The Implications of Internationalization for Teaching, Learning and Practising Grounded Theory

2019 ◽  
pp. 595-610
Author(s):  
Joanna Crossman ◽  
Hiroko Noma
Keyword(s):  
Grounded Theory ◽  
Teaching Learning

scholarly journals LECTURER’S STRATEGIES IN ENGLISH SPEAKING CLASS

2014 ◽  
Vol 3 (1) ◽  
pp. 54
Author(s):  
Herlina Daddi ◽  
Muhammad Zia Ul Haq
Keyword(s):  
Grounded Theory ◽  
Private University ◽  
Learning Activity ◽  
Theory Approach ◽  
Seating Arrangement ◽  
Performance Based Assessment ◽  
Simulation Strategy ◽  
English Speaking ◽  
Axial Coding ◽  
Teaching Learning

This research aimed to reveal (1) what strategies were applied by lecturers in English speaking class, (2) how those strategies were applied and (3) to know the students’ perceptions toward the use of those strategies.This research employed qualitative grounded theory design. The subjects of the research were two non-native English lecturers who taught at the same private university in Makassar. The instruments of research were; observation, interview, and documents examination. The technique of data analysis adopted three series of codification of grounded theory approach; open coding, axial coding, and selective coding.The result of this research revealed five categories of strategies that applied by the two subjects. They were; (1) strategy of checking attendance, (2) strategy of seating arrangement, (3) strategy of teaching-learning activity, (4) strategy of correction and (5) strategy of assessment. Strategy of checking attendance, they were: numbering and one-off calling name; strategy of seating arrangement, they were: one-big circle, two circle, U-model, and island model; strategy of teaching-learning activity, they were: audio-based presentation, topic-based presentation, peer share idea, role play, discussion, and simulation; strategy of correction, they were: teacher correction and peer correction; and strategy of assessment, that was: performance-based assessment. In accordance with those strategies, the students raised perception that those strategies encouraged them to be good at speaking in terms of improving their confidence to share idea, vocabulary, pronunciation, and grammar.Keywords: Lecturer’s Strategy, Teaching Speaking, Perception

scholarly journals Designing a non-clinical model of professionalism in education for faculty members of a medical sciences university in Iran: A grounded theory study

2019 ◽  
Vol 8 (1) ◽  
pp. 48-57
Author(s):  
Monireh Sabouri ◽  
Behnam Talebi ◽  
Zarrin Daneshvar Harris ◽  
Mahasti Alizadeh
Keyword(s):  
Grounded Theory ◽  
Clinical Education ◽  
Social Trust ◽  
Personal Characteristics ◽  
Faculty Members ◽  
Social Infrastructure ◽  
Medical Sciences ◽  
Clinical Model ◽  
Grounded Theory Study ◽  
Teaching Learning

Background: Today, professionalism is considered a competitive advantage and its observance at a university is the guarantee of the teaching -learning process in education. The purpose of this study was to design an educational model of professionalism for faculty members at the Tabriz University of Medical Sciences. Methods: This grounded theory study was conducted using a qualitative approach in 2018. The participants of this study were 16 faculty members of the Tabriz University of Medical Sciences. Sampling was purposeful and continued until data saturation. Data was collected by semistructured interviews. Two methods of reviewing participants and reviewing non-participant experts were used in the data validation. Interview data were analyzed by Strauss and Corbin method. Results: The central core theme of the present study is that ethics in non-clinical education can be categorized in four components: personal characteristics, social interactions, teaching skills, and professional characteristics. Based on casual, contextual and interaction conditions, some strategies were developed and the final model is based on this information. Conclusion: Considering the positive implications of professionalism, increasing productivity in the university, the educational system dynamism, promoting professionalism and developing strategic plans, authorities must focus more on academic and social infrastructure to achieve educational quality and social trust.

scholarly journals Estudo da prática pedagógica na formação de enfermeiros com uso de uma Grounded Theory

2019 ◽  
Vol 7 (15) ◽  
pp. 414
Author(s):  
Angela Gilda Alves ◽  
Cleusa Alves Martins ◽  
Eurides Santos Pinho ◽  
Gabriela Camargo Tobias ◽  
Maria Alves Barbosa
Keyword(s):  
Grounded Theory ◽  
Data Analysis ◽  
Descriptive Study ◽  
Pedagogical Practice ◽  
Teaching Methodologies ◽  
Methodological Rigor ◽  
Social Critical ◽  
Teaching Learning ◽  
Nursing Training ◽  
Structured Questionnaire

