The Apprenticeship Model

2021 ◽  
pp. 177-206
Keyword(s):  
Apprenticeship Model

scholarly journals Routes to Research for Novice Undergraduate Neuroscientists

2006 ◽  
Vol 5 (2) ◽  
pp. 175-187 ◽  
Author(s):  
Kyle J. Frantz ◽  
Robert L. DeHaan ◽  
Melissa K. Demetrikopoulos ◽  
Laura L. Carruth
Keyword(s):  
Undergraduate Students ◽  
Attitudes Toward Science ◽  
Laboratory Research ◽  
Research Experience ◽  
Neuroscience Research ◽  
Long Term Follow Up ◽  
Apprenticeship Model ◽  
Design Experiments

Undergraduate students may be attracted to science and retained in science by engaging in laboratory research. Experience as an apprentice in a scientist's laboratory can be effective in this regard, but the pool of willing scientists is sometimes limited and sustained contact between students and faculty is sometimes minimal. We report outcomes from two different models of a summer neuroscience research program: an Apprenticeship Model (AM) in which individual students joined established research laboratories, and a Collaborative Learning Model (CLM) in which teams of students worked through a guided curriculum and then conducted independent experimentation. Assessed outcomes included attitudes toward science, attitudes toward neuroscience, confidence with neuroscience concepts, and confidence with science skills, measured via pre-, mid-, and postprogram surveys. Both models elevated attitudes toward neuroscience, confidence with neuroscience concepts, and confidence with science skills, but neither model altered attitudes toward science. Consistent with the CLM design emphasizing independent experimentation, only CLM participants reported elevated ability to design experiments. The present data comprise the first of five yearly analyses on this cohort of participants; long-term follow-up will determine whether the two program models are equally effective routes to research or other science-related careers for novice undergraduate neuroscientists.

scholarly journals SPECIFIČNOSTI SUPERVIZIJE OBITELJSKIH MEDIJATORA U SUSTAVU SOCIJALNE SKRBI

2020 ◽  
Vol 27 (2) ◽  
pp. 255-286
Author(s):  
Branka Sladović Franc
Keyword(s):  
Social Welfare ◽  
Welfare System ◽  
Family Mediation ◽  
Social Welfare System ◽  
The Social ◽  
Legislative Framework ◽  
Apprenticeship Model ◽  
Development Of Competencies ◽  
Family Mediators ◽  
Special Circumstances

SPECIFIC FEATURES OF THE SUPERVISION OF FAMILY MEDIATORS WITHIN THE SOCIAL WELFARE SYSTEM ABSTRACT In the introduction of the paper, the need for the supervision of family mediators is described, and the key characteristics of the educational and method supervision are presented, as well as the models of apprenticeship as modern forms of supervisory monitoring of the acquisition of additional professional competencies in the context of the helping professions, especially mediation. The paper presents supervision conducted with the family mediators who work within the social welfare system through two supervisory cycles. The aims of the supervision were to contribute to the integration of their knowledge and skills, to monitor and analyse the direct work on mediation cases and to promote the development of professional identity of family mediators in order to increase the quality of work with the clients during the application of mediation as a psychosocial intervention and a more recent social service. The contents and topics of the supervisory work have been presented through individual supervisory questions (feelings of mediators, workplace, principles of mediation, beliefs and prejudices), then through professional and educational questions significant for all supervisees (the role of mediators, usage of concrete knowledge and interventions, specific forms of mediation, implementation of mediation, special circumstances, supervisory competencies), and finally through organisational difficulties related to the implementation of mediation (introduction to family mediation, legislative framework and rules, the experience of a lack of understanding). Specific supervisory challenges with regard to the group composition, manners of work and competence of the supervisor for the implementation of the educational and/or method supervision in this area of work with the families have been described. In the conclusion, the similarities and differences between the educational and method supervision have been discussed, as well as some elements of the apprenticeship model. Key words: educational supervision, method supervision, cognitive apprenticeship model, family mediation, development of competencies of family mediators.

WhatsApp Generation in Zoom University: Online Pedagogical Challenges and Innovations

2022 ◽  
pp. 0258042X2110694
Author(s):  
Divya Aggarwal ◽  
Varun Elembilassery
Keyword(s):  
Online Teaching ◽  
Management Education ◽  
Qualitative Interviews ◽  
Cognitive Apprenticeship ◽  
Jel Classification ◽  
Theoretical Underpinning ◽  
Online Mode ◽  
Early Evidence ◽  
Apprenticeship Model ◽  
Practical Implications

Management education has undergone significant changes owing to the COVID-19 pandemic. The classroom delivery has moved from an offline mode to a completely online mode, unravelling many pedagogical challenges and constraints. This study explores the pedagogical challenges faced by academicians and the innovative remedial measures adopted by them. This study follows an inductive approach using qualitative interviews and uses the cognitive apprenticeship model as the theoretical underpinning. Findings indicate that all domain aspects of the cognitive apprenticeship model are not equally relevant in an online teaching scenario compared to offline teaching. Findings also indicate that the interpersonal and communicational aspects of the learning environment have gained more prominence in online teaching. This article contributes to the existing literature by bringing early evidence on the challenges and innovations in online teaching. In addition, this study also contributes to the understanding of the cognitive apprenticeship model in an online scenario. Even though the scope of the study was limited to academicians from the finance and accounting area, the findings are globally relevant. They have practical implications for other disciplines as well. JEL Classification Codes: M0, I20, I29, Y7

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