scholarly journals Cultivating the 21st century workforce : a narrative research study exploring reflective practice in workplace development programs within a government contracted american maritime manufacturing trade organization

2019 ◽  
Author(s):  
◽  
Marianne Lawless
Keyword(s):  
Reflective Practice ◽  
21St Century ◽  
Research Study ◽  
Narrative Research ◽  
Development Programs ◽  
Manufacturing Trade ◽  
Workplace Development

Increasing the impact of management development programs

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Reflective Practice ◽  
Design Methodology ◽  
Action Learning ◽  
Development Program ◽  
Management Development ◽  
Development Programs ◽  
Content Type ◽  
Pertinent Information ◽  
The Impact ◽  
Overall Effectiveness

Purpose Reflective practice makes an important contribution to the ultimate success of any management development program. Greater emphasis on reflection demands that both program participants and action learning facilitators take appropriate responsibility needed to increase the overall effectiveness of the process. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Reflective practice makes an important contribution to the ultimate success of any management development program. Greater emphasis on reflection demands that both program participants and action learning facilitators take appropriate responsibility needed to increase the overall effectiveness of the process. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

scholarly journals Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs

2020 ◽  
Vol 5 (2) ◽  
pp. 215-227
Author(s):  
Zuraimi Zakaria ◽  
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Student Performance ◽  
Teacher Collaboration ◽  
Development Programs ◽  
Teaching Improvement ◽  
Policy Makers ◽  
Teachers Professional Development ◽  
The Relationship

While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers’ professional development (PD) programs. Hence, the focus of the paper is two-fold: examining teachers’ PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers’ reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein & Athanases, 2006; Fullan, 1990; Little, 2001). In addition, most PD efforts focused on teacher collaboration as a strategy for teaching improvement and eventually better academic performance of the students (Achinstein & Athanases, 2006). Many educators (Fendler, 2003; Loughran, 2002; Schon, 1983; Walkington, 2005) viewed reflective practice as situated at the heart of PD programs that sought teachers to examine their practice for improvement. This paper assists policy makers and education reformists in re-examining their PD efforts in targeting for variables that matter.

scholarly journals „Moja podróż z językiem obcym” – narracyjne badanie autobiograficzne

Neofilolog ◽  
1970 ◽  
pp. 91-110
Author(s):  
Dorota Werbińska
Keyword(s):  
Elementary Education ◽  
Research Study ◽  
Narrative Research ◽  
Autobiographical Narratives ◽  
Learning And Teaching ◽  
Fields Of Study ◽  
Autobiographical Narrative

The aim of this article is to show some possibilities of using autobiographical narratives in the learning and teaching languages. The first part, focused on theoretical aspects of autobiographical research, points to its functions, problems for the researcher and possible content to be examined. The second part describes an example of the author’s autobiographical narrative research study conducted among the students of philological (English philology) and non-philological (elementary education with English and management) fields of study, whose task was to write an autobiography entitled “My journey with a foreignlanguage”.

scholarly journals Investigation of Self-Efficacy Perceptions Regarding the 21st Century Skills of University Students Enrolled in Different Faculties

2021 ◽  
Author(s):  
Aylin Mentiş Köksoy ◽  
İskender Daşdemir
Keyword(s):  
University Students ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Research Study ◽  
Health Sciences ◽  
Significant Difference ◽  
Faculty Of Education ◽  
The One ◽  
Media And Technology

The 21st-century skills are considered to be needed by individuals in a changing world. The aim of this research study is to determine whether or not the self-efficacy perceptions of students enrolled in the Faculty of Education, the Faculty of Literature, and the Faculty of Nursing (health) pertaining to the 21st-century skills cause any difference among the faculties. The population of the research is comprise of 1,056 students, 841 females and 215 males, at Ege University during the fall semester of the 2018-2019 academic year. “21st Century Skills Self-efficacy Perception” scale, which has 3 subdimensions such as “Learning and Renewal (LR) Skills,” “Life and Career (LC) Skills,” and “Information, Media and Technology (IMT) Skills,” is utilized in the study. The research study is designed in accordance with the causal-comparative model. In the data analysis, independent groups t-test is performed to detect differences in terms of gender, whereas the one-way analysis of variance) techniques are conducted to detect differences in terms of faculties. The margin of error is determined as .05 in the study. No significant difference is detected in the LR skills of university students in terms of the gender variable. It is found that a significant difference exists according to gender in the subdimension of LC skills. No significant difference is observed according to gender variable in the subdimension of IMT skills of university students. According to this result, the LC skills of female students are detected to be higher than that of male students. It is observed that the LR skills of the students in the faculty of education are higher than that of the students in the faculty of health sciences. It is determined that a significant difference exists in the LC skills of university students according to the faculty of education variable. It is determined that the LC skills of the students in both the faculties of education and literature are higher than that of the students in the faculty of health sciences. Furthermore, it is determined that the IMT skills of the students in the faculty of education and the faculty of literature are higher than that of the students in the faculty of health sciences.

