can take different forms, and in this regard, Aristotle’s tripartite distinction has been most influential. This consists of theoretical knowledge (episteme), practical knowledge (techne) and the wisdom necessary to combine the two and to know when and how to implement them (phronesis). Much of this research has been rather deductive, with pre-existing categories being used rather than letting categories arise from the data. This chapter attempts to capture a more emic picture of the knowledge production of preservice teachers (PSTs). The chapter is based on semi-structured interviews of 30 PSTs at various stages of their education. The interviews revolved around their experiences of being taught on campus and teaching for themselves during classroom practice. Our findings are that the PSTs experience a circular production of competence, where theoretical knowledge from the lecture hall becomes grounded in their experiences from practice. Such experiences are also brought back into the lecture hall where they may gain more theoretical context. This cyclical analysis is reminiscent of the hermeneutic circle, where deeper understanding is created through repeated oscillation between two different framings of the material.

scholarly journals The role of the trainer in adapted physical activity for osteoporosis to improve quality of life

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Marini ◽  
A Masini ◽  
P Maietta Latessa ◽  
T Sanna ◽  
A Raggi ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Control Group ◽  
Improve Quality ◽  
Adapted Physical Activity ◽  
Structured Interviews ◽  
Substantial Impact

Abstract Background Osteoporosis is a major health burden worldwide and require a multi-modal approach including exercise. Fractures have a substantial impact on quality of life (QoL) so exercise programs may to be conducted by trainers able to deal with this condition, because exercise alone, even if in the right dosage, seems to be not enough to improve QoL. A quasi-experimental pilot study performed to determine the feasibility and safety of an Adapted Physical Activity (APA) protocol specifically designed for osteoporotic women with vertebral fractures and its effect on QoL, with a specific focus on trainer's role. Methods The Experimental Group (EG) performed APA protocol 1hour twice a week for 6 months, while the Control Group (CG) received standard care. QoL was assessed at baseline and follow-up with ECOS-16 questionnaire and semi structured interviews to understand women perceptions regarding trainer's role. Using mixed-methods quantitative and qualitative data were analyzed using SPSS 5 and NVivo 12, respectively. Results 40 post-menopausal women (mean age: 67.6±4.6) divided in 2 groups EG = 22 and CG = 18, completed the study. At follow-up, EG improved significantly QoL (EG: -0.5±0.5 vs CG: 0.0±0.3 p = 0.02). The APA intervention had a significant effect on all the components of QoL, as measured by the disease-specific ECOS-16 questionnaire: Physical Component Summary (PCS) (EG: -0.4±0.5 vs CG: 0.0±0.4 p = 0.06) and Mental Component Summary (MCS) (EG: -0.5±0.6 vs CG: 0.1±0.5 p = 0.02). The interviews confirmed this result, emphasizing the key role of the trainer in improving their QoL. The adherence calculated as number of sessions performed compared to the sessions proposed was 75.8%. No injuries were observed. Conclusions The feasibility, the safety, and the positive effect of the proposed exercise protocol on QoL confirmed also by the interviews, show that principles of exercise education applied by trainers should be extended also to patients with other chronic condition. Key messages Trainers specifically educated, could be a means of achieving the goal improving people’s QoL, as they occupy the role of exercise experts and also an educational, relational and support role. The management of osteoporosis is multi-modal and includes exercise, often recommended as a beneficial non-pharmacological treatment to slow the rate of bone loss and improve quality of life.

Developing a Multicultural Cross-Curricular Study Abroad Experience

2017 ◽  
pp. 221-236
Author(s):  
Mary-Kate Sableski ◽  
Jackie M. Arnold ◽  
John White
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Study Abroad ◽  
General Education ◽  
Diverse Society ◽  
Reflective Practitioners ◽  
Historical Literacy ◽  
The University ◽  
Study Abroad Program ◽  
Required Courses

Study abroad experiences can and should be inherently two-fold. Before, during, and after the study abroad commitment, students experience and live both their curricular content as well as their culturally diverse experiences. In the Department of Teacher Education at the University of Dayton, our mission is to engage students in experiences that will support their ability to be reflective practitioners in a diverse society. This chapter will describe the development of a study abroad program designed to assist preservice teachers in developing and utilizing these skills and dispositions in a global setting. The study abroad experience required courses from both teacher education and general education content. An overarching goal of our program was to facilitate students' ability to utilize a multicultural lens both in their study abroad experience and throughout their lives. This chapter will describe how three professors integrated cross-curricular projects grounded in children's and young adult literature, historical literacy, and understanding diverse populations.

