Perceptions of research training in a hematology/oncology fellowship program.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. 11030-11030
Author(s):  
Stephanie L Pritzl ◽  
Laura M Lang ◽  
Joshua Michael Lang ◽  
Sam Joseph Lubner ◽  
Amanda Marie Parkes
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Research Productivity ◽  
Formative Evaluation ◽  
Research Training ◽  
Clinical Trial Design ◽  
Mentoring Relationships ◽  
Educational Framework ◽  
Research Mentor ◽  
Research Faculty

11030 Background: Current research training in Hematology/Oncology (Heme/Onc) fellowship is typically limited to mentoring relationships, which are highly variable due to the absence of standardized training for mentors and different perceptions of successful mentor-mentee relationships. Formal research productivity assessment is challenging and lacking in our current educational framework. Methods: Electronic surveys were developed to assess research training during fellowship at the University of Wisconsin (UW). Surveys were sent to current Heme/Onc fellows (n = 9), members of fellowship leadership (n = 4), and core research faculty (n = 5) with prior successful mentorship to trainees. Results: Surveys were completed by 6 fellows, 3 fellowship leadership, and 5 core research faculty. Both faculty and trainees recognized the research mentor-mentee relationship to be critical, with 5/6 (83%) fellows and 3/5 (60%) core research faculty identifying research mentors as the most meaningful training source. However, despite 5/6 (83%) fellows having a research mentor identified, there were large variations in the perceived level of proficiency in core research topics. While 3 fellows felt only slightly prepared in basics of clinical trial design, 1 fellow felt very prepared and 2 felt somewhat prepared. Furthermore, 2 fellows each felt very prepared, somewhat prepared, or not at all prepared in assembling grant components. There was also variable confidence reported by core research faculty in the ability of trainees to obtain funding and conduct independent research after fellowship, with 1 extremely confident, 2 somewhat confident, and 2 only a little confident. All individuals surveyed recognized manuscript publication, abstract presentation, and grant acquisition as important measures of research productivity. Beyond that, however, only 1/5 (20%) core research faculty and 0/3 (0%) fellowship leadership noted using rubrics for critical review of trainee academic progress despite 3/6 (50%) fellows believing that such rubrics were being used for their evaluation. Conclusions: The divergent experiences identified among research mentors and mentees and the lack of clearly defined metrics of research productivity highlights the need for a more standardized educational framework and formative evaluation tools. These identified needs have led to a pilot program at UW that intends to create a professional learning community for research mentors, define competencies for research training, and design a research training portfolio and accompanying assessment rubric.

Developing an Online Community to Promote Engagement and Professional Learning for Pre-Service Teachers Using Social Software Tools

2010 ◽  
Vol 12 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Catherine McLoughlin ◽  
Mark J.W. Lee
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Online Community ◽  
Peer Mentoring ◽  
Professional Community ◽  
Social Software ◽  
Mentoring Relationships ◽  
Group Discussions ◽  
Mutual Engagement ◽  
Joint Enterprise

To support students undertaking an initial teacher training program, a communities of practice model (Wenger, 1998) was implemented, supported by a social software-based technology framework, to enable mutual engagement, joint enterprise, and a shared repertoire. Participants formed peer-to-peer mentoring relationships, creating and sharing web log (blog) entries and voice recordings of critical incidents while on their practicum. Data from the students’ discourse was analyzed to explore issues and patterns that were indicators of a learning community. This data, together with data collected from post-practicum focus group discussions in which students reflected on the benefits of these media for peer mentoring and support, attests to the relevance and effectiveness of the adopted approach to developing a socio-professional community to support the development of pre-service teachers. The authors believe that best outcomes are achieved when activities are structured, when students are adequately trained in using the technologies, and when instructors or experts are available to scaffold reflection processes as the need arises.

Developing an Online Community to Promote Engagement and Professional Learning for Pre-Service Teachers Using Social Software Tools

2012 ◽  
pp. 268-285
Author(s):  
Catherine McLoughlin ◽  
Mark J.W. Lee
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Online Community ◽  
Peer Mentoring ◽  
Professional Community ◽  
Collaborative Group ◽  
Social Software ◽  
Mentoring Relationships ◽  
Joint Enterprise ◽  
One Year

