Entre discursos e práticas de avaliação matemática nos primeiros anos de escolarização

Neste artigo, buscamos discutir práticas de avaliação matemática relatadas por duas professoras dos anos iniciais do Ensino Fundamental. Para este fim, recorremos a dados provenientes de um estudo realizado em 2016 em que objetivou-se compreender os discursos sobre avaliação matemática. A metodologia adotada se inscreve no campo qualitativo, de caráter descritivo-analítico, em que utilizam-se entrevistas semiestruturadas para recolher dados subjacentes à situação estudada. Da análise, evidenciou-se que ambas as docentes relatam ser importante ter um registro escrito para a prática avaliativa (prova escrita), contudo, em apenas um caso a professora descreve a utilização de outros materiais e métodos para o processo avaliativo dos alunos, como, por exemplo, seminários e/ou trabalhos em grupo. Em síntese, pode-se concluir que, com base nos dados reunidos neste artigo, a temática avaliação ainda é incipiente nos programas de formação inicial e continuada.Palavras-chave: Avaliação. Prática Docente. Educação Matemática. Between speech and mathematical evaluation practice in the first years of schoolingThe article aims to discuss mathematical evaluation practices declared by two teachers from the earliest years of Elementary School. For this purpose, we used data from a study conducted in 2016, in which the objective was to understand the discourses on mathematical evaluation. The methodology adopted is qualitative descriptive-analytical in which we use semi-structured interviews to collect data related to the situation studied. From the analysis, it was evidenced that both teachers report being important to have a written record for the evaluative practice (written test), however, in only one case the teacher describes the use of other materials and methods for the students’ evaluation process, for example, seminars and/or group work. In summary, we can conclude that, based on the collected data, the thematic evaluation is still incipient in the programs of initial and continuous training.Keywords: Evaluation. Teaching Practice. Mathematical Education. Entre discursos y prácticas de evaluación matemática en los primeros años de escolarizaciónEl artículo busca discutir prácticas de evaluación matemática declaradas por dos profesoras de los años iniciales de la Enseñanza Fundamental. Para este fin, recurrimos a datos provenientes de un estudio realizado en 2016 en que se objetivó comprender los discursos sobre evaluación matemática. La metodología adoptada se inscribe en el campo cualitativo de carácter descriptivo-analítico en el que utilizamos entrevistas semiestructuradas para recoger datos subyacentes a la situación estudiada. En el análisis, se evidenció que ambas docentes relatan que es importante tener un registro escrito para la práctica de evaluación (prueba escrita), sin embargo, en un solo caso la profesora describe la utilización de otros materiales y métodos para el proceso de evaluación de los alumnos, por ejemplo, seminarios y / o trabajos en grupo. En síntesis, podemos concluir que, con principio en los datos reunidos en este artículo, la temática evaluación sigue siendo incipiente en los programas de formación inicial y continuada.Palabras clave: Evaluación. Práctica Docente. Educación Matemática.

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A FORMAÇÃO DO PROFESSOR DE GEOGRAFIA PARA ALÉM DO CONTEÚDO: EXPERIÊNCIAS E VIVÊNCIAS NA PERSPECTIVA DA EDUCAÇÃO CARTOGRÁFICA

Revista da Casa da Geografia de Sobral (RCGS) ◽

10.35701/rcgs.v22n1.432 ◽

2020 ◽

Vol 22 (1) ◽

pp. 4-23

Author(s):

Adeliane Vieira de Oliveira

Keyword(s):