scholarly journals Markers of vulnerability for cervical cancer in HIV-infected women

2011 ◽  
Vol 19 (3) ◽  
pp. 500-507 ◽  
Author(s):  
Daniele Mary Silva de Brito ◽  
Marli Teresinha Gimeniz Galvão ◽  
Maria Lúcia Duarte Pereira
Keyword(s):  
Health Care ◽  
Cervical Cancer ◽  
Early Detection ◽  
Social Dimensions ◽  
Structured Interviews ◽  
Preventive Actions ◽  
Quality Of Health Services ◽  
Supply Information

This study identifies the dimensions and markers of vulnerability among women infected with HIV regarding the development of cervical cancer. A total of 76 HIV-infected women cared for in Fortaleza, CE, Brazil from October 2007 to June 2008 participated in the study. Semi-structured interviews were used to collect socio-demographic, clinical, and sexual data, as well as situations related to health care follow-up and the prevention of cervical cancer. Identified situations were grouped according to the dimensions and markers of vulnerability. HIV-infected women experience different situations linked to individual, programmatic and social dimensions that leave them vulnerable to the development of cervical cancer. The conclusion is that this population is vulnerable to cervical cancer and specific preventive actions are necessary to supply information associated with early detection, improve knowledge, encourage self-care, and improve the quality of health services directed to this population.

Technology Capacity Building for Preservice Teachers through Methods Courses

2011 ◽  
Vol 1 (3) ◽  
pp. 50-62 ◽  
Author(s):  
George Zhou ◽  
Judy Xu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
School Teachers ◽  
Methods Courses ◽  
Technology Proficiency ◽  
Use Of Technology ◽  
Technology In Teaching

Technology proficiency has widely been considered a necessary quality of school teachers, yet how to help teachers develop this quality remains an unanswered question. While teacher education programs often offer one technology course as a solution to this issue, scholars have recently argued that such technical skill-oriented courses are not sufficient to develop preservice teachers’ ability to use technology in teaching. This paper argues that the use of technology in teaching requires integrated knowledge between technology, pedagogy, and subject content, and this highly blended knowledge is best developed through the methods courses of a teacher education program. The key message is that preservice teachers need to be consistently exposed to technology and regularly be required to practice it in many aspects of instruction.

scholarly journals Teacher Education Programmes at Alexandria University with reference to Tuning Methodology

2016 ◽  
Vol 3 (2) ◽  
pp. 281
Author(s):  
Alsaeed Alshamy
Keyword(s):  
Teacher Education ◽  
Curriculum Design ◽  
Paradigm Shift ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Raising Awareness ◽  
Subject Specific ◽  
Generic Competences ◽  
And Training

The study aims at using the outcomes of Tuning Africa Project — I to propose implications for policy and practice for enhancing the quality of Teacher Education Programmes in Egyptian higher education. It investigates the views of different stakeholders — academics, students, graduates and employers — who relate to three faculties in charge of Teacher Education at Alexandria University. The study focuses on the generic competences and the key subject-specific competences which future teachers should be acquainted with. The data have been collected through questionnaires administered to 384 participants and through semi-structured interviews with 10 academics. The main findings show that, across all different stakeholders, there are significant gaps for both generic and subject-specific competences between what is deemed important and what is deemed as the level of achievement at Alexandria University. The average ranking for both generic and subject-specific competences was 3.75 in terms of importance but only 2.54 in terms of achievement. This is an indication that effort and intentional strategies needed to be put in place to minimize the gaps of the relevant Teacher Education Programmes. This calls for a paradigm shift from input and staff-centered programmes to output and student oriented ones. In order to achieve such a paradigm shift, several actions concerning policy and practice should be promoted. Among them, the study proposes changing the regulations of existing programmes; revising programmes in order to allow inclusion of the Tuning determined generic and subject-specific competences. The study further proposes raising awareness about the importance of competence-based learning among academics, students, graduates, employers and the society at large as well as involving all stakeholders in the process of curriculum design and quality enhancement. All these are potential in promoting capacity building and training for academics who are equipped to incorporate new competences in the existing programmes/courses. Such academics will be able to initiate new courses with commonly agreed structures; they will be able to incorporate the needed competences in such a way that comparability and equivalence of learning outcomes between Alexandria University and other African universities become possible.

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