scholarly journals The Learning Incubator: an innovative teaching and learning technology in nursing

2021 ◽  
Vol 55 ◽  
Author(s):  
Dirce Stein Backes ◽  
Tanise Santini ◽  
Cristina dos Santos de Freitas ◽  
Alexandre Antonio Naujorks ◽  
Marli Terezinha Stein Backes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Physical Space ◽  
Learning Technology ◽  
Self Assessment ◽  
Professional Behaviors ◽  
Innovative Teaching ◽  
Self Reflection ◽  
Study Participants

ABSTRACT Objective: To understand the meaning of the Learning Incubator as a teaching and learning technology in the nursing area. Method: Qualitative research, supported by grounded theory. Data was collected from March to November 2019, through interviews with guiding questions and hypotheses directed at two different groups. The analysis was done by comparative data analysis and included open, axial and integrated coding, as proposed by the method. The theoretical sample included 23 participants, which were nurses, technicians, and nursing students. Results: The delimitation of the categories converged in the phenomenon (Re)signifying knowledge and practices in the Learning Incubator. Guided by the paradigmatic model, the categories were named according to the three following components: Condition: Recognizing that the being and the professional practice are inextricable; Action/interaction: Revisiting professional practices that are repetitive and mechanic; Consequence: Referring to the reflections and knowledge constructed in the Learning Incubator. Conclusion: The Learning Incubator, as seen by the study participants, is not limited to the Incubator meetings or the themes addressed in it. Beyond a welcoming physical space, the Incubator expands itself and becomes a tool that promotes self-reflection and self-assessment of professional behaviors and attitudes.

scholarly journals University Pedagogy: A New Culture is Emerging in Greek Higher Education

2017 ◽  
Vol 6 (3) ◽  
pp. 147 ◽  
Author(s):  
Katerina Kedraka ◽  
Georgia Rotidi
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Crucial Point ◽  
Innovative Teaching ◽  
University Culture ◽  
Self Reflection ◽  
Reflective Process ◽  
Alternative Teaching ◽  
Teaching Role ◽  
Professional Profile

The aim of this paper is to highlight University Pedagogy as a field that focuses on academics’ teaching role in Greek higher education. EU has recognized the need of improvement of the teaching skills of academics and urges the member states to recognize them as an important element of their professional profile. Only recently academics in Greece have launched the debate on innovative teaching and learning methods and practices. A Symposium that took place in 2016 and a significant empirical research are presented, because they are considered to mark the beginning of an emerging university culture, which incorporates the concern on teaching and learning excellence within higher education approaches in our country. The results of these initiatives indicate that critical self-reflection on teaching can lead to the transformation and to the adoption of alternative teaching practices, since the critically reflective process is a crucial point for the enhancement of an academic’s pedagogical, curricular and instructional knowledge.

scholarly journals A Pilot Study: Promoting Understanding and Peer Success (PUPS) in the Campus Community

2018 ◽  
Vol 2 (1) ◽  
pp. 25
Author(s):  
Laura Pruitt Walker ◽  
Kimberly D. Helms
Keyword(s):  
College Students ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Causes Of Death ◽  
The United States ◽  
Course Evaluations ◽  
Group Interview ◽  
Self Reflection ◽  
Health Course

Background: Suicide is one of the leading causes of death in the United States and is escalating in some populations, such as college students. Suicide is the 2nd leading cause of death among college students (Caruso, 2018). The number one cause of suicide is depression (Caruso, 2018).Aim: The aim of the Promoting Understanding and Peer Success (PUPS) project is to explore innovative approaches to teaching and learning in a psychiatric mental health course and to provide early identification and intervention for students or staff who are identified as “at risk” for suicide, depression, anxiety, and substance abuse.Methods: Researchers are utilizing a qualitative approach when collecting data from nursing students involved in this study. The Nursing Students are asked to engage in focus group interview questions and to complete a self-reflection activity focused on the PUPS project.Results: Nursing students have conducted suicide, depression, anxiety and substance abuse screenings on approximately 500 campus student and staff participants thus far. Many of these screenings have resulted in distribution of educational resources, referral and follow up with counseling services.Conclusions: Researchers are continuing to collect data in the form of focused group interview questions, anecdotal comments, and end of the term course evaluations from the nursing students. Thematic coding is pending. Based upon anecdotal comments from the nursing students, the course faculty/researchers of this study believe the PUPS Project is successful.