Nous Avons ◽

School Environment ◽

Teaching Practice ◽

Experience Report ◽

Structured Interviews ◽

Mots Clés ◽

Regional University ◽

Palabras Clave ◽

Milieu Scolaire ◽

School Space

O presente trabalho versa sobre a formação do professor de Geografia para além do conteúdo, no contexto da Educação Cartográfica. Busca, na forma de relato de experiência, divulgar as práticas vivenciadas pelos alunos da disciplina de Educação Cartográfica do Curso de Licenciatura em Geografia da Universidade Regional do Cariri (URCA), em Crato – CE e como as mesmas influenciaram o processo formativo desses discentes. Para isso nos reportamos a autores como: Alberti (2008); Almeida e Passini (2015); Mizukami (2005-2006); Oliveira (2011); Pontuschka (et al., 2009); Souza (2011); Tardif (2014) entre outros e realizamos entrevista semiestruturada com os licenciandos em formação. Entendemos que as vivências, juntamente com as narrativas dos alunos deixam clara a necessidade de sair da teoria e, de fato, adentrar o espaço da escola para colocá-la em ação na tentativa de construção dos saberes da experiência. Assim, consideramos que os aprendizados construídos contribuíram para o melhor aperfeiçoamento de uma prática docente condizente com a formação na perspectiva da educação cartográfica, bem como favoreceu a dinâmica e conhecimento do ambiente escolar pelos discentes, futuros professores de Geografia. Palavras-chave: Formação de Professores. Educação Cartográfica. Experiências e Vivências. ABSTRACT The present work verses about the geography teachers formation beyond the content, on the Cartographic Education context. Searches, as an experience report, to spread the experiences and practices lived by the students of the Cartographic Education discipline of the Geography degree’s Course from the Regional University from Cariri (URCA), in Crato- CE and how this experiences influenced the formative process of them as teachers. Therefore we report to authors such as: Alberti (2008); Almeifa e Passini (2015); Mizukami (2005-2006); Oliveira (2011); Pontuschka (et al, 2009); Souza (2011); Tardif (2014), and others and realized semi structured interviews with those students in formation. We understand that the livingness, with the narratives from the students left clear the necessity of leaving the theory, and, in fact, get in the school space to put it in action in the attempt of building the experiences knowledge. Therefore, we consider that the constructed learning contributed to a better improvement of the teaching practice according with the formation in the perspective of cartographic education, just like it helped the dinamic and knowledge in the school environment by the students and future geography teachers. Keywords: Teacher’s Formation. Cartographic Education. Experiences and Living. RESUMEN El presente trabajo trata sobre la formación del profesor de Geografía para más allá del contenido, en el contexto de la Educación Cartográfica. Búsqueda, en la forma de relato de experiencia, divulgar las prácticas vividas por los alumnos de la disciplina de Educación Cartográfica del Curso de Grado en Geografía de la Universidad Regional del Cariri (URCA), en Crato – CE y como las mismas influenciaron en el proceso formativo de eses estudiantes. Para eso, nos referimos a autores como: Alberti (2008); Almeida e Passini (2015); Mizukami (2005-2006); Oliveira (2011); Pontuschka (et al., 2009); Souza (2011); Tardif (2014), entre otros. Como también, realizamos una entrevista estructurada con esos estudiantes en formación. Comprendemos que las experiencias, juntamente con los relatos de los alumnos clarea la necesidad de superar la teoría y, de hecho, adentrar el espacio de la escuela para colocarla en acción en el intento de construir los conocimientos de la experiencia. Así, consideramos que las lecciones aprendidas contribuirán para la mejora de una práctica docente adecuada con la formación en la perspectiva de la educación cartográfica, bien como, favoreció la dinámica y el conocimiento del ambiente escolar por los estudiantes, futuros profesores de Geografía. Palabras clave: Formación de Profesores. Educación Cartográfica. Experiencias. RÉSUMÉ Le présent travail traite de la formation du professeur de géographie au-delà du contenu, dans le cadre de l'enseignement cartographique. Il cherche, sous la forme d'un rapport d'expérience, à diffuser les pratiques et les expériences vécues par les étudiants de la discipline de l'éducation cartographique du cours de géographie à l'Université Régionale du Cariri (URCA), à Crato - CE et comment ils ont influencé les processus de formation de ces étudiants. . Pour cela, nous nous référons à des auteurs tels que: Alberti (2008); Almeida et Passini (2015); Mizukami (2005-2006); Oliveira (2011); Pontuschka (et al., 2009); Souza (2011); Tardif (2014), d’entre autres, et nous avons mené une entrevue semi-structurée avec des étudiants diplômés. Nous comprenons que les expériences, ainsi que les récits des élèves, montrent clairement la nécessité de quitter la théorie et, en fait, d'entrer dans l'espace de l'école pour la mettre en action dans le but de construire la connaissance de l'expérience. Ainsi, nous considérons que les enseignements tirés ont contribué à une meilleure amélioration d'une pratique pédagogique cohérente avec la formation dans la perspective de l'enseignement cartographique, ainsi qu'à favoriser la dynamique et la connaissance du milieu scolaire par les élèves, futurs professeurs de Géographie. Mots-clés: Formation des enseignants. Éducation cartographique. Expériences vécus.