Examining Experienced S&C Coaches’ Reflections on the Effectiveness of Psychosocial Behaviors in Coaching

2020 ◽  
pp. 1-9
Author(s):  
Christoph Szedlak ◽  
Jo Batey ◽  
Matthew J. Smith ◽  
Matthew Church
Keyword(s):  
Reflective Practice ◽  
Learning Strategies ◽  
Thematic Analysis ◽  
Constructivist Learning ◽  
Formal Training ◽  
Semistructured Interview ◽  
Development Programs ◽  
Strength And Conditioning ◽  
Holistic Development ◽  
Coach Development

This study aimed to examine elite, experienced strength and conditioning (S&C) coaches’ reflections on the effectiveness of psychosocial behaviors in S&C coaching. In particular, this study aimed to explore which psychosocial behaviors are essential, the process of how these might influence coaching practice, and how the development of psychosocial behaviors should be encouraged. Eight elite, experienced S&C coaches were recruited and partook in a semistructured interview. Using a reflexive thematic analysis, six themes were identified: understanding athlete’s needs, communicating effectively, caring and connecting with the athlete, practicing what you preach, the importance of reflective practice, and the contribution of formal training. The findings of this study enhance the literature by highlighting that elite, experienced S&C coaches perceive psychosocial behaviors to be essential in effective S&C coaching practice. In particular, the findings describe the processes of how identified psychosocial behaviors might positively influence athlete development by enhancing motivation, buy-in, and autonomy. In addition, the authors’ results suggest that current S&C coach development programs are limited in facilitating the learning of psychosocial behaviors. Thus, their findings strengthen the call for S&C coach educators to utilize constructivist learning strategies including facilitated reflection to encourage the development of essential psychosocial behaviors that contribute to the holistic development of the athlete.

The Need for Principal Renewal: The Promise of Sustaining Principals through Principal-to-Principal Reflective Practice

2012 ◽  
Vol 114 (12) ◽  
pp. 1-56
Author(s):  
Eleanor Drago-Severson
Keyword(s):  
Reflective Practice ◽  
21St Century ◽  
School Leaders ◽  
Research Question ◽  
Qualitative Interviews ◽  
High Stakes Testing ◽  
Catholic School ◽  
Theory Approach ◽  
Self Renewal ◽  
Field Notes

