Search Results

Teacher-student interpersonal relationships in Indonesia: Profiles and importance to student motivation

Article

Authors: Maulana, R. Opdenakker, Marie Christine J.L. den Brok, Perry D. Bosker, Roel Jan

Source: Asia Pacific Journal of Education (2011)

This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary school students (grades 7 to 9) across 66 (Mathematics and EFL) classes from 11 public schools in Indonesia. The results show that a variety of interpersonal profiles could be distinguished, that teachers perceive themselves more favourably than their students do, and that students' perceptions of teacher interpersonal behaviour and their learning motivation are associated. influence and Proximity were found to be important determinants of student motivation; both dimensions are related to a more autonomous motivation, while influence is also associated with a more controlled motivation. Contrary to the existing knowledge base, this study reveals that the relationship between teacher interpersonal behaviour and student motivation is more strongly connected to influence than to Proximity. © 2011 National institute of Education, Singapore.

This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. …

Keywords:

Secondary Education Student motivation student and teacher perceptions Interpersonal behaviour

101 Citations 10.1080/02188791.2011.544061

Developing a framework for communication management competencies

Article

Authors: Jeffrey, Lynn M. Brunton, Margaret Ann

Source: Journal of Vocational Education and Training (2011)

Using a hierarchical needs assessment model developed by Hunt we identified the essential competencies of communication management practitioners for the purpose of curriculum development and selection. We found that the underlying values of the profession were embodied in two superordinate goals. Six major competencies were identified, which were defined by further sub-competencies. In addition, four main personal attributes were rated as important to professional performance. While we found high levels of agreement between practitioners and academics, there was a difference in opinion about the importance of the competency external interface management and this has implications for changing the focus of tertiary curricula. © 2011 The Vocational Aspect of Education Ltd.

Using a hierarchical needs assessment model developed by Hunt we identified the essential competencies of communication management practitioners for the purpose of curriculum development and selection. We found that the underlying values of the profession were embodied in two superordinate goals. Si …

Keywords:

workplace learning Curriculum innovation Competence learning in the professions management of VET

20 Citations 10.1080/13636820.2010.549948

Revisiting 'how we learn' in academia: Practice-based learning exchanges in three Australian universities

Article

Authors: Hodge, Paul Wright, Sarah L. Barraket, Jo Scott, Marcelle Melville, Rose Richardson, Sarah Berger

Source: Studies in Higher Education (2011)

Ideas of 'how we learn' in formal academic settings have changed markedly in recent decades. The primary position that universities once held on shaping what constitutes learning has come into question from a range of experience-led and situated learning models. Drawing on findings from a study conducted across three Australian universities, the article focuses on the multifarious learning experiences indicative of practice-based learning exchanges such as student placements. Building on both experiential and situated learning theories, the authors found that students can experience transformative and emotional elucidations of learning, that can challenge tacit assumptions and transform the ways they understand the world. It was found that all participants (hosts, students, academics) both teach and learn in these educative scenarios and that, contrary to common (mis)perceptions that academics live in 'ivory towers', they play a crucial role in contributing to learning that takes place in the so-called 'real world'. © 2011 Society for Research into Higher Education.

Ideas of 'how we learn' in formal academic settings have changed markedly in recent decades. The primary position that universities once held on shaping what constitutes learning has come into question from a range of experience-led and situated Keywords:

communities of practice Experiential learning Community engagement learning Theory Practice-based learning

37 Citations 10.1080/03075070903501895

Applying metaphors for learning to continuing professional development (CPD), in the context of a course for Special Educational Needs Coordinators (SENCOs)

Article

Authors: Pearson, Sue E. Scott, Phil H. Sugden, David A.

Source: Journal of Research in Special Educational Needs (2011)

The literature suggests that understandings of teaching and learning can be classified around two metaphors: acquisition and participation. It is further argued that neither metaphor is sufficient and that both are necessary. Drawing on material from a larger study related to the professional development of Special Educational Needs Coordinators, the paper uses concept maps and the associated interviews to explore the understandings of the course participants and changes in their conceptualisation over time. The data reveal that individuals do draw on both metaphors and that their progress can be viewed in terms of both acquiring knowledge and also progress from 'novice to expert.' If teaching and learning, and participants' progress are viewed in this way, there are implications for course development and evaluation. Some of these are considered. © 2010 The Authors. Journal of Research in Special Educational Needs © 2010 NASEN.