Evaluating progress and setting directions

2017 ◽  
Author(s):  
Don Lebler ◽  
Scott Harrison
Keyword(s):  
Performance Assessment ◽  
Professional Practice ◽  
Expert Panel ◽  
Summative Assessment ◽  
Musical Performance ◽  
Self Assessment ◽  
Self Reflection ◽  
Art Form ◽  
Ensemble Performance ◽  
Key Issues

The complexity of assessing musical performance as a nonverbal art form is well known within the field of professional practice. This chapter addresses key issues including the tension between assessing craftsmanship and artistry. It surveys the strong tradition of expert panel assessment that continues to be the hallmark of musical performance assessment in many contexts, in relation to both solo and ensemble performance. It also explores how such practices may intersect with the development of self-assessment and self-reflection as core professional skills for performers, as well as the processes of formative and summative assessment. Finally, it argues that the making of musicians is a lifelong process in which assessment and examination have an important role but are by no means the only factor in determining whether or not a music student’s eventual career will be successful.

Rethinking Student Teacher Feedback: Using a Self-Assessment Resource With Student Teachers

2017 ◽  
Vol 70 (2) ◽  
pp. 155-168 ◽  
Author(s):  
Lauren Oropeza Snead ◽  
H. Jerome Freiberg
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Learning Assessment ◽  
Self Assessment ◽  
Self Reflection ◽  
Assessment Measure ◽  
Self Assessments ◽  
Pedagogical Changes ◽  
Novice Educators

This study examines 10 preservice teachers’ use of Freiberg’s Person-Centered Learning Assessment (PCLA), a self-assessment measure. The PCLA serves as an individualized resource for educators to assess their classroom teaching and learning particularly in the affective domain. Study findings indicate that the 10 student teachers identified future pedagogical changes as a result of utilizing the PCLA, with eight student teachers specifically identifying changes in their classrooms prior to completion of the study. As explored in this study, self-assessments seem to provide novice educators with a unique form of feedback and have the potential to lead to deeper levels of pedagogical self-reflection and resulting changes.

scholarly journals Using students' reflection in the university educational process - a qualitative approach

Educatia 21 ◽  
2021 ◽  
pp. 48-61
Author(s):  
Carmen Maria Țîru ◽  
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Educational Process ◽  
Self Assessment ◽  
Knowledge And Skills ◽  
Reflective Journal ◽  
Self Reflection ◽  
Qualitative Interpretation ◽  
The University

The university learning process must be self-planned, self-directed, self-initiated, and frequently individually completed. To be able to achieve these goals, the students must have certain knowledge and skills. One of these is the reflective ability, developed through different modalities and using different tools. This article presents a qualitative interpretation of the students' responses written in a reflective journal, at the end of a semester, as a tool for self-assessment and self-reflection and feedback on the educational activities in which they were involved. We present, anonymously, the dominant answers for each item grouped in reflective dimensions about the teaching and learning process. Based on these responses, we tried to identify characteristics and/or difficulties in the teaching and learning process, not only to summarize and analyze but to value and/or optimize them in the future university educational process.

scholarly journals JUTLP Editorial Issue 15.5

2018 ◽  
Vol 15 (5) ◽  
pp. 2-4
Author(s):  
Alisa Percy ◽  
◽  
Jo-Anne Kelder ◽  
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Information Science ◽  
Academic Literacy ◽  
University Teaching ◽  
Library And Information Science ◽  
Self Assessment ◽  
Self Reflection ◽  
Research Libraries ◽  
The Us

