Patient teacher: The complexity of in-betweenness in the teaching profession

2019 ◽  
Vol 12 (1-2) ◽  
pp. 219-236
Author(s):  
G. H. Greer
Keyword(s):  
Discourse Analysis ◽  
Teacher Burnout ◽  
Teaching Profession ◽  
Educational Settings ◽  
Fiction Writing ◽  
Self Reflection ◽  
Canadian North ◽  
Non Fiction ◽  
Open Dialogue

Using theory and analysis, I story my experience of being in-between ill and well as a teacher. First, I employ the work of Turner (1991), Massumi (2002) and Butler (2002) to define in-betweenness. Then I develop a tool for exploring the values of in-betweenness. Finally, I conduct discourse analysis (Fairclough 2003) on a small archive of non-fiction writing on teacher burnout in the Canadian north. I discover three possible values of in-betweenness in educational settings: (1) validation of diversity, (2) support of open dialogue and (3) development of self-reflection.

E-portfolio, a useful tool for reflection and feedback (Preprint)

2019 ◽  
Author(s):  
Rita Rezaee ◽  
Nahid Zarifsanaiey
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Learning Process ◽  
Learning Experience ◽  
Effective Means ◽  
Educational Programs ◽  
Electronic Portfolio ◽  
Medical Sciences ◽  
Educational Settings ◽  
Self Reflection

UNSTRUCTURED Utilizing an electronic portfolio (e-portfolio) is an effective means of enhancing the learning experience in educational settings. In the present study an e-portfolio framework was designed for medical education at Shiraz University of Medical Sciences. The objective was to assess learning progress in a medical course that provides instructor feedback via e-portfolio and promotes self-reflection among the students. The results indicate that using e-portfolio stimulates self-reflection in students and increases their active participation in the learning process. Integrating e-portfolios in educational programs can remarkably improve the academic performance in the fields of medicine and healthcare.

Mentoring pre-service educators in the development of professional disposition

2017 ◽  
Vol 6 (3) ◽  
pp. 196-209 ◽  
Author(s):  
Heather D. Kindall ◽  
Tracey Crowe ◽  
Angela Elsass
Keyword(s):  
Professional Growth ◽  
Teaching Profession ◽  
Teacher Preparation Program ◽  
Clinical Experiences ◽  
Content Type ◽  
Self Reflection ◽  
Constructive Feedback ◽  
Professional Dispositions ◽  
Internship Experience ◽  
Clinical Internship

Purpose Professional dispositions must be cultivated through focused self-reflection and targeted, authentic, internship experiences prior to entering the teaching profession. Continued development through mentoring during the clinical internship can enhance the effectiveness of pre-service teacher candidates as instructional leaders. The purpose of this paper is to explore the unique experiences found to be successful in mentoring pre-service teachers from student to professional during an authentic, yearlong internship experience. Design/methodology/approach Intern participants in this pilot study completed an inventory that measured professional dispositions five times during an internship experience. Data were analyzed using a mixed methods study design. Findings Results of the study determined that intern participants held unrealistic views of teaching and did not recognize the importance of dispositional development prior to focused mentoring throughout the year of clinical internship. One central finding in this study is that change and growth about perceptions of professional dispositions can be developed through focused mentoring. Originality/value Mentoring within the teacher preparation program can help in the transition of understanding professional growth and development, attitudes, and the view of complex behaviors. The dispositions necessary for effective teaching can be honed through cultural and clinical experiences, continual self-reflection, constructive feedback on evaluations of teaching, and targeted mentoring before beginning the clinical student internship and throughout the experience.

scholarly journals ‘A Marriage of Freud and Euclid’: Psychotic Epistemology in The Atrocity Exhibition and Crash

Humanities ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 93
Author(s):  
Samuel Francis
Keyword(s):  
Science Fiction ◽  
Karl Popper ◽  
The Novel ◽  
Fiction Writing ◽  
Non Fiction ◽  
Scientific Status ◽  
Contemporary Status ◽  
Mathematical Sciences ◽  
The 1960S ◽  
Psychoanalytic Theories

