scholarly journals Implementing pedagogies of care in online teacher education

2021 ◽  
Author(s):  
Dewa Wardak
Keyword(s):  
Teacher Education ◽  
Online Survey ◽  
Well Being ◽  
Self Esteem ◽  
First Year ◽  
Learning And Teaching ◽  
Qualitative Survey ◽  
Human Aspects ◽  
Survey Responses

Research shows that students who believe their teachers are caring for them are more likely to engage with the class and exhibit higher levels of self-esteem and well-being. What we learn from the past should guide our present practice to pave the way for a more authentic relationship with our students in the future. This paper reports a case study of how a ‘pedagogy of care’ was implemented in a first-year large teacher-education unit of study at an Australian university during the transition to fully online learning and teaching in response to the pandemic. The paper reports the strategies adopted by the teaching team and the results of an online survey conducted with the students about their experience of the transition. The qualitative survey responses were organised into themes that illustrated how students perceived teacher care. According to the students, teachers cared when they organised consistent synchronous sessions, provided opportunity for interaction between students, recorded lectures, were lenient, modified assessment, marked assessments quickly, exhibited positivity, and acknowledged challenges due to COVID-19. These themes were then classified into two broad categories on a continuum ranging between the delivery of the unit to interpersonal or human aspects.

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

scholarly journals Across the COVID-19 Waves; Assessing Temporal Fluctuations in Perceived Stress, Post-Traumatic Symptoms, Worry, Anxiety and Civic Moral Disengagement over One Year of Pandemic

2021 ◽  
Vol 18 (11) ◽  
pp. 5651
Author(s):  
Alessio Gori ◽  
Eleonora Topino
Keyword(s):  
Perceived Stress ◽  
State Anxiety ◽  
Moral Disengagement ◽  
Online Survey ◽  
Well Being ◽  
First Year ◽  
Effective Interventions ◽  
Post Traumatic ◽  
One Year ◽  
Traumatic Symptoms

This study aimed at investigating the psychological effect of the COVID-19 pandemic in Italy by analysing the trends of perceived stress, post-traumatic symptoms, state anxiety, worry, and civic moral disengagement in four different moments from March 2020 to March 2021. The study involved a total of 1827 Italian participants (30% men and 70% women; Mage = 34.72; SD = 12.40) divided into four groups to which an online survey was administered. The first group completed the survey in March 2020, the second one in August 2020, the third one in November 2020, and the fourth one in March 2021. Results highlighted significant decreases in post-traumatic symptoms and a significant increase in civic moral disengagement over the first year of the COVID-19 pandemic. The levels of perceived stress, worry, and state anxiety remained constant. The correlations between the variables at different times were also explored, as well as gender differences over the year. The COVID-19 emergency has had significant effects on the mental state of the population, with important repercussions for individual and collective well-being during but probably also after the pandemic. This study offers a clear snapshot of the psychological outcomes over one COVID-19 pandemic year, providing important information that may contribute to tailor more effective interventions for mental health.

Developing Self- and Cultural-Awareness Through Introductory Education Courses

2017 ◽  
pp. 67-86
Author(s):  
Heather Coffey ◽  
Susan B. Harden ◽  
Erik Jon Byker ◽  
Amy J. Good ◽  
Larry B. Fisher
Keyword(s):  
Teacher Education ◽  
Cultural Awareness ◽  
Teacher Education Program ◽  
First Year ◽  
Clinical Experiences ◽  
Case Study Method ◽  
First Year Students ◽  
Urban Classrooms ◽  
Education Courses

Using case study method, this project examines the perceptions and practices related to development of self and cultural awareness among a cohort of 104 (n=104) first-year students, all aspiring to become future teachers. Over the course of one academic semester, first year students who planned to enter the teacher education program participated in readings, activities, assignments, field based observations, and discussions developed to facilitate self and cultural awareness. The findings from analyses of these artifacts indicate that pre-service teachers began to demonstrate deeper awareness of how personal opinions and biases influenced their interactions with others and the types of characteristics related to appreciating diversity (Akiba, 2011) in urban classrooms. This study has implications for engaging first year students in early field-based clinical experiences in order to develop self and cultural awareness in preparation for teaching.

scholarly journals Stress and burnout in anesthesia residency: an exploratory case study of peer support groups

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Jessica Spence ◽  
David Smith ◽  
Anne Wong
Keyword(s):  
Focus Group ◽  
Training Program ◽  
Peer Support ◽  
Support Groups ◽  
Online Survey ◽  
Focus Group Interview ◽  
Maslach Burnout Inventory ◽  
Group Interview ◽  
Survey Responses

