scholarly journals Mesterlære i praksisveiledning i lærerutdanning: Individuell, relasjonell eller i praksisfelleskap? En studie av eksamenstekster

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Kari Hansen
Keyword(s):  
Teacher Education ◽  
Community Of Practice ◽  
Practical Knowledge ◽  
Research Question ◽  
Further Education ◽  
Spring Semester ◽  
Model Learning ◽  
Relational Competence ◽  
Vocational Teacher ◽  
Practice Teacher

Hensikten med artikkelen er å undersøke hvordan deltakere i en videreutdanning for praksislærere i en videregående skole diskuterer muligheter og utfordringer i praksis-opplæringen i sine eksamenstekster i lys av hovedtrekk fra teori om mesterlære. Som yrkesfaglærerutdanner, tidligere yrkesfaglærer og praksislærer, ønsker jeg å undersøke om og hvordan en praktisk kunnskapstradisjon, hvor modell-læring inngår, og som har sitt utgangspunkt i praksis og praksisfellesskap, preger diskusjonen om utfordringer og muligheter i dagens praksisopplæring (Nielsen & Kvale, 1999a). Artikkelens utgangs-punkt er 10 av 31 gruppebaserte eksamensbesvarelser fra en videreutdanning (7,5 studiepoeng) gjennomført ved én av NTNUs universitetsskoler i vårsemesteret 2016. I artikkelen besvares følgende problemstilling: Hvordan bruker praksislærerne hoved-trekk fra mesterlære i drøftinger av utfordringer og muligheter i praksisveiledning? Tematisk tekstanalyse av eksamensoppgavene (Widén, 2017) identifiserte tre hoved-trekk fra mesterlære i lærernes drøfting av organiseringen av praksisveiledning. Temaene er 1) Modell-læring, 2) Relasjonskompetanse, og 3) Praksisfellesskap. Praksislærernes forståelse knyttes til tre funn: 1) Praksislærerne ønsker å vise frem sin praksis for studentene. 2) Praksislærerens relasjonskompetanse og kommunikative kompetanse er grunnleggende viktig i rollen som modell-lærer. 3) Læring i praksis-fellesskap – studentene lærer av flere praksislærere/mestere. Nøkkelord: mesterlære, modell-læring, praksislærer, praksisfellesskap, relasjonskompetanse, praksisveiledning i lærerutdanning Apprenticeship in practice supervision in teacher education: Individual, relational or in community of practice? A study of exam texts AbstractThe purpose of the article is to investigate how participants in a course offered as further education for practice teachers in an upper secondary school discuss opportunities and challenges in the practice training in light of main features of the theory of apprenticeship. As a vocational teacher educator, former vocational teacher and practice teacher, I want to investigate whether and how a practical knowledge tradition, in which model-learning is included, and which is based on practice and communities of practice, characterizes the discussion of challenges in today's practice training (Nielsen & Kvale, 1999a). The article is based on 10 out of 31 group-based exam papers from a further education course (7.5 credits) completed at one of NTNU's university schools during the spring semester 2016. The article answers the following research question: How do the practice teachers use main features of apprenticeship in discussions of challenges and opportunities in practice supervision? The thematic text analysis of the exam papers (Widén, 2016) identified three main features from apprenticeship in the teachers' discussion of the organization of practice supervision. The themes are 1) Model-learning, 2) Relational competence, and 3) Community of practice. The practice teachers' reflection is linked to three findings: 1) The practice teachers want to showcase their practice to the students. 2) Relational competence and the practice teacher's communicative competence are fundamentally important in the role as a model teacher. 3) Practice in working communities – students learn from several practice teachers/ masters. Keywords: apprenticeship, model-learning, practice teacher, community of practice, relational competence, practice supervision in teacher education

scholarly journals Developing an Online Collaborative Approach to Global Education in Vocational Contexts

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Blair Stevenson ◽  
Sarah Cornelius
Keyword(s):  
Teacher Education ◽  
International Collaboration ◽  
Global Education ◽  
Education Programme ◽  
Further Education ◽  
Collaborative Approach ◽  
Teacher Education Programme ◽  
Work In Progress ◽  
Vocational Teacher