Background/Context Given the challenging complexity of the modern principalship— including high-stakes testing, standards-based reform, increased accountability, and severe budget cuts—practitioners and scholars emphasize the urgency of supporting principals’ stress-relief and renewal. Purpose/Objective/Research Question/Focus of Study This nationwide study offers insights into how a group of principals renew themselves and prevent burnout, crucial for 21st-century school leaders. This article focuses on how 25 principals supported their own renewal and their yearning to engage in reflective practice with colleagues as a support to their own revitalization, growth, and learning. Research Design Eighty-nine hours of qualitative interviews with a diverse sample of 25 public and private (independent) and Catholic school principals who served in schools with varying levels of financial resources (i.e., high, medium, and low) were conducted, in addition to analyzing field notes and approximately 60 documents. Interviews for the encompassing research study—an investigation of developmentally based principal leadership practices employed to support adult learning—concerned a variety of topics, including principals’ practices for supporting teacher learning and how principals themselves supported their own renewal. Data Collection and Analysis All interviews were transcribed verbatim. Two researchers coded interviews, documents, and field notes for central concepts (theoretical and emic codes were employed). Thematic matrices were developed, and narrative summaries were created. A grounded theory approach was employed, and important literatures informed analysis. Matrices displayed confirming and disconfirming instances of themes, and two researchers conferred on alternative interpretations. Findings Findings reveal that these principals (1) employed a variety of strategies for self-renewal given the complex challenges of their leadership work in the 21st century and (2) expressed a desire for engaging in ongoing reflective practice with colleagues as a to support their own development, sustainability, and renewal. All also expressed that although they were fulfilled by their jobs, the scope seemed vast and overwhelming. Whether they served in high, low, or medium financial resource schools and whether they served in public, independent, or Catholic schools, they emphasized that they needed to develop more effective and frequent strategies for self-renewal. Conclusions/Recommendations These school leaders explained that they yearn for regular, ongoing opportunities to reflect with colleagues and fellow principals on the challenges of leadership, emphasizing that this type of ongoing collegial reflection would help them to more effectively exercise leadership, avoid burnout, and renew themselves. Although all these principals spontaneously voiced the desire to engage in collegial reflection, only 3 were doing so on a regular basis. This research suggests the importance of supporting and retaining principals by using reflection and collegial support for renewal, with serious implications for education policy and school district practices.

Media Literacy in EFL Teacher Education

2019 ◽  
pp. 65-89
Author(s):  
Walaa M. El-Henawy
Keyword(s):  
Teacher Education ◽  
Media Literacy ◽  
21St Century ◽  
Literacy Skills ◽  
Development Programs ◽  
Teaching English ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Information And Communication ◽  
Efl Teacher Education

As one of the 21st century skills, media literacy refers to the ability of individuals to critically evaluate and creatively produce representations in a variety of media. A rapid changing world of media, information and communication, which is reshaping the future of work trends, changes literacy demands and requires more complex literacy skills. Thus, it is necessary for students to build the 21st century literacy skills through technology-integrated instructions and classroom practices. In particular, this chapter aims to raise awareness of the relevance of media literacy in teaching English as a Foreign Language (EFL) and EFL teacher education. This chapter provides an evolution of media literacy with its origin, explores the competencies of media literacy, analyzes various frameworks for media literacy education, and elaborates on different teaching approaches. Based on this review, a conceptual framework for media literacy competencies in teacher education is proposed. Additionally, this chapter offers recommendations for best practices of media literacy in EFL classrooms as well as in EFL teachers' preparation and professional development programs.

scholarly journals Professional Development of Teachers in Colleges of Pakistan: A Comparative Case Study of Public and Private Colleges of Pakistan

2014 ◽  
Vol 3 (6) ◽  
pp. 167 ◽  
Author(s):  
Hassan Danial Aslam
Keyword(s):  
Professional Development ◽  
Quantitative Method ◽  
Research Study ◽  
Rating Scale ◽  
Comparative Case Study ◽  
Development Programs ◽  
Public And Private ◽  
Summated Rating Scale ◽  
Professional Development Programs ◽  
Definition Of

Purpose:The aim of the researchers in this effort is to identify the challenges and barrier faced by teachers in colleges of Pakistan regarding their professional development. The study also discovers realistic implication and adaptation which can be used in order to have highly professionally developed teachers in colleges.Objective of the study:The current research is conducted to find the different professional development characteristic and different factors which are beneficial in professional development of college teachers as well as the factors which are the root cause of creating deficiencies in professional development programs of teachers, especially for college teachers.Methodology:In conducting the current research study the researchers had used the qualitative method and quantitative method. In quantitative method Likert scale or in other words summated rating scale is used; as it is easiest to construct and by the definition of this scale each statement on the scale have equal importance or weight.  Sample taken to conduct this research study is 120 teachers from both the sectors as 60 public and 60 private respectively. Besides the questionnaire, interview technique is also been used to carry out the mention research.Findings: The major findings of research has reveled that professional development programs at institutional level are not carried in its required intensity moreover these programs if executed properly then could increase teachers’ satisfaction, student learning and learning output. However such programs are aimless as these programs are run without any definite purpose. Moreover it is found that there are inadequate course contents and trainers are mostly untrained. Also seminars are not conducted due to insufficient allocated funds and if seminars are conducted these results to be unproductive. Employee in educational institutions are not provided some sort of scholarship programs

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