Resumo: Trata-se de um estudo descritivo a partir do uso da metodologia da Grounded Theory, traduzida para português como Teoria Fundamentada nos Dados (TFD). Na coleta de dados foi aplicado um questionário semiestruturado com 22 enfermeiros professores integrantes de seis instituições de ensino superior no período de agosto a dezembro de 2015. A análise e a interpretação dos conteúdos transcritos foram desenvolvidas de acordo com a proposta metodológica da TFD e utilizou-se o software ATLAS/ti como suporte às interpretações e organização documental. A análise dos dados resultou em quatro subcategorias: formação docente do enfermeiro; processo ensino-aprendizagem; metodologias e estratégias de ensino e as interfaces das tendências progressistas – crítico social dos conteúdos. Este estudo permitiu concluir que o método da TFD é relevante para a análise qualitativa, por seu rigor analítico e metodológico, e tem contribuído significativamente para expansão do conhecimento a qual permite tratar a abordagem de forma interpretativa e sistemática.Palavras-chave: Análise de dados; Prática pedagógica; Pesquisa qualitativa; Teoria fundamentada. Pedagogical practice study in nursing training using a Grounded TheoryAbstract: This is a descriptive study using the Grounded Theory methodology, translated into Portuguese as Teoria Fundamentada nos Dados (TFD). In the data collection, a semi-structured questionnaire was applied with 22 teaching nurses from six higher education institutions from August to December 2015. The analysis and interpretation of the transcribed contents were developed according to the GT methodological proposal. The ATLAS/ti software was used as support for interpretations and documentary organization. The data analysis resulted in four subcategories: Nurses teacher-training; Teaching-learning process; Teaching methodologies and strategies, and the interfaces of progressive trends - social critical of content. This study allowed us to conclude that the GT method is relevant to the qualitative analysis, due to its analytical and methodological rigor, and has contributed significantly for the expansion of the knowledge that permits to treat the approach in an interpretative and systematic way.Keywords: Data analysis; Pedagogical practice; Qualitative reserach; Grounded theory. 

scholarly journals MENGAKSES DAN MEMONITOR KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA KELAS V SEKOLAH DASAR DALAM PEMBELAJARAN MATEMATIKA

PRISMA ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 99
Author(s):  
Nia Kurniawati
Keyword(s):  
Grounded Theory ◽  
Contextual Teaching ◽  
Teaching Learning

Pengembangan kemampuan berpikir kreatif merupakan salah satu fokus dalam pembelajaran matematika. Melalui pembelajaran matematika, siswa diharapkan memiliki kemampuan berpikir logis, analitis, sistematis, kritis, dan kreatif, serta memiliki kemampuan untuk memecahkan masalah. Penelitian ini bertujuan untuk memperoleh gambaran tentang sikap dan kemampuan berpikir kreatif matematis siswa kelas V SD Negeri Jambudipa I dalam pembelajaran matematika. Penelitian ini menggunakan pendekatan kualitatif ini dipilih karena, lebih sensitif dan adaftif terhadap peran dan pengaruh yang ditimbulkan, disamping itu peneliti mencoba menggali, mengeksplorasi, menggambarkan serta mengembangkan bagaimana pengetahuan itu dibentuk maka peneliti menggunakan penelitian kualitatif, dengan metode Grounded Theory. Penelitian ini dilakukan di Sekolah Dasar Negeri Jambudipa I, yang terletak di komplek Lapang Jagaraksa Desa Jambudipa Kecamatan warungkondang Kabupaten Cianjur. Dalam penelitian ini yang menjadi populasi penelitian dua orang tenaga pengajar (guru kelas V) dan siswa. Sedangkan subjek dalam penelitian ini adalah siswa kelas V A dengan jumlah siswa 35 orang, terdiri dari 15 laki –laki dan 20 perempuan.Berdasarkan hasil penelitian diketahui bahwa dari perencanaan pembelajaran guru sudah terbiasa membuatnya, untuk menggungkap kemampuan berpikir kreatif matematis guru mengunakan pendekatan Contextual Teaching Learning (CTL) juga menngunakan berbagai alat peraga yang diharapkan mampu menjembatani kemunculan berpikir kreatif matematis. Adapun indikator dari berpikir kreatif matematis adalah; kemapuan berpikir lancar, kemampuan berpikir luwes, kemampuan berpikir orisinal, kemampuan merinci dan kemampuan mengevaluasi. Dalam kegiatan pembelajaran siswa terlihat antusias, dan senang ketika mengikuti pelajaran, ini dikarnakan cara mengajar guru yang berbeda dengan hari-hari sebelumnya / konvensional. Kata Kunci: pembelajaran, pendidikan, berpikir kreatif matematis

scholarly journals Beliefs about Teaching Geometric Transformations with Geometers’ Sketchpad: A Reflexive Abstraction

2013 ◽  
Vol 3 (2) ◽  
pp. 15-38
Author(s):  
Shashidhar Belbase
Keyword(s):  
Grounded Theory ◽  
Teacher Beliefs ◽  
Research Participant ◽  
Constructivist Grounded Theory ◽  
Geometer's Sketchpad ◽  
Geometric Transformations ◽  
Grounded Theory Method ◽  
Interview Session ◽  
Beliefs About Teaching ◽  
Teaching Learning