Stress and burnout are alarmingly prevalent in anesthesiologists, with the highest risk occurring during anesthesia residency training. To better understand this phenomenon, we conducted a mixed methods case study of our anesthesia training program to explore the residents’ accounts of stress and burnout and the potential value of peer support groups. Eight out of thirty eight residents participated in nine monthly peer support group (PSG) meetings followed by a focus group interview about stress and burnout in training and the value of PSG. We compared the participants’ mean pre-and post-PSG Maslach Burnout Inventory® (MBI) and Perceived Stress Scale® (PSS) and analysed the focus group interview for recurring themes. We captured the perspectives of twenty seven out of thirty residents who did not participate in support groups (non-participants) through an online survey on stress and burnout. We found evidence of a high prevalence of stress and burnout from the MBI and PSS scores and survey responses. Analysis of the focus group interview showed that the specific stressors of anesthesia training included: an individually-based model of training that predisposes to isolation from peers, an over-reliance on the quality of the faculty-resident relationship and the critical, high stakes nature of the profession. Residents strongly endorsed the value of PSG in decreasing isolation, enhancing validation, and support through the sharing of experiences. Lack of dedicated time and integration into the training program were major barriers to PSG participation. These barriers need to be overcome in order to fully realize its role in mitigating stress and burnout.

scholarly journals Multitasking in Knowledge Intensive Business Services

2020 ◽  
Vol 4 (4) ◽  
pp. 305-318
Author(s):  
Inese Suija-Markova ◽  
Liene Briede ◽  
Elīna Gaile-Sarkane ◽  
Iveta Ozoliņa-Ozola
Keyword(s):  
Organizational Performance ◽  
Online Survey ◽  
Survey Methodology ◽  
Well Being ◽  
Optimal Number ◽  
Business Services ◽  
Knowledge Intensive Business Services ◽  
Relationship Analysis ◽  
Human Aspects ◽  
Knowledge Intensive

The objectives of this study were two-fold. First, to analyze multitasking activities in Knowledge Intensive Business Services (KIBS) and the employees’ perception of multitasking effects on individual and organizational performance. Second, to explore associations between the perception of multitasking and individual Time Management Orientation (TMO). The research study employed an online survey methodology. The questionnaire contained 56 questions organised in four groups. Methods of relationship analysis and regression analysis were applied to get answers to the research questions. The study indicated that the employees of surveyed KIBS were strongly engaged in multitasking activities in their workplaces. The informants estimated that on average they worked on nine different tasks per day. Additionally, their working days were filled with interruptions, caused either by external factors or self-interruptions. The majority of respondents also admitted that the ability to multitask was considered their job requirement, thus supporting the findings of other studies that KIBS do prefer multitasking employees. The effects of multitasking on individual and organizational performance were perceived ambiguously by the respondents. Meanwhile, the majority of respondents (above 70%), regardless of the level of polychronicity, admitted that they were able to make good decisions and concentrate better when they worked on one task at a time. The data analysis confirmed the findings reported earlier that individuals with more polychronic TMO did perceive multitasking as having more positive than negative effects both at the individual and organisational levels. Human multitasking has been widely researched in such fields as medicine, command and control, aviation, information technologies, but there is little detailed empirical evidence on multitasking in KIBS such as management consulting, research and development, architecture, engineering services, design, and advertising. Our research provides a fresh view on the human aspects of KIBS companies which can be of help in addressing the related managerial issues. The setting of the optimal number of tasks, task allocation considering employees’ individual differences, designing of workflows require further research as this may give the KIBS company managers guidelines and tools for organizing productive multitasking towards enhanced work efficiency and effectiveness and employees’ well-being.

scholarly journals Wellbeing during the COVID-19 pandemic in the UK: a secondary data analysis

2021 ◽  
Author(s):  
Jen Murphy ◽  
Mark Elliot
Keyword(s):  
Mental Health ◽  
Online Survey ◽  
National Level ◽  
Secondary Data ◽  
Well Being ◽  
Ordinary Least Squares ◽  
Least Squares Regression ◽  
The Uk ◽  
Survey Responses ◽  
The Impact

Introduction: In March 2020 in response to the COVID pandemic the UK government declared a national lockdown where citizens were required to stay at home. The impact of this lockdown on levels of well-being has been a source of concern for citizens and mental health professionals.Objectives: We investigated the trajectory of well-being over the course of the ?first wave and sought to determine whether the change in well-being is distributed equally across the population. Speci?fically we investigated pre-existing medical conditions, social isolation, ?financial stress and deprivation as a predictor for well-being and whether there were community level characteristics which protect against poorer well-being.Methods: Using online survey responses from the COVID19 modules of Understanding society, we linked 8,379 English cases across ?five waves of data collection to location based deprivation statistics. We used ordinary least squares regression to estimate the association between deprivation, pre-existing conditions and socio-demographic factors and the change in well-being scores over time, as measured by the GHQ-12 questionnaire.Results: A decline in well-being was observed at the beginning of the fi?rst lock down period at the beginning of March 2020. This was matched with a corresponding recovery between April and July as restrictions were gradually lifted. There was no association between the decline and deprivation, nor between deprivation and recovery. The strongest predictor of well-being during the lockdown, was the baseline score, with the counterintuitive finding that for those will pre-existing poor well-being, the impact of pandemic restrictions on mental health were minimal, but for those who had previously felt well, the restrictions and the impact of the pandemic on well-being were much greater.Conclusion: These data show no evidence of a social gradient in well-being related to the pandemic. In fact, wellbeing was shown to be highly elastic in this period indicating a national level of resilience which cut across the usually observed health inequalities.