Welcome to the final issue for the Journal of University Teaching and Learning Practice for 2018. In this issue, we have papers from Australia, the US, and Ireland, covering topics related to information and academic literacy, self-efficacy, the flipped classroom, student engagement and their perceptions of group work. Of the first two papers related to information and academic literacy, Hostetler, Luo and Stefaniak present findings from a systematic literature review exploring approaches to the assessment of students’ metacognition and its potential application in library and information science. Conducted in response to changes in an information literacy competencies framework prepared by the Association of College and Research Libraries (ACRL) in the US, the authors advocate for the incorporation of metacognitive tools, including self-reflection and self-assessment, in the assessment strategies of libraries to encourage higher order thinking.

scholarly journals PROFESSIONAL PRACTICE AMONG PRIMARY SCHOOLS’ MALAY LANGUAGE TEACHERS IN TERMS OF VALUE

2021 ◽  
Vol 3 (8) ◽  
pp. 196-210
Author(s):  
Zainah Asmawi ◽  
Wan Muna Ruzanna Wan Mohammad
Keyword(s):  
Professional Practice ◽  
Primary Schools ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Study Data ◽  
Language Teachers ◽  
Teacher Professionalism ◽  
Self Assessment ◽  
High Level

The concept of professionalism is closely related to individual job scope in any field of work. Teacher professionalism demands a value to carry out teacher’s responsibilities with full commitment and dedication. As the quality of education is related to the value of teacher professionalism that will determine the effectiveness of teaching and learning. Standard Guru Malaysia (2009) has placed the value of professionalism as the main standard. Therefore, this research is conducted to review teacher’s professionalism among primary schools’ Malay Language teachers of Klang, Selangor in the term of value. The objective of this study is to identify the level of teachers’ professional practice English in terms of value and identify the level of self-assessment of teachers' professional practice in primary schools’ Malay Language teachers. Quantitative Research was used in this study involving 219 teachers. The questionnaire with five Likert scales has been used for the purpose of data collection. The items used are guided by Standard 1: Values of Professionalism in the Malaysian Teacher Standard. Descriptive statistics were used to know the mean, standard deviation, frequency, and percentage to obtain accurate findings in the process of analysis the items of study. Data obtained are analysed using Software Package for Social Science (SPSS) version 25. The result of the analysis shows that the professionalism practice of Malay Language teachers in terms of values at the high level of 4.46. The finding describes the teachers know and practice the value of professionalism well but the value practice among teachers needs to be constantly enhanced because teachers are the transformation agent in the education system. The level of self-assessment among Malay Language teachers is at the high level of 3.68 means. In self-assessment section found that there are a few items that need to be emphasized in future studies because the feedback from this study illustrated that there are some disadvantages inherent in professionalism. And this affects the quality of professionals as Malay Language teachers. In conclusion, the teacher's efforts to complete the responsibilities towards the student, school, and community requires a strong value to produce professional attitudes teachers.

scholarly journals 'Putting on a Show' Non-Placement WIL in the Performing Arts: Documenting Professional Rehearsal And Performance Using Eportfolio Reflections

2020 ◽  
Vol 17 (4) ◽  
pp. 62-79
Author(s):  
Narelle Yeo ◽  
◽  
Jennifer Rowley ◽  
Keyword(s):  
Performing Arts ◽  
Teaching And Learning ◽  
Career Readiness ◽  
Music Students ◽  
Innovative Teaching ◽  
Direct Benefit ◽  
And Performance ◽  
Creative Artists ◽  
Study Participants

his study explores the utility of employing a student-created experiential narrative ePortfolio as a multimodal tool for reflective practice in WIL. It does so by examining a case study situated within the performing arts, where WIL discourses are rarely adopted, and few examples are present in the literature. This paper introduces a circular mentoring framework that extends Kolb’s experiential learning model, whereby learning is facilitated through the interchange of roles through rehearsal and reflection. In this study, participants prepared and performed an opera in a professional venue over a five-day period of intense creative studio work. The 2017 and 2018 Inclusion Project is an innovative teaching and learning opportunity that offered authentic industry-based experience to undergraduate music students in a closely monitored, non-placement WIL setting. Participants (n=18) undertaking a semester long elective, reported their experience through online journaling in an ePortfolio allowing them to create narrative responses. A qualitative analysis using narrative inquiry on the ePortfolio reflections indicated a direct benefit for student’s career readiness as creative artists.

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