This paper describes work in progress to develop a process for international collaboration between the participants of a vocational teacher education programme in Finland and the Teaching Qualification for Further Education (TQFE) in Scotland. The aim of this work is to engage vocational educators in discussions with international peers, to enhance their understanding of the nature of learners in different contexts and expand opportunities for developing global education competencies. This paper explains the rationale for the collaboration design and outlines a process that is currently under trial. It outlines plans for the evaluation of learners’ and tutors’ experiences following implementation.

Enterprise education: pre-service further education teachers' impressions and aspirations

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peter Tiernan ◽  
Jane O’Kelly
Keyword(s):  
Teacher Education ◽  
Further Education ◽  
Initial Teacher Education ◽  
Research Approach ◽  
Structured Interviews ◽  
Content Type ◽  
Education Data ◽  
Enterprise Education ◽  
The Future ◽  
Constant Comparative Analysis

PurposeThe purpose of this paper is to examine the attitudes and impressions of pre-service Further Education teachers towards enterprise education. It also looks at the potential impact on their future teaching practices and aspirations. This study builds on the literature in this area by bringing a teacher education focus and by providing views from the underserved further education sector.Design/methodology/approachA qualitative research approach was used to evaluate pre-service further education teachers' understanding of and attitudes towards, enterprise education. Data were collected through semi-structured interviews with 15 students in their final year of an initial teacher education degree.FindingsFindings emerged through constant comparative analysis of interview transcripts. These findings indicate that exposure to enterprise education greatly increased understanding of its importance and relevance, while also encouraging pre-service further education teachers to recognise the benefits of incorporating enterprise education into their classrooms of the future.Originality/valueWhile there is an array of literature on entrepreneurship and enterprise education outside of business contents, very few studies exist, which examine enterprise education in an initial teacher education context. Fewer still examine enterprise education from the perspective of further education. This study provides a unique qualitative view of pre-service further education teachers' impressions of enterprise education and their aspirations for the future.

“When Things Get Messy”: New Models for Clinically Rich and Culturally Responsive Teacher Education

2021 ◽  
Vol 123 (4) ◽  
pp. 1-26
Author(s):  
Alice Ginsberg ◽  
Marybeth Gasman ◽  
Andrés Castro Samayoa
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Teacher Education Program ◽  
Research Question ◽  
Student Assessment ◽  
Classroom Teachers ◽  
Mutual Respect ◽  
School Site ◽  
School Partnerships ◽  
University School Partnerships

Background/Context Many teacher education programs are trying to build partnerships with local schools to create ongoing opportunities for their candidates to observe and practice in authentic settings. Prior research on university–school partnerships, however, has found that the structure and design of these partnerships have a huge impact on whether they turn out to be mutually beneficial, meaningful, and sustainable. One of the most commonly cited challenges is the lack of regular communication, respect, and trust between university professors and PK–12 classroom teachers and administrators. Purpose/Objective/Research Question This article focuses on Blocks, an initiative in the teacher education program at New Mexico State University (NMSU). Candidates spend their entire day at a single elementary school site, alternating between coursework and clinical practice. Research Design We conducted qualitative interviews and focus groups with teacher education professors, teacher candidates, and classroom teachers and administrators in the Blocks program to understand the core components and strategies that buoyed its success, as well as the major challenges and opportunities inherent in such a transformative model. Findings Given that NMSU is a Hispanic-serving institution that already prioritized university–school–community relationships, we were also interested in how the Blocks model might be replicated in teacher preparation programs at predominantly White institutions. Key findings include that (1) Blocks is a nonhierarchical model based on mutual respect and full collaboration, wherein professors and classroom teachers are both viewed as having equally valuable knowledge about teaching and learning, and both parties share ownership of the success of the program; (2) candidates’ coursework and clinical practice are not simply held at the same site, but are strategically sequenced and integrated to raise real-time questions of practice and provide candidates with a more cohesive and authentic preparation for becoming teachers of record; and (3) candidates do more than “observe” or “student teach”; they are given meaningful, progressive, and scaffolded opportunities to be involved in lesson planning, coteaching, student assessment, parent conferences, and extracurricular activities, all of which help them develop stronger teacher dispositions and identities. Conclusions/Recommendations Key recommendations for teacher education include the importance of intentionality and mutual respect when designing and forging university– school partnerships, including ensuring that all participants have a clearly defined role and a valued voice in the process; that clear communication and opportunities for self-reflection are strategically built into the collaborative process; and that faculty are rewarded for work that takes place in community settings.