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Strategies Used by UNISA Student Teachers in Teaching English First Additional Language

10.5772/intechopen.99662 ◽

2021 ◽

Author(s):

Margaret Malewaneng Maja ◽

Masilonyana Motseke

Keyword(s):

South Africa ◽

Student Teachers ◽

Teaching Strategies ◽

Teaching Practice ◽

Structured Interviews ◽

Interactive Teaching ◽

Descriptive Case Study ◽

Bachelor Of Education ◽

Qualitative Descriptive ◽

The University

The teaching of English to non-English speakers in historically disadvantaged areas of South Africa is a difficult task for student teachers. This study was conducted in the township schools at Ekurhuleni North District, in the Gauteng province of South Africa. The purpose of the study was to determine the extent to which students at the University of South Africa (UNISA) used interactive teaching strategies in the teaching of English as a First Additional Language (EFAL). The study also intended to highlight the support provided by UNISA lecturers to these student teachers. The study was grounded in interpretivism with self-determination theory (SDT) informing it. The study was a qualitative descriptive case study with document analysis, observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting six student teachers, of which three were male and three were female. The student teachers were studying in their 3rd and 4th years of the Bachelor of Education degree (B.Ed.), specialising in English. Data collected were categorised into codes and themes. The findings reveal that student teachers only used pictures, charts and flashcards as interactive teaching strategies in teaching EFAL. It was concluded that student teachers were not well-prepared in the use of interactive teaching strategies in the teaching of EFAL and were not adequately supported by the university. It is recommended that UNISA lecturers should regularly visit student teachers during their teaching practice offering support, motivation and advice.

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Educação a Distância: Uma análise da Prática Docente Segundo Pressupostos da Natureza do Conhecimento Científico

Revista Brasileira de Aprendizagem Aberta e a Distância ◽

10.17143/rbaad.v17i1.84 ◽

2018 ◽

Vol 17 (1) ◽

Author(s):

João Debastiani Neto ◽

Valdeni Soliani Franco ◽

Clélia Maria Ignatius Nogueira

Keyword(s):

Content Analysis ◽

Scientific Knowledge ◽

Teaching Practice ◽

Public Institution ◽

Structured Interviews ◽

History Teachers ◽

Physics Teachers ◽

Educación A Distancia ◽

Palabras Clave ◽

Analysis Of Teaching

Neste artigo, apresentamos uma pesquisa concluída que tem como objetivo identificar em nove docentes de uma instituição de ensino superior (IES) pública, se estes consideram as diferentes naturezas do conhecimento quando ministram aulas na modalidade Educação a Distância (EaD) nos cursos de Biologia, Física e História. A análise realizada por meio de videoaulas, webconferências, materiais didáticos e entrevistas semiestruturadas realizadas no ano de 2017, foi organizada a partir da Análise de Conteúdo. Compreendeu-se com a análise dos dados obtidos que, enquanto os professores de Física não apresentam práticas e discursos que respeitam a natureza do conhecimento de sua área, os docentes de Biologia consideram em parte a natureza epistemológica do conhecimento deste campo. Já os professores de História são os que mais se aproximam de considerar a natureza epistemológica de sua área quando ministram suas disciplinas.Palavras-chave: Educação a Distância, Natureza do conhecimento científico, Prática Docente, Natureza Epistemológica.Distance Education: An Analysis of Teaching Practice According to the Assumptions About the Nature of Scientific knowledge Abstract In this article we present a research that has been concerned with identifying teachers in a higher public institution, if they consider the different natures of knowledge when they teach distance learning classes in Biology, Physics and History. The analysis were performed through videoconferences, web conferences, didactic materials and semi-structured interviews carried out in the year 2017 and were organized from Content Analysis. It was understood with the analysis of the data obtained that, while physics teachers do not present practices and discourses that respect the nature of the knowledge of their area, the teachers of Biology consider in part the epistemological nature of the knowledge of this field. History teachers, however, are the ones who come closest to considering the epistemological nature of their area when they teach their subjects. Keywords: Distance Educacion, Nature of scientific knowledge, Teaching practice, Epistemological nature. Educación a Distancia: Un Análisis de la Práctica Docente Según los Supuestos de la Naturaleza del Conocimiento CientíficoResumen En este artículo presentamos una investigación concluida que se preocupó en identificar en docentes de una institución pública superior, si éstos consideran las diferentes naturalezas del conocimiento cuando ministra clases en la EaD en los cursos de Biología, Física e Historia. El análisis realizado por medio de videollamadas, webconferencias, materiales didácticos y entrevistas semiestructuradas realizadas en el año 2017, fue organizado a partir del Análisis de Contenido. Se comprendió con el análisis de los datos obtenidos que, mientras los profesores de Física no presentan prácticas y discursos que respetan la naturaleza del conocimiento de su área, los docentes de Biología consideran en partes la naturaleza epistemológica del conocimiento de este campo. Los profesores de Historia son los que más se acercan a considerar la naturaleza epistemológica de su área cuando ministra sus disciplinas. Palabras clave: Educación a Distancia, Naturaleza del conocimiento científico, Práctica Docente, Naturaleza Epistemológica.

