Why Ecology of Knowledges and Multilingual Habitus Matter in Higher Degree Research Student Training

The author reveals the necessity of introducing into the educational and professional programs of preparation of masters of non-pedagogical specialties of the discipline "Didactics of higher education". Formation of pedagogical competences of the teacher of the higher school will allow the future specialists professional activity in the institutions of higher education. The article reveals the essence of didactic competence and peculiarities of its formation in higher education students in the current conditions of organizing the initial process. The competency approach should permeate all aspects of student training. Therefore, a special (didactic) competence should be included in the list of the graduates' learning outcomes. The didactic competence is the ability to apply knowledge of psychology and pedagogy (didactics) in the educational process of higher education institutions. In the orientation of the educational and professional program of the master of non-pedagogical specialties it is necessary to enter competencies that allow him to engage in teaching activities. General competences add to the ability to carry out pedagogical activities using innovative educational technologies, and special competences add to the ability to organize the educational process and carry out scientific research in order to solve topical problems of the theory, methodology, organization and practice of higher education students. One of the most important compulsory (normative) disciplines that enable the future specialist to teach special and professional disciplines in higher education institutions should be "Didactic of Higher Education". This is the main feature of forming didactic competence in higher education institutions. But the competent approach in higher education does not come down to a separate discipline, but because the phenomenon of integral and dynamic develops in the process of formal, non-formal and informal education and is in constant development and self-development. All stages of preparation of the master of non-pedagogical specialties for teaching activity should be directed on achievement of the main purpose of the educational process — formation of pedagogical competences of applicants of higher education.

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STUDENT TRAINING FOR PROMOTING COLLABORATIVE AGENCY: THE MONITORING ACTIVITIES

10.21506/j.ponte.2016.7.13 ◽

2016 ◽

Vol 72 (7) ◽

Cited By ~ 2

Author(s):

Fernando Rezende da Cunha Junior

Keyword(s):

Student Training ◽

Monitoring Activities

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Teaching Rites of Passage: Workshop summary

Anthropology Matters ◽

10.22582/am.v5i1.130 ◽

1970 ◽

Vol 5 (1) ◽

Author(s):

Panel II Challenges

Keyword(s):

Rites Of Passage ◽

Research Student ◽

Workshop Summary ◽

Postgraduate Research

Twelve presentations, each of around fifteen to twenty minutes, were delivered in three different panels over the two days. The first panel, entitled Challenges, brought together four papers reflecting on the experience of changing from the transition from postgraduate research student to tutoring, teaching and lecturing.

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Partnerships Connecting Healthcare and Community-Based Organizations in Virginia

Innovation in Aging ◽

10.1093/geroni/igaa057.1777 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 545-545

Author(s):

Patricia Slattum ◽

Pamela Parsons ◽

Mary Rubino ◽

Leland Waters

Keyword(s):

Primary Care ◽

Program Participation ◽

Health And Wellness ◽

Wellness Program ◽

Community Based ◽

Community Based Organizations ◽

Eastern Virginia Medical School ◽

Geriatric Education ◽

Student Training ◽

Virginia Commonwealth University

Abstract The Virginia Geriatric Education Center (VGEC)’s Geriatrics Workforce Enhancement Program (GWEP) partners with two programs, Senior Strong at Eastern Virginia Medical School in Norfolk, VA and the Richmond Health and Wellness Program at Virginia Commonwealth University in Richmond VA to support their age-friendly initiatives. These programs enhance primary care for an older population experiencing adverse social determinants of health by providing screening around the 4Ms pillars of age-friendly healthcare and connecting participants with healthcare and community-based organizations. These programs offer a rich learning environment for interprofessional students. The VGEC GWEP strengthens these programs by developing faculty and student training in collaboration with the programs and facilitating program participation in the GWEP-CC Age-Friendly Action Community to develop and refine age-friendly practice workflows, referral pathways and documentation.

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Navigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors

South African Journal of Childhood Education ◽

10.4102/sajce.v5i3.339 ◽

2016 ◽

Vol 5 (3) ◽

Author(s):

Helena Oosthuizen ◽

Daleen Klop ◽

Monique Visser

Keyword(s):

Early Literacy ◽

Literacy Intervention ◽

Language And Literacy ◽

Language Therapy ◽

Early Literacy Intervention ◽

Role Players ◽

Student Training ◽

Transdisciplinary Collaboration ◽

Models Of Service Delivery ◽

Insight Into

Speech-language therapists (SLTs) in South Africa are increasingly considering alternative models of service delivery to children at risk for language and literacy development delays. A transprofessional model of collaboration allows SLTs and teachers to share responsibility for primary prevention of literacy difficulties. Previous research has identified several challenges with regard to effective collaboration between qualified professionals, indicating that specific opportunities need to be created for professionals to ‘cross over disciplinary lines’ to gain more insight into a profession other than their own. Student training presents a valuable opportunity for role-exchange between pre-professional SLTs and teachers. The article describes the experiences of teachers, undergraduate SLT students and tutors with regard to transdisciplinary collaboration in the foundation-phase classroom, according to the ‘embedded-explicit’ model. The authors argue that a more in-depth understanding of the different role-players’ perceptions of transdisciplinary collaboration will contribute to enhanced collaboration between SLTs and teachers.

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Recommendations for Increasing Physician Provision of Pre-Exposure Prophylaxis: Implications for Medical Student Training

INQUIRY The Journal of Health Care Organization Provision and Financing ◽

10.1177/00469580211017666 ◽

2021 ◽

Vol 58 ◽

pp. 004695802110176

Author(s):

Robert L. Cooper ◽

Paul D. Juarez ◽

Matthew C. Morris ◽

Aramandla Ramesh ◽

Ryan Edgerton ◽

...

Keyword(s):

Care Management ◽

Financial Constraints ◽

Standard Of Care ◽

The United States ◽

Risk Compensation ◽

Continuous Care ◽

Student Training ◽

Hiv Acquisition ◽

Hiv Risk Assessment ◽

Exposure Prophylaxis

There is growing evidence that pre-exposure prophylaxis (PrEP) prevents HIV acquisition. However, in the United States, approximately only 4% of people who could benefit from PrEP are currently receiving it, and it is estimated only 1 in 5 physicians has ever prescribed PrEP. We conducted a scoping review to gain an understanding of physician-identified barriers to PrEP provision. Four overarching barriers presented in the literature: Purview Paradox, Patient Financial Constraints, Risk Compensation, and Concern for ART Resistance. Considering the physician-identified barriers, we make recommendations for how physicians and students may work to increase PrEP knowledge and competence along each stage of the PrEP cascade. We recommend adopting HIV risk assessment as a standard of care, improving physician ability to identify PrEP candidates, improving physician interest and ability in encouraging PrEP uptake, and increasing utilization of continuous care management to ensure retention and adherence to PrEP.

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