scholarly journals Drawing as a Way of Knowing: Visual Practices as the Route to Becoming Academic

2018 ◽  
Vol 28 ◽  
pp. 173-187 ◽  
Author(s):  
Sandra Abegglen ◽  
Tom Burns ◽  
Sandra Sinfield
Keyword(s):  
Academic Writing ◽  
Deep Understanding ◽  
First Year ◽  
Widening Participation ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Learning Module ◽  
Self Confidence ◽  
Teaching In Higher Education

This case study illustrates what happened when we took a playful approach in a first year undergraduate academic skills module and a graduate Facilitating Student Learning module asking our students to “draw to learn.” We found that they not only enjoyed the challenges we set them, but also that they “blossomed” and approached their academic writing with more confidence and joy. Hence we argue for a more ludic approach to learning and teaching in Higher Education to enable Widening Participation students and their tutors to become the academic writers they want to be. In particular “blind drawing” seems to be a powerful tool for diminishing the fear of failure and for fostering deep understanding as well as self-confidence.

scholarly journals FIRST-YEAR VERSUS FOURTH-YEAR AND ONLINE VERSUS PAPER-AND-PENCIL RESPONSES TO A GRADUATE ATTRIBUTE SELF-ASSESSMENT TOOL AND EXIT SURVEY

2017 ◽  
Author(s):  
Andrew J. B. Milne ◽  
Roydon Fraser ◽  
Natalie Chow
Keyword(s):  
Online Survey ◽  
Assessment Tool ◽  
Free Form ◽  
First Year ◽  
Self Awareness ◽  
Graduate Attributes ◽  
Exit Survey ◽  
Self Assessments ◽  
Paper And Pencil ◽  
Survey Responses

A tool has been created that allows students to self-assess how well their program helped them achieve CEAB graduate attributes. These indirect self-assessments are used at the University of Waterloo in the Mechanicaland Mechatronics Engineering (MME) Department along with more direct measurements to inform analysis of programs. The tool uses an online survey platform to allow for randomized presentation of a subset of prompts related to the graduate attributes to each student in order to reduce the number of questions posed to any one student while ensuring coverage of all attributes.This tool has been deployed to first-year and fourth-year cohorts, and the differences in students’ self-assessments are discussed, in particular the increase in self-awareness that is expected to occur between first and fourth-year. The tool has also been deployed as part of an online exit survey administered to fourth-year students only, and similarities and differences in survey responses for online versus paper-and-pencil are discussed especially as they relate to free-form responses

scholarly journals Students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning

2019 ◽  
Author(s):  
John Stoszkowski ◽  
Liam McCarthy
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Research Study ◽  
Approaches To Learning ◽  
Study Data ◽  
Learning Potential ◽  
Approach To Learning ◽  
Learning And Teaching

Heutagogy, a form of self-determined learning, is a learner-centred approach to learning and teaching, grounded in constructivist principles. This case study explores final year undergraduate students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning. As part of a larger research study, data were collected at two UK universities, using an online survey that was intended to elicit their perceptions and experiences of a module designed using heutagogical principles. Results indicate that foundational knowledge, skills and attitude are a requirement for, and an outcome of, heutagogical learning. Potential implications for the use of heutagogical approaches to learning and teaching are discussed.

Peer supporters’ experiences on an Australian perinatal mental health helpline

2018 ◽  
Vol 34 (3) ◽  
pp. 479-489 ◽  
Author(s):  
Laura J Biggs ◽  
Helen L McLachlan ◽  
Touran Shafiei ◽  
Rhonda Small ◽  
Della A Forster
Keyword(s):  
Mental Health ◽  
Focus Groups ◽  
Peer Support ◽  
Online Survey ◽  
Well Being ◽  
Professional Staff ◽  
Perinatal Mental Health ◽  
Public Health Issue ◽  
Perinatal Anxiety ◽  
Survey Responses

SummaryPerinatal mental health is an important public health issue, and peer support is a potentially important strategy for emotional well-being in the perinatal period. PANDA Perinatal Anxiety & Depression Australia provides support to individuals impacted by perinatal mental health issues via the National Perinatal Anxiety & Depression Helpline. Callers receive peer support from volunteers and counselling from paid professional staff. The views and experiences of PANDA peer support volunteers have not previously been studied. We conducted two focus groups and an online survey to explore the experiences of women providing volunteer peer support on the Helpline. Data collection took place in October and November 2013. Two social theories were used in framing and addressing the study aims and in interpreting our findings: the Empathy–Altruism Hypothesis, and the Helper Therapy Principle. All PANDA volunteers were invited to participate (n = 40). Eight volunteers attended a focus group, and 11 survey responses were received. Descriptive statistics were used to analyse quantitative data. All survey respondents ‘strongly agreed’ that they felt positive about being part of PANDA. Thematic analysis of data from focus groups and open-ended survey responses identified the following themes: motivated to help others, supported to support callers, helping to make a difference and emotional impacts for volunteers. Respondents described a strong desire to support others experiencing emotional distress as a motivator to volunteer. Although perinatal peer support services are designed to benefit those who receive support, this study suggests volunteers may also experience personal benefits from the role.

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