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Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Journal of Nursing Education and Practice ◽

10.5430/jnep.v8n3p89 ◽

2017 ◽

Vol 8 (3) ◽

pp. 89 ◽

Cited By ~ 1

Author(s):

Florence Loyce Luhanga

Keyword(s):

Nursing Students ◽

Nursing Faculty ◽

Clinical Teaching ◽

Evaluation Process ◽

Clinical Settings ◽

Traditional Model ◽

Clinical Experiences ◽

Structured Interviews ◽

Qualitative Descriptive ◽

Novice Students

Objective: The purpose of this study was to explore perceptions and experiences of nursing faculty, clinical instructors (CIs) and nursing students within the traditional faculty supervised model of clinical teaching. This article presents findings that explored the strengths and limitations of the traditional model in relation to student learning from the nursing students’ perspectives.Methods: A qualitative descriptive design was used. Qualitative data were gathered through individual semi-structured interviews. Transcripts were analyzed using thematic content analysis.Results and conclusions: Seven nursing students participated. Students perceived their experiences with the traditional model positively but noted that their learning experiences were dependent on CIs and the clinical settings. Strengths of the model included peer learning/support and support for novice students. Limitations of the model included high instructor-to-student ratios, missed learning opportunities while waiting for CI, and concerns with the evaluation process. Recommendations for improving the quality of clinical experiences are presented.

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O TRABALHO COLABORATIVO E O DESENVOLVIMENTO PROFISSIONAL DE UM GRUPO DE PROFESSORES DOS ANOS INICIAIS: olhar para resolução de problemas

Cadernos de Pesquisa ◽

10.18764/2178-2229.v24n.especialp192-207 ◽

2018 ◽

Vol 24 (esp.) ◽

pp. 192

Author(s):

Sandra Alves De Oliveira ◽

Carmen Lucia Brancaglion Passos

Keyword(s):