The writings of J.G. Ballard respond to the sciences in multiple ways; as such his (early) writing may productively be discussed as science fiction. However, the theoretical discipline to which he publicly signalled most allegiance, psychoanalysis, is one whose status in relation to science is highly contested and complex. In the 1960s Ballard signalled publicly in his non-fiction writing a belief in psychoanalysis as a science, a position in keeping with psychoanalysis’ contemporary status as the predominant psychological paradigm. Various early Ballard stories enact psychoanalytic theories, while the novel usually read as his serious debut, The Drowned World, aligns itself allusively with an oft-cited depiction by Freud of the revelatory and paradigm-changing nature of the psychoanalytic project. Ballard’s enthusiastic embrace of psychoanalysis in his early 1960s fiction mutated into a fascinatingly delirious vision in some of his most experimental work of the late 1960s and early 1970s of a fusion of psychoanalysis with the mathematical sciences. This paper explores how this ‘Marriage of Freud and Euclid’ is played out in its most systematic form in The Atrocity Exhibition and its successor Crash. By his late career Ballard was acknowledging problems raised over psychoanalysis’ scientific status in the positivist critique of Karl Popper and the work of various combatants in the ‘Freud Wars’ of the 1990s; Ballard at this stage seemed to move towards agreement with interpretations of Freud as a literary or philosophical figure. However, despite making pronouncements reflecting changes in dominant cultural appraisals of Freud, Ballard continued in his later writings to extrapolate the fictive and interpretative possibilities of Freudian and post-Freudian ideas. This article attempts to develop a deeper understanding of Ballard’s ‘scientific’ deployment of psychoanalysis in The Atrocity Exhibition and Crash within the context of a more fully culturally-situated understanding of psychoanalysis’ relationship to science, and thereby to create new possibilities for understanding the meanings of Ballard’s writing within culture at large.

Stimulating Non-Fiction Writing!

2019 ◽  
Author(s):  
Emma Hughes-Evans ◽  
Simon Brownhill
Keyword(s):  
Fiction Writing ◽  
Non Fiction

scholarly journals “HOW DO WE WRITE”, OR THE PROBLEM OF LITERARY SELF-CONSCIOUSNESS

2021 ◽  
Vol 14 (2) ◽  
pp. 67-79
Author(s):  
M.A. Chernyak ◽  
◽  
M.A. Sargsyan ◽  
Keyword(s):  
Literary Criticism ◽  
21St Century ◽  
Textual Criticism ◽  
Literary Work ◽  
Turn Of The Century ◽  
Self Reflection ◽  
Aesthetic Taste ◽  
Non Fiction ◽  
Literary Process

Statement of the problem. The interest of modern literary criticism to the problem of literature reflection is carried out mainly on the material of various metatexts, especially vividly represented in the turn of the century. The purpose of the article is to reveal author’s identity and artistic self-reflection in non-fiction texts. In this regard, the collection of articles entitled “How Do We Write”, compiled in 2018 by St. Petersburg writers Pavel Krusanov and Aleksander Etoev, is of particular interest. This book was written in reply to the book “How Do We Write” in 1930. The literary process of the 1920s, like, in many respects, literature of the new 21st century, was a period of renewal of various types and genres of artistic creativity, a period of the birth of new forms. Research results. Comparison of the two books, in which writers from different literary eras reflect on the nature of creativity, on the technology of literary work, on relationships with a reader, gives grounds to talk about the contours of a new textual criticism of the 21st century. Deformation of the canon, destruction of the boundaries of literature and aesthetic taste, and new forms of communication influenced the content and form of texts. Conclusions. With emergence of Internet reality, new sources of textual criticism appeared. The new literary reality dictates its own laws and creates new conditions for the development of publish- ing, writing, and reading relationships. Modern literature, like the literature of past years, reacts to cultural and historical events and to the development of the literary process, reflecting on the creation of the text and on the role of a writer here and now.

scholarly journals LOCUS OF CONTROL IN GEORGIAN TEACHERS AND ITS RELATION TO TEACHER BURNOUT