Registered nurses’ knowledge and care practices regarding patients with dysphagia in Saudi Arabia

2018 ◽  
Vol 31 (8) ◽  
pp. 896-909
Author(s):  
Manal Abdullah Khoja
Keyword(s):  
Saudi Arabia ◽  
Traffic Accidents ◽  
Brain Injuries ◽  
Practical Knowledge ◽  
Tertiary Hospital ◽  
Further Education ◽  
Content Type ◽  
Speech And Language Pathologists ◽  
Self Administered Questionnaire ◽  
Practical Implications

Purpose The purpose of this paper is to assess the knowledge and practices of nursing staff caring for patients with dysphagia to determine any needs for further education programmes. Design/methodology/approach A self-administered questionnaire with close-ended questions was completed by nurses at a tertiary hospital in Saudi Arabia to measure the depth of their dysphagia knowledge. Findings From 316 potential participants, a sample of 174 nurses completed the questionnaire. The results revealed that the participants had partial theoretical and practical knowledge about nursing care for patients with dysphagia. Of interest, 78 per cent of the nurses reported that they had received less than 1 h of training in dysphagia, and only 4 per cent were aware of speech and language pathologists’ role in dysphagia management. Practical implications As the medical professionals who have the most contact with the patients, nurses have a central role in the care of patients with dysphagia. This study provides information that will guide strategies for in-service nurse education dysphagia programmes. Originality/value The estimated Saudi prevalence of dysphagia is high due to increased incidence of medical conditions commonly associated with dysphagia, such as stroke, cerebral palsy and traumatic brain injuries from traffic accidents. Nurses play a pivotal role in caring for these patients. However, little is known about the level of care patients with dysphagia require in Saudi hospital settings.

Scholarly skills as everyday practice – implications for education

2016 ◽  
Vol 6 (3) ◽  
pp. 224-236
Author(s):  
Inga Wernersson ◽  
Monica Hansen Orwehag
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Professional Education ◽  
Design Education ◽  
Research Question ◽  
Work Practice ◽  
Content Type ◽  
Analytical Skills ◽  
One Year ◽  
Almost All

Purpose – The purpose of this paper is to understand how teachers, nurses and engineers view the use of scholarly skills, such as research and critical thinking, in occupational practice and what implications this understanding may have for (especially) teacher education. Design/methodology/approach – Engineers, nurses and teachers who had worked for at least one year after their education was interviewed (telephone interviews). Four interviews from each category were made in this exploratory study. Findings – Few of the interviewees spontaneously connect their research methods training or other elements of scientific thinking in their education to everyday work practice, but all give examples of systematic, reflective and critical elements as features present in the occupational context. Almost all also view the final thesis work done in their respective programmes as a gratifying experience. Further, they describe the freedom and independence they have in their choice of research question and form of work as appealing and encouraging. Research limitations/implications – The study is exploratory and the results should be used to develop ideas about how to improve scholarly/scientific training in profession-oriented higher education programmes. Practical implications – This paper explore ways to understand and further develop the teaching of scholarly/scientific attitudes and ways of thinking in profession-oriented university programmes. Social implications – Scholarly skills such as critical thinking, analytical skills and awareness of different perspectives are important in all professions. How to design education to optimize such skills is important for people and society. Originality/value – The value of the study is that it is a try to use experiences from different fields to improve the generic scholarly aspects of professional education (especially teacher education).

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