Professional Development ◽

Teacher Education ◽

Problem Solving ◽

Teaching Practice ◽

Collaborative Work ◽

Early Years ◽

Mathematical Education ◽

Structured Interviews ◽

Desarrollo Profesional ◽

Video Material

Este artigo é parte de uma pesquisa de natureza descritiva e interpretativa, que investigou desafios, dilemas, saberes e aprendizagens que emergem no processo de formação continuada de professores dos anos iniciais ao estudarem e utilizarem a metodologia da resolução de problemas nas aulas de matemática em um ambiente de formação na perspectiva de trabalho colaborativo. O objetivo deste texto é apresentar como os participantes foram modificando o olhar que tinham para a resolução de problemas e como incorporaram a resolução de problemas como estratégia metodológica para ensinar matemática nos anos iniciais. Dezesseis professores dos anos iniciais participaram da Atividade Curricular de Integração Ensino, Pesquisa e Extensão (ACIEPE): “A matemática nos anos iniciais: programa de formação contínua de professores dos anos iniciais da Secretaria Municipal de Educação de São Carlos”, durante o primeiro semestre de 2011, para estudar, discutir e refletir sobre suas práticas ao trabalhar com a metodologia da resolução de problemas em aulas de matemática dos anos iniciais. Os dados empíricos foram construídos através de questionário, entrevistas semiestruturadas, registro em áudio e vídeo, material escrito, diário de campo reflexivo produzido pelos professores participantes e pela pesquisadora, que atuou como formadora e acompanhou ações dos professores nas aulas de matemática em suas escolas. A análise dos dados indica que a abordagem do tipo trabalho colaborativo contribuiu para que os professores participantes ressignificassem saberes e concepções sobre resolução de problemas nas aulas de matemática e implementassem práticas mais significativas em suas aulas. Palavras-chave: Prática docente. Resolução de problemas. Formação matemática. Desenvolvimento profissional. Trabalho colaborativo.THE COLLABORATIVE WORK AND THE PROFESSIONAL DEVELOPMENT OF A GROUP OF TEACHERS OF THE INITIAL YEARS: look at resolvin solving Abstract: This article is part of a research of a descriptive and interpretative nature that investigated the challenges, dilemmas, knowledge and learning that emerge in the process of continuous teacher education of teachers of the early years when studying and using the methodology of problem solving in mathematics classes in a teacher education environment in the perspective of collaborative work. The purpose of this words is to present how the participants modified their gaze for problem solving and how they incorporated problem solving as a methodological strategy for teaching mathematics in the early years. Sixteen teachers from the initial years participated in the Curriculum Activity of Teaching, Research and Extension (ACIEPE): "Mathematics in the initial years: a continuous education teacher program for teachers of the initial years of the Municipal Secretary of Education of São Carlos", during the first semester of 2011, to study, discuss and reflect their practices to work with a methodology of problem solving in math classes of the early years. The empirical data were constructed through a questionnaire, semi-structured interviews, audio and video records, written material, reflective field diary produced by the participating teachers and the researcher, who acted as a teacher and monitored teachers actions in the math classes in their schools. The data analysis indicates that the collaborative work approach contributed to the participating teachers to re-characterize knowledge and problem solving concepts in math classes and to implement more meaningful practices in their classes.Keywords: Teaching practice. Problem solving. Mathematical education. Professional development. Collaborative work. EL TRABAJO COLABORADOR Y EL DESARROLLO PROFESIONAL DE UN EQUIPO DE PROFESORES DE LOS AÑOS INICIALES: la mirada para la resolución de problemas Resumen: Este artículo hace parte de una pesquisa de naturaleza descriptiva y interpretativa, que investigó desafios, dilemas, saberes y aprendizájenes que emergen en el proceso de formación continua de profesores de los años iniciales al estudiaren y utilizaren la metodología de la resolución de problemas en las clases de matemáticas en un ambiente de formación en la perspectiva de trabajo colaborador. El objetivo de este texto es presentar cómo los participantes fueron cambiando la mirada que tenían para la resolución de problemas y cómo incorporaron la resolución de problemas como estratégias metodologicas para la enseñanza de matemáticas los años iniciales. Dieciséis profesores de los años iniciales participaron de Actividad Curricular de Integración Ensenãnza, Pesquisa y Extensión (ACIEPE): “Las matemáticas los años inciales: programa de formación continua de profesores de los años iniciales de la Secretaria Municipal de Educación de São Carlos”, durante el primer semestre de 2011, para estudiar, discutir y reflexionar sobre sus prácticas al trabajar con la metodología de la resolución de problemas en clases de matemáticas de los años iniciales. Los datos empíricos fueron construídos a través de cuestionario, entrevistas semiestructuradas, registro en audio y vídeo, material escrito, diario de campo reflexivo producido por los profesores participantes y por la pesquisadora, que actuó como instructora y acompañó las acciones de los profesores en las clases de matemáticas en sus escuelas. El análisis de los datos indica que el abordaje del tipo de trabajo colaborador contribuyó para que los profesores participantes replanteasen saberes y concepciones sobre la resolución de problemas en las clases de matemáticas y implementasen prácticas más significativas en sus clases.Palabras clave: Práctica docente. Resolución de problemas. Formación en matemáticas. Desarrollo profesional. Trabajo colaborador.