2016 ◽  
Vol 11 (1) ◽  
pp. 8-15
Author(s):  
Maya Bitsadze ◽  
Marine Japaridze
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Locus Of Control ◽  
General Education ◽  
Teacher Burnout ◽  
Maslach Burnout Inventory ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Professional Burnout ◽  
Preparation Programs

The intensive reforms taking place in general education field in Georgia impose considerable stress to those engaged in teaching profession. This may gradually lead to the condition of professional burnout of teachers. According to the conducted research some teachers have experienced burnout while others did not. The purpose of the present research is to identify how the personal quality such as control of locus may have influenced the level of burnout in Georgian teachers. Two self-assessment instruments, Rotter Scale and Maslach Burnout Inventory (MBI), were used in this research to measure control of locus type and level of burnout among Georgian teachers. Two questionnaires were distributed among 407 teachers at Public schools of Georgia. After dismissing inaccurately filled out questionnaires the analysis was conducted based on the data received from 373 questionnaires. The research findings revealed that Georgian teachers with internal locus of control are less likely to become professional burnout victims. Significant correlations proved to exist between locus of control orientation and teacher burnout on Emotional Exhaustion (EE) and Personal Achievements (PA) subscales of MBI. The article explores the opportunities to change locus of control from external to internal as a part of teacher professional development activities guided by school Principals and through redesigning of teacher preparation programs in order to make teachers more resistant to professional burnout. Key words: teacher burnout, locus of control, teacher preparation programs.

scholarly journals ‘Weird and fantastic realism’: Science and Stories in the Work of Grant Allen

2021 ◽  
pp. 140-154
Author(s):  
Beth Mills
Keyword(s):  
Short Story ◽  
Popular Fiction ◽  
Popular Literature ◽  
Formal Training ◽  
Fiction Writing ◽  
Non Fiction ◽  
Professional Science ◽  
Economic Necessity ◽  
Fantastic Realism ◽  
Grant Allen

Grant Allen (1848-1899) was a well-known populariser of natural history who was widely recognised for his extensive knowledge of science and his ability to refashion complex ideas for general audiences. But his status as a popular writer, coupled with a lack of formal training, placed him at the margins of professional science and impeded his serious scientific ambitions. Although Allen tended to portray fiction-writing as an economic necessity, both contemporary and recent critics have noted stylistic innovations that place him within germinal popular genres of the fin de siècle. This paper aims to show that Allen’s contributions to late-Victorian popular literature derive in part from his negotiation of fiction and non-fiction genres. Focusing particularly on his experiments with the short story, it considers how and to what extent he distinguished scientific from literary writing, while revealing his views on plausibility in fiction to be more complex than is typically recognised. Little-studied reviews of Allen’s popular fiction suggest the wider contemporary impact of his experimentations. That critics recognised his style as unconventional endorses a reappraisal of his place within developments in late-Victorian popular literature.

scholarly journals The Importance of Collaborative Discourse Analysis in the Training of Novice Translators

2017 ◽  
Vol 13 (1) ◽  
pp. 11-25
Author(s):  
Eszter Ernst-Kurdi
Keyword(s):  
Discourse Analysis ◽  
Interpersonal Skills ◽  
Translation Studies ◽  
Contrastive Analysis ◽  
Self Reflection ◽  
Collaborative Discourse ◽  
Bible Translation ◽  
The Bible ◽  
Key Aspects ◽  
Translation Errors

This paper outlines the key aspects of effective translator training regarding content, method and assessment drawing on a growing field of research in Translation Studies. The training of translators—whether in the professional or in the Bible translation context—should be influenced by the demands of the field as well as the profile of the students and therefore focus on the most required and most often lacking competencies in novice translators. The author suggests that collaborative discourse analysis is particularly beneficial in the training of beginner translators as it hones their skills in self-reflection, in handling discourse level translation problems, in providing a contrastive analysis of the SL and the TL and in correcting their most common translation errors. In addition, this method provides the learners with the opportunity to grow in teamwork and interpersonal skills which are also crucial competencies for a translator.

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