Job Shadowing as a Training Tool for Lecturers in Higher Education Bilingual Teaching

The current context of higher education institutions is guided by targets of internationalization and globalization which adopt different forms, one of them based on the essential role of language learning as an operational instrument that contributes to international activity. Different approaches have been devised to promote language learning—content and language integrated learning (CLIL) or English-medium instruction (EMI)—characterized by the use of a foreign language as a teaching device. In tertiary education, the implementation of bilingual programs demands the use of professional and academic language, communicative skills, and training in methodological abilities. The challenge for lecturers is considerable and they have reported the demanding overload of work, effort, and time, but training in dual-focused teaching is essential to achieve goals successfully. Job shadowing is suggested as a training tool focused on developing bilingual professional skills, knowledge, and competences through observation, action, and reflection while accompanying a professional.

Learning Potentials of Job Shadowing in Teacher Education

This article dealt with the topic of practical training of students in teacher training programmes. Workplace learning represents an important contact between students and the world of work and can have several positive effects. In the text, we presented job shadowing as a possible learning activity that can complement other forms of practical training. The aim of the study was to identify the learning potential of this activity and how it should be structured to achieve this potential. Data were collected from 19 participants, and the qualitative analysis of the text (students' reflections) showed that students gain valuable experience through job shadowing, which helps them to overcome their fears and enables them to enter the workplace with more confidence. In addition to the results of the analysis, the text also provides practical guidance on how the activity should be planned so that students can learn through it.

Učenje od Gradske knjižnice Reykjavik i islandskog modela knjižničnih usluga metodom job shadowing

Cilj/svrha. Cilj rada je dati uvid u islandski model knjižničnih usluga s naglaskom na djelovanje Gradske knjižnice Reykjavik, najveće narodne knjižnice na Islandu. Pristup/metodologija. Koristi se metoda studije slučaja, koja je potkrijepljena rezultatima metode job shadowing ili neposrednog promatranja rada Gradske knjižnice Reykjavik tijekom stručnog usavršavanja autorice u programu neformalnog učenja stručnjaka Erasmus+, kao i metode analize dostupne relevantne literature (desk research). Rad daje uvid u kulturno-povijesni kontekst djelovanja islandskih knjižnica (pripadnost nordijskom kulturnom krugu, specifična tradicija čitanja, pismenosti i nakladništva, nacionalni knjižnični sustav i suvremeni konzorcij islandskih knjižnica), a potom pregled djelovanja Gradske knjižnice Reykjavik (organizacijska struktura, organizacijska kultura, knjižnični prostori, inovativni programi i projekti očuvanja kulturne baštine, poticanja čitanja u digitalnom okruženju, podupiranja interkulturnosti, poticanje kreativnog stvaralaštva - knjižnica kao maker space). U zaključku se daju preporuke za unapređenje rada hrvatskog knjižničnog sustava i knjižnica na temelju uvida u islandsku knjižničnu praksu. Rezultati. Rad će poboljšati obaviještenost hrvatske knjižničarske zajednice o metodi job shadowing kao obliku neformalnog učenja i stručnog usavršavanja knjižničara, a ponajprije o organizaciji i funkcioniranju islandskog knjižničnog sustava te radu islandskih knjižnica koje pripadaju nordijskom kulturnom krugu s tradicijom visoko razvijenih javnih usluga. Ukazat će na napore islandskih knjižnica u suočavanju s ključnim društvenim izazovima, poput uključivanja imigranata u društvo i s padom čitateljskih kompetencija mladih u konkurenciji s drugim medijima. Praktična primjena. Uvid u islandske načine racionalnog upravljanja ograničenim ljudskim, vremenskim i financijskim resursima knjižnica, koji se objedinjavaju na nacionalnoj razini, može poslužiti knjižnicama u Hrvatskoj kao primjer za unapređenje vlastite prakse. Također može poslužiti za benchmarking ili usporedbu osnovnih pokazatelja organizacije i usluga, a u cilju uvođenja promjena i poboljšanja rada kako bi se korisnicima ponudile što kvalitetnije knjižnične usluge u digitalnom okruženju. Originalnost/vrijednost. Originalnost i vrijednost rada je u širenju spoznaja o modelima usluga i djelovanja islandskih knjižnica, koje su u Hrvatskoj slabo poznate.