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Model Kaderisasi Anggota Partai Politik Islam dalam Membentuk Pemimpin Islami

Tadbir: Jurnal Manajemen Dakwah ◽

10.15575/tadbir.v2i2.79 ◽

2017 ◽

Vol 2 (2) ◽

pp. 103-114

Author(s):

Muhammad Saiful Haq AlFaruqy ◽

Ahmad Sarbini ◽

Asep Iwan Setiawan

Keyword(s):

Data Collection ◽

Learning Process ◽

Structured Interviews ◽

The West ◽

West Java ◽

Qualitative Descriptive

Penelitian ini dilakukan untuk mengentahui tugas pokok Bidang Kaderisasi DPW PKS Jawa Barat, untuk mengetahui proses tahapan dan sistem model kaderisasi PKS yang marhalah (berjenjang), untuk mengetahui dan mendapatkan data dalam memebentuk kader pemimpin Islami Bidang Kaderisasi DPW PKS Jawa Barat. Metode yang digunakan dalam penelitian ini ialah deskrptif kualitatif dengan tekinik pengeumpulan data berupa wawancara terstrurktur, observasi, dan studi dokumentasi.. Hasil dari penelitian ini menunjukan bahwa model kaderisi dalam menciptakan pemimpin Islami melalui tahapan-tahapan pembinaan kader yang marhalah (berjenjang). Yaitu, Pertama, ta’lim proses pembelajaran yang mana bertujuan para kader diberikan kurikulum kaderisiasi partai. Kedua, Tandzhim yang mana setelah pembelajaran diharapkan para kader dapat mengasah dan mengimplementasikan hasil kurikulum kaderisasi. Ketiga, taqwin para kader harus dapat menginternalisasi ajaran Islam dalam partai maupun kehidupan berbangsa dan bernegara. This research was conducted to identify the main tasks of the West Java PKS DPW Cadre Field Division, to find out the stages and stages of the PKS cadre model model that is marhalah (tiered), to find out and obtain data in forming the Islamic leaders cadre of the West Java PKW DPW Cadre. The method used in this study is a qualitative descriptive with data collection techniques in the form of structured interviews, observations, and documentation studies. The results of this study indicate that the cadre model in creating Islamic leaders through the stages of training cadres who are marhalah (tiered). That is, First, ta'lim the learning process in which the cadres aim to be given a party cadre curriculum. Second, Tandzhim which after learning is expected that the cadres can hone and implement the results of the regeneration curriculum. Third, taqwin of cadres must be able to internalize the teachings of Islam in the party and the life of the nation and state.

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“We Are Doing These Things So That People Will Not Laugh at Us”: Caregivers’ Attitudes About Dementia and Caregiving in Nigeria

Qualitative Health Research ◽

10.1177/10497323211004105 ◽

2021 ◽

pp. 104973232110041

Author(s):

Candidus C. Nwakasi ◽

Kate de Medeiros ◽

Foluke S. Bosun-Arije

Keyword(s):

The United States ◽

Structured Interviews ◽

Dementia Caregivers ◽

Term Care ◽

Awareness Campaigns ◽

Knowledge Deficit ◽

People With Dementia ◽

Qualitative Descriptive ◽

The Impact

Some Nigerians, in their effort to make sense of dementia symptoms, use descriptions that may stigmatize people with dementia and their families. This qualitative descriptive study focused on the everyday understanding of dementia and the impact of stigma on the caregiving experiences of informal female Nigerian dementia caregivers. Semi-structured interviews were conducted with a purposive sample of 12 adult informal female caregivers in Nigeria and analyzed for themes. Afterward, results were presented to focus groups of 21 adult Nigerians residing in the United States for more contextual insight on the findings. The three major themes were misconceptions about dementia symptoms, caregiving protects against stigmatization, and stigma affects caregiving support. Overall, we argue that knowledge deficit, poor awareness, and traditional spiritual beliefs combine to drive dementia-related stigmatization in Nigeria. Strategies such as culturally appropriate dementia awareness campaigns and formal long-term care policies are urgently needed to help strengthen informal dementia caregiving in Nigeria.

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Benefits finding among Chinese family caregivers of stroke survivors: a qualitative descriptive study

BMJ Open ◽

10.1136/bmjopen-2020-038344 ◽

2020 ◽

Vol 10 (10) ◽

pp. e038344

Author(s):

Yong-Xia Mei ◽

Beilei Lin ◽

Weihong Zhang ◽

Dong-Bin Yang ◽

Shan-Shan Wang ◽

...

