Understanding teaching and learning conceptions among clinical faculty as a means to improve postgraduate training

The co-construction of a psychology module for a postgraduate training course in orthotics/prosthetics is socially constructed for the first time in Southern African history. This paper elucidates the integration of theory and practice in a model for the development of a professional identity as orthotist/prosthetist. In creating a context where trainees can learn to develop their practice while also enabling them to deconstruct notions of ‘expert knowledge’, orthotist/prosthetists move from a position of scientist-practitioner to negotiating an alternative position of reflective practitioner. In the process of co-constructing knowledge, an alternative story of teaching and learning evolves. The result is a celebration of life as it is really lived by health professionals.

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Teaching and learning conceptions in Engineering Education: an innovative approach on Mathematics

European Journal of Engineering Education ◽

10.1080/0304379032000101791 ◽

2003 ◽

Vol 28 (4) ◽

pp. 523-534 ◽

Cited By ~ 2

Author(s):

Mario Neto Borges ◽

Maria Do Carmo Narciso Silva Goncalves ◽

Flavio Macedo Cunha

Keyword(s):

Engineering Education ◽

Teaching And Learning ◽

Innovative Approach ◽

Learning Conceptions

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Extending the use of the conceptions of learning and teaching (COLT) instrument to the postgraduate setting

BMC Medical Education ◽

10.1186/s12909-020-02461-2 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Jaime L. Pacifico ◽

Walther van Mook ◽

Jeroen Donkers ◽

Johanna C. G. Jacobs ◽

Cees van der Vleuten ◽

...

Keyword(s):

Medical Education ◽

Factor Analysis ◽

Undergraduate Medical Education ◽

Factor Structure ◽

Teaching And Learning ◽

Postgraduate Medical Education ◽

Medical Setting ◽

Clinical Faculty ◽

Conceptions Of Learning ◽

Learning And Teaching

Abstract Background Several studies have shown that conceptions of teachers on teaching and learning can influence the teaching practices and behavior in higher education. This association is also found in undergraduate medical education but not yet established in postgraduate medical setting. An instrument, Conceptions of Learning and Teaching (COLT) was developed to measure conception of teachers in undergraduate medical education. COLT is a 3-factor 18-item questionnaire. The objective of this study is to evaluate if COLT is valid for postgraduate medical education. Methods We invited postgraduate clinical faculty from 3 hospitals in the Netherlands to fill out the COLT. Confirmatory and exploratory factor analysis were performed to evaluate the fit of the postgraduate clinical faculty data to the COLT. Analysis of variance was done to evaluate if there was difference among the 3 hospitals in terms of the response by the clinical faculty. Results Confirmatory factor analysis showed that the postgraduate faculty data had a 2 factor structure after removal of five items. These factors were Teacher Centeredness (TC) and combined Appreciation of Active Learning and Orientation to Professional Practice (A-P) and were considered as comparable to the factors in the original COLT, expressing the post-graduate learning and teaching setting. As several items were removed, the fit was suboptimal, yet did suggest validity for use of the COLT for postgraduate medical education. Conclusion The modified COLT can be used to measure conceptions of teaching and learning in postgraduate medical education. We recommend further study to improve the factor structure of the modified COLT.

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AS AULAS DOS ESTAGIÁRIOS DE GEOGRAFIA DA UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA: concepções e práticas

Revista Brasileira de Educação em Geografia ◽

10.46789/edugeo.v8i16.524 ◽

2019 ◽

Vol 8 (16) ◽

pp. 59-76

Author(s):

Willian Falcão Lopes ◽

Maria Cleonice Barbosa Braga ◽

Solange Lucas Ribeiro

Keyword(s):

Teaching And Learning ◽

Scientific Paper ◽

Constructivist Teaching ◽

Transmission Of Knowledge ◽

Bibliographical Survey ◽

Constructive Teaching ◽

Teaching Learning ◽

Learning Conceptions ◽

The Relationship

O presente artigo investigou as aulas desenvolvidas por estagiários de Geografia da UEFS na perspectiva de compreender a articulação entre as suas concepções teóricas e as práticas desenvolvidas no período de estágio de regência nas escolas, entre os semestres 2013.2 e 2014.1. Para tanto, foram desenvolvidos os seguintes procedimentos: levantamento e estudos bibliográficos sobre as concepções de ensino-aprendizagem; observação de seis aulas de cada uma das três duplas de estagiários participantes e entrevistas com 26 estagiários de Estágio Supervisionado em Geografia III. O estudo apoiou-se nas abordagens qualitativas de pesquisa, tendo como método o estudo de caso. A compreensão a que se chegou foi que a maioria dos estagiários investigados afirmam desenvolver um ensino construtivo, pensando a aula como o espaço onde se processa a relação entre o estudante, o professor e o conhecimento. Entretanto, nas observações das aulas identificou-se que a maior preocupação era em transmitir os conteúdos. Entende-se, portanto, que os participantes demonstravam conhecer as teorias que embasavam as relações de ensino e aprendizagem construtivistas, todavia, na prática, não conseguiam desenvolver procedimentos que encaminhassem os estudantes a construírem seus próprios conhecimentos. Assim, ficou perceptível que a apropriação do discurso, presente no cotidiano acadêmico, não assegura, necessariamente, mudanças nas práticas escolares. Palavras-chaveAula de Geografia, Concepções e práticas, Estágio de regência.THE LESSONS OF THE UEFS GEOGRAPHY TRAINERS: conceptions and practicesAbstractThis scientific paper investigated the classes developed by the Geography teacher internship program students from UEFS in the perspective of understanding the articulation between their theoretical conceptions and the practices developed during the teacher internship period in the schools between the semesters of 2013.2 and 2014.1. For that, it was developed the following procedures: bibliographical survey about the teaching and learning conceptions; observation of six lessons of each one of the three of participating interns; interviews with twenty-six interns of the Geography III Supervised Internship Program. The study was grounded in the qualitatives research approaches, having as method the case study. The comprehension achieved was that most of the investigated future teachers claims to seek to develop a constructive teaching, considering the class as a space were the relationship between the students and the teachers and these and the knowledge is processed. However, in the observations of the classes it was found that their biggest concern was with the transmission of knowledge. The interns demonstrated to well know the theories that based the constructivist teaching-learning relations, however, in practice they could not develop the procedures that would forward the students to construct their own knowledge. Thus, it became clear that the appropriation of discourse, present in academic everyday life, does not necessarily guarantee changes in school practices.KeywordsGeography lesson, Conceptions and practices, Stage of regency.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

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