Learning Opportunity and Preparedness for Practice: Perceptions from Dietetics Programs in Canada

2005 ◽  
Vol 66 (4) ◽  
pp. 221-228 ◽  
Author(s):  
Maureen Rose ◽  
Lynn Mcalpine ◽  
Irene Strychar
Keyword(s):  
Professional Practice ◽  
Professional Education ◽  
Learning Opportunities ◽  
Learning Opportunity ◽  
Entry Level ◽  
Program Coordinators ◽  
Preparedness For Practice ◽  
Integrated Programs ◽  
Research Questions ◽  
Planning Implementation

Purpose: This study determined dietetics trainees’ and program coordinators’ perceptions about trainees’ preparedness to practice, based on Dietitians of Canada’s 145 competency statements. Depth and breadth of learning opportunity were also determined with definitions of these two concepts based on Elliott’s view of professional education and practice. Methods: Research questions were: 1. How prepared were trainees for practice? 2. What were the depth and breadth of learning opportunity in assessment, planning, implementation and evaluation? 3. How many learning opportunities were there in professional practice and communication? 4. Did responses vary between integrated programs and internships or between trainees and program coordinators? Results: Of 313 trainees, 168 (54%) responded and 23 (72%) of 32 coordinators responded. Preparedness was rated as “well prepared” or better for 25 (56%) of the 45 main competencies. For every competency, preparedness ratings were higher in integrated programs than in internships. Learning opportunities were rated as sufficient in depth and breadth or number for 88 (61%) of the 145 competency statements. Low ratings for preparedness were accompanied by low ratings for depth and/or breadth or number of learning opportunities. Conclusions: The notion of depth and breadth is useful as a framework to assess learning opportunities for developing entry-level competence.

Analyzing the Teaching of Professional Practice

2011 ◽  
Vol 113 (12) ◽  
pp. 2878-2896
Author(s):  
Pamela A. Moss
Keyword(s):  
Professional Practice ◽  
Professional Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Learning Opportunities ◽  
Professional Educators ◽  
Research Questions ◽  
Intended Learning Outcomes ◽  
Background Context ◽  
Over Time

Background/Context Based on their case studies of preparation for professional practice in the clergy, teaching, and clinical psychology, Grossman and colleagues (2009) identified three key concepts for analyzing and comparing practice in professional education—representations, decomposition, and approximations—to support professional educators in learning from each other's practice. In this special issue, two teams of teacher educators (Kucan & Palincsar, and Boerst, Sleep, Ball, & Bass) put these concepts to work in representing their practice of preparing novice teachers to lead discussions with their students. Purpose/Objective/Research Questions/Focus of Study This analytic essay presents an argument for the importance of (a) adding a fourth key concept to the Grossman et al. framework—conceptions of quality—and (b) using these four concepts to trace novices’ learning opportunities as they unfold over time in order to serve the goal of facilitating instructive comparisons in professional education. Research Design In this analytic essay, I analyze the three articles to examine how conceptions of quality are already entailed in the characterizations of practice. My analysis focuses on the kinds of criteria or “qualities” that are foregrounded; the grain size of practice to which the conception of quality is applied; and the ways in which variations in criteria— what counts as more or less advanced—are represented. I then contrast the sequence of learning opportunities and assessments described in the articles on discussion leading in terms of these four concepts. Conclusions/Recommendations Even instructional practices that appeared quite similar when described through the lenses of approximations, decomposition, and representations looked quite different when conceptions of quality and learning opportunities and assessments were traced over time. Representing these “learning trajectories”—which entail an understanding of the evolving dialectical relationships between learning opportunities and (at least intended) learning outcomes—seems essential to understanding and learning from the teaching practice.

Service-Learning Opportunities for Preservice Music Teachers within Community Music Settings

2019 ◽  
pp. 641-667
Author(s):  
Jared R. Rawlings
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Teacher Development ◽  
Learning Opportunities ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
Community Music ◽  
Learning Program ◽  
Learning Opportunity ◽  
Learning Programs

Authentic teaching opportunities are important for all preservice teachers, and service-learning opportunities within community music settings support preservice music teacher development. The purpose of this chapter is to document a service-learning opportunity within a community music school and showcase the benefits and challenges of a partnership between a music teacher preparation program and this school. After defining service learning and describing how it is utilized in music teacher education, the chapter uncovers the following topics: establishing a community music partnership, designing a service-learning opportunity, and evaluating the outcomes of service-learning programs. The chapter concludes with a discussion of the implications of and recommendations for utilizing a multi-tier service-learning program alongside a preservice music teacher curriculum.

scholarly journals Combining statistics: The effects of phonotactics on cross-situational word learning