A teacher’s belief plays a significant role in the quality of teaching mathematics. In a fictive way, I changed my role from a researcher to a research participant in an imaginative interview. My interior other (David) interviewed me as a researcher. A single interview session was held lasting for about three hours. The interview text was used for the analysis and interpretation using the grounded theory method. I invented a substantive theory of my beliefs about teaching geometric transformations with Geometer’s Sketchpad. The theory is “reflexive abstraction of my beliefs about teaching Geometric Transformations with Geometer’s Sketchpad” as a personal theory characterized by some basic categories of - beliefs about the advancement of pedagogy, beliefs about pedagogical environment, beliefs about the role of students’ and teacher, beliefs about self as a future teacher, beliefs about teaching learning activities, and beliefs about transitions in teaching learning. I reconstructed a synthesis of the characteristics of these beliefs. While constructing these layers of interpretive accounts, I used radical constructivist grounded theory as a theoretical base.DOI: http://dx.doi.org/10.3126/jer.v3i2.8396Journal of Education and Research August 2013, Vol. 3, No. 2, pp.15-38

scholarly journals Towards a concept of Communicative Competence in Health: a qualitative study in medical residents

2015 ◽  
Vol 2 (2) ◽  
pp. 309
Author(s):  
Rodolfo A. Cabrales
Keyword(s):  
Grounded Theory ◽  
Clinical Practice ◽  
Focus Group ◽  
Health Communication ◽  
Medical Curriculum ◽  
Communicative Competence ◽  
Effective Communication ◽  
Communication Process ◽  
Group Discussions ◽  
Teaching Learning

<span>Despite the wealth of literature surrounding the importance of effective communication in the clinical practice, there is a dearth of consensus in the literature on what communicative competence in health (CCH) is, and the practices of meaningful health communication.</span><span class="apple-converted-space"><strong> </strong></span><span>Seventeen residents (17) were invited to share their thoughts on the concept of communicative competence in health and on difficulties they encounter during their clinical practice related with communication. The aim of this study was to gain a better understanding of CCH with emphasis on the implications in the medical curriculum, teaching, learning and assessment.</span><span class="apple-converted-space"><strong> </strong></span><span>Three focus group discussions were conducted with the clinical supervisor. The results were audio-taped, transcribed verbatim and analyzed using principles from grounded theory for qualitative data analysis. </span><span class="apple-converted-space">The 135 open codes and defined axial codes were discussed and a number of conceptual frameworks were utilized to disentangle the concept of CCH.</span><span class="apple-converted-space"><strong> </strong></span><span>The focus group themes related to the concept of communication in health, its importance and difficulties, the role of the physician and health personnel. The participants felt their own training did not prepare them to establish effective communication with patients and relatives. Some barriers include lack of time and lack of institutional priority given to communication issues.</span><span class="apple-converted-space"><strong> </strong></span><span>The techniques originating from grounded theory permitted to define a broader concept of CCH with the following three specific scopes: biological perspective (objective world), social (social world) and subjective world (expressive-aesthetic).</span><span class="apple-converted-space"><strong> </strong></span><span>This new concept of CCH is central to understanding how the health communication process occurs, where a myriad of individual (physician, patient, staff, relatives), organizational and societal interrelated factors influence health decisions and practice. These components need to be addressed by medicine schools, health institutions and other stakeholders in the planning and designing a new model of curricula.</span>

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

«But putting it into practice is difficult, somehow.»

Pflege ◽  
2000 ◽  
Vol 13 (1) ◽  
pp. 53-63 ◽  
Author(s):  
Doris Arnold
Keyword(s):  
Grounded Theory

Der Theorie-Praxis-Konflikt in der Pflege ist ein bekanntes Phänomen. Bisher liegen jedoch, insbesondere auf die Verhältnisse in der BRD bezogen, kaum fundierte Pflegeforschungsergebnisse zu diesem Thema vor. So wurde ein an den Methoden der Grounded Theory orientiertes qualitatives Forschungsprojekt zur Theorie-Praxis-Vermittlung am Beispiel einer innerbetrieblichen Fortbildungsveranstaltung zu Kinästhetik in der Pflege durchgeführt, das näher untersuchen sollte, was die Umsetzung von Kinästhetik in die Pflegepraxis beeinflußt. Die Forscherin hat dazu nach der Schulung mit den TeilnehmerInnen unter anderem halbstrukturierte Interviews zu deren Erlebnissen bei der Anwendung des Gelernten in ihrer täglichen Arbeit auf Station durchgeführt. Als Ausschnitt aus den Ergebnissen wird der Einfluß der Kategorie «Eigenschaften von Kinästhetik» auf die Umsetzung durch die TeilnehmerInnen an einer Fortbildungsveranstaltung zu diesem Thema dargestellt. Damit wird etwas darüber ausgesagt, inwiefern die Tatsache, daß Kinästhetik als etwas Praktisches, etwas Fremdes und Exotisches, als mit Nähe verbunden, schwierig oder riskant wahrgenommen wird, Auswirkungen auf die Anwendung des neu gelernten Wissens in der Praxis hat. Der Bezug dieser Kategorie zur Schlüssel-Kategorie «Einbau von Wissen und von Neuem» wird abschließend aufgezeigt. Die Ergebnisse der Studie machen deutlich, daß die ausschließliche Konzentration auf Wissensvermittlung der Komplexität des Umsetzungsprozesses nicht gerecht wird.

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