North Central Indiana AHEC: STEPS Program Impact

Background/Objective: North Central Indiana Area Health Education Center (NCI AHEC) aims to encourage rural students in their service district to pursue healthcare. In light of rural healthcare shortages found in Indiana, they implemented the Successfully Training and Educating Pre-medical Students (STEPS) program, available to college juniors at Indiana University – Kokomo. Through MCAT prep courses, workshops about interviews, and job shadowing, the goal of the program is for more rural students to be accepted into local medical schools, to then return to practice in that rural area. This case study examines the initial impacts of the STEPS program and the path to healthcare for a student at IU – Kokomo. Methods: A mixed methods study was conducted. First, a survey was administered by NCI AHEC to students who participated in the STEPS program using a retrospective pre/post design. The quantitative data, representing students’ opinions and goals, was aggregated and interpreted. An interview was then done with a previous STEPS student. This student’s experience was analyzed. Results: Participation in the STEPS program resulted in increased knowledge about healthcare careers and plans to pursue further education for healthcare careers across all students. The STEPS program has identified strengths, including activities that increase student commitment to pursuing healthcare and mentorship for students. Areas for growth were also identified, including adding application assistance, decreasing competition for resources, and increasing efforts to keep students in Indiana. Conclusion and Potential Impact: Initial evaluation suggests that the STEPS program is beneficial in assisting rural students on their path to a career in healthcare. Analysis of the interviewee’s experience provides recommendations for improvements of the STEPS program in the future.

The 2019 P-MIG Student Survey report and capturing the undergraduate perspective of physiology programming

The aim of the 2019 Student Survey was to inform the Physiology Majors Interest Group (P-MIG) of characteristics of undergraduates enrolled in physiology courses or degree programs from across the United States, to be used as one input source for the development of program-level guidelines. There were 1,389 participants from seven universities who completed the 2019 P-MIG Student Survey. Thirty-seven percent reported enrollment in a physiology/human physiology major; allied health-related programs were the second most common (24%). Sixty-one percent of respondents reported attending a community college, the majority of whom enrolled in one or more courses at a community college while in high school (44%). Of participants who reported transferring coursework from one institution to another, 72% reported coursework transferred as expected. Homeostasis and structure/function were the two core concepts common to the top rankings for self-reported mastery, the expectation to be remembered in 5 yr, and deemed to be career relevant. Survey respondents indicated high engagement in co-curricular activities, with 72% participating or planning to participate in job shadowing opportunities, followed by volunteering (57%) and internships (50%). Over one-half of all survey participants indicated they “strongly agree” that their coursework and undergraduate programming has prepared them for success in their field of study. While the majority of respondents were satisfied with the academic advising received, additional guidance with regard to career choices and non-coursework professional development opportunities may be beneficial. Taken together, the collective data provides information from current physiology students that may inform development of consensus guidelines regarding curriculum, professional skills, and advising for undergraduate physiology degree programs.

GIVE ME A HAND

The project „Give me а hand“ promotes transnational staff mobility and exchange of experience between Radost Kindergarten with filial in Kraimorie and Dječji vrtić Iskrica – Zagreb, Croatia. The project implements job shadowing to observe good practices in the Kindergarten-partner, studing and applying interactive methods, techniques and approaches of pedagogical interaction in inclusive education. The achieved main objectives: Increasing the effectiveness of pedagogical work, self-development and development of teachers’ professional competences in modern methods in inclusive education by introducing, comparing and applying European learning practices and interactive methods of pedagogical interaction; Stimulating the development of personal qualities, social and creative skills and expressions of children’s abilities by participating in additional pedagogical forms of creativity; Enhancement of interaction and creation of conditions for cooperation and effective communication between the participants in the educational process (children, pedagogical specialists, parents and institutions) by organising open practices, meetings, seminars, practices; Promoting good European practices and working models and technologies of pedagogical interaction for inclusive pre-school education by issuing and disseminating a handbook and e-handbook and media dissemination.

They’re Moving in Spaces They’re Not Used to: Examining the Racialized Experiences of African American Students in a High School STEAM Academy

In this study, we explored how an urban high school with a STEAM (Science, Technology, Arts, and Mathematics) theme approached racialized student experiences as learning opportunities. We were interested in documenting curricular and pedagogical practices, and the mission of the STEAM Academy, which was aimed at exposing African American/Black students to possibilities beyond the school including university settings and workplace environments (through job shadowing and internships). Based on the perspectives of school personnel and community partners, we found the school administrators and teachers enacted social justice–centered curricular strategies to elicit emancipatory and participatory actions for administrators, teachers, and students. This type of curriculum for students helped them cope with the stressors of encountering racialized experiences and microaggressions in the school and beyond; thereby, enabling them to be resilient in the face of a discriminatory and oppressive society.