Keyword(s):

Family Caregivers ◽

Healthy Lifestyle ◽

Chinese Family ◽

Stroke Survivors ◽

Chinese Community ◽

Structured Interviews ◽

Research Reporting ◽

Positive Attitudes ◽

Qualitative Descriptive ◽

Caregiver Burdens

ObjectivesThe caregiving experience includes both caregiver burdens and benefits finding. However, the benefits obtained by family caregivers of stroke survivors in Chinese community dwellings are unknown. The objective of this study was to explore the benefits experienced by family caregivers of stroke survivors in Chinese community dwellings.DesignA qualitative descriptive design was used, fulfilling the consolidated criteria for the Standards for Reporting Qualitative Research reporting guidelines. Semi-structured interviews were conducted with 20 family caregivers of stroke survivors. The interviews were audiotaped, transcribed and analysed. Thematic analysis was performed to analyse the interview transcripts.Setting and participantsHome interviews were conducted with family caregivers of stroke survivors in two communities in Zhengzhou, China.ResultsThe family caregivers of stroke survivors experienced various benefits from caregiving. There were both internal benefits (increases in knowledge and skills, the development of positive attitudes, and the development of a sense of worthiness and achievement) and external benefits (family growth and gains in social support), which interact to create a healthy lifestyle.ConclusionOur findings provide a comprehensive perspective in understanding the benefits perceived by family caregivers of stroke survivors. This study provides insights into interventions focused on identifying benefits finding in six domains that may help reduce negative emotions and promote the mental health of caregivers.

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Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽

10.1177/0033688220952476 ◽

2020 ◽

pp. 003368822095247

Author(s):

Loc Tan Nguyen ◽

Jonathan Newton

Keyword(s):

Professional Learning ◽

Classroom Practice ◽

Teaching Practice ◽

Teaching Skills ◽

Structured Interviews ◽

Teachers Perceptions ◽

Efl Teachers ◽

Teacher Professional ◽

Teachers Professional Development ◽

The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

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The Female Physique: Motives Guiding Self-Evaluation

Women in Sport and Physical Activity Journal ◽

10.1123/wspaj.13.2.5 ◽

2004 ◽

Vol 13 (2) ◽

pp. 5-16

Author(s):

Carolyn Vos Strache ◽

Alana Strong ◽

Cheree Peterson

Keyword(s):

Southern California ◽

Evaluation Process ◽

The Self ◽

Physical Aspect ◽

Individual Response ◽

Structured Interviews ◽

Chi Square ◽

Self Evaluation ◽

Significant Measure ◽

Chi Square Analysis

The omnipresent physical self remains for young adult females a significant measure of self-worth. Therefore, it comes as no surprise that coping strategies are as complex as they are pervasive as young women strive to maintain positive psychological outlooks despite negatively-perceived physical attributes. Self-presentational concerns may affect one’s activity choice.This study expands on the work of Taylor, Neter, and Wayment (1995) to determine which motives guide the self-evaluation processes of the physical self. An examination of structured interviews identifies which motives direct women in the self-evaluation of their bodies, and concurrently examines whether different motives determine individual response when appraising a “good” versus “not good” physical aspect. Motives, as defined by Taylor et al. (1995), were self-enhancement, self-verification, self-improvement and self-assessment. Interviews were conducted with 30 female, Southern California, undergraduate college students from Southern California, ranging in age from 19-22.A chi-square analysis revealed that women employed different motives in “good” versus “not good” body aspect comparisons (Enhancement: X2 = 21.78 p< .01; Verification: X2 = 10.05 p< .01; Improvement: X2 = 5.15 p< .05). When describing a “good” aspect, women employed the enhancement motive 92 percent of the time, verification 80 percent of the time, and improvement 15 percent of the time. For “not good” aspects, women used enhancement motive 53 percent of the time, verification 98 percent of the time, and improvement 33 percent of the time. Women used more than one motive 74 percent of the time and single motives only 26 percent of the time in the evaluation process. Direct quotes reveal that almost all the women sought out information about themselves when they thought it would reflect favorably. However, when they reported on a “not good” aspect, coping mechanisms included redirecting their attention to more positive characteristics or mentally cordoning off an area of weakness to prevent that attribute from permeating all aspects of their identity. Understanding how we think in the self-evaluation process may offer an explanation why some people are motivated to exercise and why others are not.

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