While references to the concept of “learning community” abound in the literature, a common ingredient is the belief that learning is enhanced when there is a commitment to sharing ideas and knowledge within a collaborative group or network of individuals. To support student teachers completing their practicum placements as part of a one-year Graduate Diploma of Secondary Education at the Australian Catholic University (ACU National), a communities of practice model (Wenger, 1998) was implemented, supported by a social software-based technology framework, to enable mutual engagement, joint enterprise, and a shared repertoire. At the outset, all participants were given hands-on training in the use of the text and audio tools that comprised the technology framework. They then formed peer-to-peer mentoring relationships, creating and sharing web log (blog) entries and voice recordings of critical incidents while on their teaching practicum. The data from the students’ discourse was transcribed, coded, and categorized by evaluating each message unit based upon the type of communication it displayed. The main focus was to identify the discourse elements based on Wenger’s (1998) conceptual framework. The coded scripts were used to explore issues and patterns that were indicators of a learning community. This data, together with post-practicum focus group discussions in which students reflected on the benefits of these media for peer mentoring and support, attests strongly to the relevance and effectiveness of the adopted approach to developing a socio-professional community to support the development of pre-service teachers. It is hoped that this case study will contribute to best practice in the use of social software technologies for online community building and support in professional learning contexts, in ways that transcend organizational and disciplinary boundaries. The authors believe that the best outcomes are achieved when activities are structured, when students are adequately trained in using the technologies, and when instructors or experts are available to scaffold reflection processes as the need arises.

Three Innovations: Promises and Perils

2018 ◽  
Vol 19 (3) ◽  
pp. 73-90
Author(s):  
Sam Oh Neill
Keyword(s):  
Longitudinal Study ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Board ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
School Reforms ◽  
Social Emotional ◽  
Purpose Of Education ◽  
Differentiation Of Instruction

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of schooling, influence who and what, professionally, people become. I also discovered patterns related to the act of becoming that exist in school reforms. This study analyzes three reforms introduced between 2003 and 2017: Professional Learning Community, Differentiation of Instruction, and Social-Emotional Learning. 

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

scholarly journals The development of professional learning community in primary schools

2015 ◽  
Vol 10 (21) ◽  
pp. 2789-2796 ◽  
Author(s):  
Sompong Samoot ◽  
Erawan Prawit ◽  
Dharm tad sa na non Sudharm
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Primary Schools

scholarly journals Newly qualified teachers’ professional learning through practitioner enquiry

2017 ◽  
Vol 6 (3) ◽  
pp. 242-260 ◽  
Author(s):  
Dean Robson ◽  
Peter Mtika
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Education Institution ◽  
Initial Teacher Education ◽  
Policy And Practice ◽  
Content Type ◽  
Qualified Teachers ◽  
Teacher Education Institution ◽  
Pupil Learning ◽  
Newly Qualified Teachers

Purpose The purpose of this paper is to focus on a partnership-based mentoring model and the learning experiences of participant mentees and mentors. As part of the project, newly qualified teachers (NQTs) were supported to develop and implement a practitioner enquiry (teacher/action research) in a learning community involving two local authorities and an initial teacher education institution. Design/methodology/approach Qualitative data were collected from five semi-structured focus group interviews with key participant groupings to uncover perceptions and experiences of the partnership and professional learning therein. Analysis using an inductive and iterative approach pinpointed a number of emerging themes used to frame key elements of the findings. Findings Findings suggested that the partnership-based model promoted the professional learning and development of NQTs and their mentors in various ways. The nature and shape of the partnership had an influence on the quality of mentoring and support experienced. The community effectively supported the implementation of meaningful enquiry projects, which had clear connections to the enhancement of professional practice and pupil learning. However, specific tensions and conflicts emerged as hindrances to successful partnership-based mentoring in the specific context. Originality/value New insights into the role of a partnership-based mentoring scheme supporting practitioner enquiry-based learning of NQTs emerged. The local, layered community defining the partnership, and operating within the frame of a national induction scheme, was analysed. Benefits for partners were identified and specific challenges and tensions highlighted, both providing new evidence with potential to impact policy and practice. Policy developments supporting teachers to be mentors and enquiring professionals need to recognise the structural and support tensions that exist in contextual practice.

scholarly journals CREATION AND DEVELOPMENT OF TEACHER PROFESSIONAL LEARNING COMMUNITY: INSTITUTIONAL FACTORS

2017 ◽  
Vol 2 ◽  
pp. 493
Author(s):  
Justinas Monkevicius ◽  
Renaldas Čiužas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Organisational Culture ◽  
Institutional Factors ◽  
Teacher Professional Learning ◽  
Organisational Structure ◽  
Teacher Professional

The article presents a theoretical and empirical analysis of institutional factors of creation and development of successful teacher professional learning communities. On the basis of the conducted theoretical analysis, institutional factors were systemised and divided into four groups:factors related to organisational culture, to processes, to organisational structure, and factors related to financial and material resources.The empirical research reveals the relevance of theoretically distinguished factors to the practical processes of creation and development of successful teacher professional learning communities. It also singles out new factors that have not been investigated by other scholars and highlights the encountered barriers.

Sign in / Sign up

Export Citation Format

Share Document