2021 ◽  
Author(s):  
Rodrigo Dal Ben ◽  
Débora de Hollanda Souza ◽  
Jessica Hay
Keyword(s):  
Word Learning ◽  
Learning Opportunities ◽  
Brazilian Portuguese ◽  
Facilitative Effect ◽  
Learning Paradigm ◽  
Learning Opportunity ◽  
Exploratory Investigation

Regularities in speech can both help listeners make sense of their noisy world and support word learning. Two types of regularities that influence word learning are word-object co-occurrences and phonotactic probabilities. Here we conduct an exploratory investigation of the effects of phonotactics on word learning in ambiguous contexts. Brazilian-Portuguese speaking adults (N = 62) participated. Using a cross-situational word learning paradigm, we conducted two experiments in which sets of words with different phonotactic probabilities were presented in parallel, during the same learning opportunity, or sequentially, split across two learning opportunities. We found no effect of phonotactics on word learning in the first experiment, but we found a facilitative effect for the words with the highest phonotactics in the second experiment. Our results suggest that phonotactics and co-occurrence statistics can be combined to aid word learning, but only when learning opportunities highlight PP differences.

Intersection of Serious Games and Learning Motivation for Medical Education

2022 ◽  
pp. 1938-1947
Author(s):  
Santa Dreimane ◽  
Reinis Upenieks
Keyword(s):  
Medical Education ◽  
Professional Education ◽  
Serious Games ◽  
Educational Process ◽  
Learning Motivation ◽  
Research Subjects ◽  
Systematic Analysis ◽  
Research Questions ◽  
Games And Simulations ◽  
Professional Fields

Educational scholars are implementing technologies into the educational process. They use virtual reality, simulations, augmented reality and other immersive technologies that provide entertainment and an interesting, immersive environment as well as engage and motivate students. The aim of this research is to understand the scope and the nature of studies where serious games for medical education are prospective research subjects for the development of learning motivation. There are specific research questions that are of interest to the authors: (1) how many studies are devoted to exploring how serious games and simulations develop learning motivation; (2) how many studies are devoted to medical education, especially continuing professional education; and (3) which professional fields are most reflected in the search results, and is interdisciplinary learning observed? To answer the research questions, a systematic analysis of publications was chosen as the research method. Altogether, 132 articles published from January 1, 2014 to December 31, 2018 were selected for the review.

Portfolio Assessment in Engineering

2017 ◽  
Vol 6 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Benjamin Taylor ◽  
Lois R. Harris ◽  
Joanne Dargusch
Keyword(s):  
Undergraduate Students ◽  
Professional Practice ◽  
Portfolio Assessment ◽  
Learning Opportunities ◽  
Assessment Practices ◽  
Instructional Resources ◽  
Undergraduate Engineering ◽  
Team Projects ◽  
First Time

Learning professional skills through exposure to real-world contexts demands sophisticated assessment practices. However, complex and often novel genres can be daunting for undergraduate students. This study examined student perspectives as they engaged in Portfolio assessment for the first time within a core undergraduate engineering unit. 42 students were surveyed (27%) with 11 participating in a follow-up telephone interview. Students rated content derived from their contributions to team projects as the most valuable component of their portfolio in terms of demonstrating the unit learning outcomes and developing the skills and dispositions needed in professional practice. The team structure of many learning opportunities encouraged students to collaborate and to draw on each other as instructional resources. The data indicated it is highly worthwhile for instructors to develop static resources that reduce students' need to contact instructors with trivial questions, though lecturer contact was deemed essential and effective for comprehending more complex tasks.

scholarly journals Learning opportunities in rheumatology practice: a qualitative study

2015 ◽  
Vol 27 (4) ◽  
pp. 282-297 ◽  
Author(s):  
Margit Saskia Neher ◽  
Christian Ståhl ◽  
Per Nilsen
Keyword(s):  
Informal Learning ◽  
Workplace Learning ◽  
Professional Education ◽  
Qualitative Content Analysis ◽  
Daily Practice ◽  
Learning Opportunities ◽  
Study Data ◽  
Work Processes ◽  
Content Type ◽  
Rheumatology Practice

Purpose – This paper aims to explore what opportunities for learning practitioners in rheumatology perceive of in their daily practice, using a typology of workplace learning to categorize these opportunities. Design/methodology/approach – Thirty-six practitioners from different professions in rheumatology were interviewed. Data were analyzed using conventional qualitative content analysis with a directed approach, and were categorized according to a typology of formal and informal learning. Findings – The typology was adjusted to fit the categories resulting from the analysis. Further analysis showed that work processes with learning as a by-product in general, and relationships with other people in the workplace in particular, were perceived as important for learning in the workplace. The use of many recognized learning opportunities was lower. Barriers for learning were a perceived low leadership awareness of learning opportunities and factors relating to workload and the organization of work. Research limitations/implications – The generalizability of results from all qualitative inquiries is limited by nature, and the issue of transferability to other contexts is for the reader to decide. Further studies will need to confirm the results of the study, as well as the proposed enhancement of the typology with which the results were categorized. Practical implications – The study highlights the importance of relationships in the workplace for informal learning in rheumatology practice. In the clinical context, locally adapted strategies at organizational and individual levels are needed to maximize opportunities for both professional and interprofessional informal learning, taking the importance of personal relationships into account. The findings also suggest a need for increased continuing professional education in the specialty. Originality/value – The workplace learning typology that was used in the study showed good applicability to empirical health-care study data, but may need further development. The study confirmed that informal workplace learning is an important part of learning in rheumatology. Further studies are needed to clarify how informal and formal learning in the rheumatology clinic may be supported in workplaces with different characteristics.

scholarly journals Transmission of Work Attitudes and Values: Comparisons, Consequences, and Implications

2019 ◽  
Vol 682 (1) ◽  
pp. 8-24 ◽  
Author(s):  
Gerbert Kraaykamp ◽  
Zeynep Cemalcilar ◽  
Jale Tosun
Keyword(s):  
Work Values ◽  
Well Being ◽  
Work Attitudes ◽  
Learning Opportunities ◽  
Introductory Article ◽  
Individual Contributions ◽  
Research Questions ◽  
Extrinsic Work Values ◽  
The Individual ◽  
Political Economic

Are attitudes toward work and perceptions of the benefits of work transmitted from parents to youth similarly across a variety of cultural contexts? What determines the centrality of work to one’s life? How are intrinsic work values (intangible rewards such as autonomy, learning opportunities, and self-fulfillment) and extrinsic work values (such as status, income, and financial safety) shaped; and how do these work attitudes have consequences in the political, economic, and well-being domains? Are the determinants of work values robust across countries, and do the consequences of having certain work values differ by country? These research questions guide this issue of The ANNALS. This introductory article clarifies key concepts underlying the volume and provides an overview of the data sources and analytic approaches addressed in the individual contributions. Most importantly, we provide a broad theoretical framework with notions from various disciplines aimed at giving readers a fuller grasp of the multifaceted significance of work values.

Advancing Practice through Continuing Professional Education: The Case for Reflection

2002 ◽  
Vol 65 (5) ◽  
pp. 237-241 ◽  
Author(s):  
Anne E K Roberts
Keyword(s):  
Continuing Education ◽  
Professional Practice ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Status Quo ◽  
Short Discussion ◽  
Discussion Paper ◽  
Essential Component ◽  
The Status ◽  
Reflection On Practice

This short discussion paper is inspired by the belief that continuing education is an essential catalyst for advancing professional practice. It proposes that reflection on practice is an essential component of continuing professional education and that experienced practitioners must reflect on practice in order both to develop personally and to move the profession forward. Inevitably, this entails questioning the status quo, facing conflict and initiating change. These processes are discussed here and the discussion concludes by considering some strategies for incorporating reflection through continuing professional education.

scholarly journals Postgraduate work-based learning: a qualitative study

2019 ◽  
Vol 9 (4) ◽  
pp. 637-649
Author(s):  
Victoria Stewart ◽  
Matthew Campbell ◽  
Sara S. McMillan ◽  
Amanda J. Wheeler
Keyword(s):  
Qualitative Study ◽  
Lived Experience ◽  
Professional Practice ◽  
Phenomenological Approach ◽  
Learning Opportunities ◽  
Limited Attention ◽  
Content Type ◽  
Postgraduate Students ◽  
Interpretative Phenomenological Approach ◽  
The Impact

Purpose The purpose of this paper is to explore the experiences of students and teachers who had participated in a postgraduate work-based praxis course within a Master of mental health practice qualification. Design/methodology/approach This qualitative study used an interpretative phenomenological approach to understand the lived experience of students and course convenors participating in a work-based praxis course. Seven students and two convenors were recruited. Interview and reflective portfolio data were analysed thematically. Findings The main themes identified were the importance of planning, the value of partnerships, the significance of learning in the workplace and how the facilitation of work-based learning differs from coursework. Originality/value Work-based learning within postgraduate coursework qualifications can support higher-level learning, knowledge and skills has received limited attention in the literature. This study supported the value of providing postgraduate students with work-based learning opportunities, resulting in the application of new or advanced skills, within their existing work roles. This study is important, because it provides insights into the student experience of postgraduate work-based learning and the impact of this learning on professional practice.

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