The literature suggests that understandings of teaching and learning can be classified around two metaphors: acquisition and participation. It is further argued that neither metaphor is sufficient and that both are necessary. Drawing on material from a larger st …

Keywords:

continuing professional development Metaphors SENCOs

4 Citations 10.1111/j.1471-3802.2010.01186.x

Pot Noodles, Placements and Peer Regard: Creative Career Trajectories and Communities of Practice in the British Advertising Industry

Article

Authors: McLeod, Charlotte O’Donohoe, Stephanie Townley, Barbara

Source: British Journal of Management (2011)

The increasingly unpredictable, individualized and short-term nature of the labour market is evident in the careers of advertising creatives. We explore the career trajectories of 48 creative professionals in the British advertising industry, using theories of situated learning and communities of practice to illustrate how the collective remains important to individuals' career prospects. Creatives learn their craft by becoming immersed in the multiple, inter-related communities that constitute the advertising world during the demanding 'pre-peripheral' and 'peripheral' stages of their career. learning through immersion continues throughout the journey from the periphery to the centre, since creatives participate in a competitive, tight-knit creative community, actively engaged in social networking and constantly monitoring each others' creative output. Creatives' legitimacy (and power) is earned by winning peer regard for their work. The nature of the learning required changes as each stage of the creative trajectory brings different motivations and pressures, but the processes of learning, the mutual shaping of individual and community, and the identity work involved are evident throughout creative career trajectories. © 2010 British Academy of Management.

The increasingly unpredictable, individualized and short-term nature of the labour market is evident in the careers of advertising creatives. We explore the career trajectories of 48 creative professionals in the British advertising industry, using theories of situated

70 Citations 10.1111/j.1467-8551.2010.00705.x

Inter-professional education in the acute-care setting: The clinical instructor's point of view

Article

Authors: Chau, Jennifer Denomme, Jocelyn Murray, Judy Cott, Cheryl A.

Source: Physiotherapy Canada (2011)

Purpose: The purpose of this study was to gain an understanding of the opportunities and challenges involved in providing clinical inter-professional education (IPE) to physical therapy (PT) students in the acute-care setting from the perspective of PT clinical instructors (CIs). Methods: Focus groups were conducted in four acute-care hospitals in Toronto. Participants were recruited using a purposive and convenience sampling approach in order to enhance our understanding of the perceptions of acute-care PT CIs. Eighteen full-time PT CIs with an average of 11 years in practice participated. A constant comparative process was employed to identify recurrent issues and themes within and between groups Results: Three main themes emerged from the focus groups: (1) Clinical IPE happens when inter-professional collaboration (IPC) occurs; however, IPC differs according to setting, access to other professions, time, support, and structure. (2) IPE is a lifelong learning process that applies to both CIs and students. (3) Student preparedness is a prerequisite for clinical IPE. Conclusions: IPC is an integral part of clinical IPE that requires ongoing commitment and reflection by CIs to ensure that they are ready to instruct students who have some preparation in formal IPE. More knowledge about providing clinical IPE in a structured manner, through academic and health institutions, will allow CIs to become role models for future generations of PT students.

Purpose: The purpose of this study was to gain an understanding of the opportunities and challenges involved in providing clinical inter-professional education (IPE) to physical therapy (PT) students in the acute-care setting from the perspective of PT clinical instructors (CIs). Methods: Focus grou …

Keywords:

learning human Humans Students Vocational education student lifelong learning information processing Focus Groups clinical internship Education, Professional cooperation public relations Cooperative Behavior Interprofessional Relations Physical therapy Inter-professional education Acute care Clinical instructors

2 Citations 10.3138/ptc.2009-41

Interactive videoconferencing (IVC) as a crucial factor in distance education

Book

Authors: Anastasiades, Panagiotes S.

Source: Interactive Videoconferencing (IVC) as a Crucial Factor in Distance Education (2011)

The advanced learning internet technologies indicated a need for methodologies, tools and pedagogies that support the introduction of synchronous e-learning applications and especially Interactive Videoconferencing (IVC) into the whole learning environment. This new book presents the theoretical background and the methodology that have been developed, to implement a pedagogical model for IVC instruction. The proposed pedagogical model constitutes the results experienced from an IVC project in the University of Crete during the last seven years, under the title 'ODUSSEAS', which took place between eight hundred students and thirty teachers in eighteen elementary schools in Greece and Cyprus. © 2010 by Nova Science Publishers, Inc. All rights reserved.

0 Citations

Effectiveness of field practical training for competence acquisition among students of Botswana college of agriculture

Article

Authors: Oladele, Oladimeji Idowu Subair, Stephen Kayode Thobega, Moreetsi

Source: African Journal of Agricultural Research (2011)

Field practical training is a requirement for all students who enrol in any program in the Botswana College of Agriculture, as it has been discovered that, experiential learning complements theoretical classroom teaching. The effectiveness of Field Practical Training (FPT) for competence acquisition among students was examined through a descriptive survey. A simple random sampling technique was used to select 71 students out of those that participated in FPT in 2008 and data on their personal characteristics and their perceived competence of agricultural tasks before and after FPT were collected with a structured questionnaire and analysed using frequency counts percentages and t-test statistics. Results showed that a majority of the respondents were males, between the ages of 20 to 24 years and were pre-service students. The level of competence among students changed from not competent to competent in 31 out of the 47 tasks. Students also reported that they were competent before undergoing the FPT programme in 12 tasks and the rating was retained as well after FPT. On the other hand, students reported that they were not competent before and even after undergoing the FPT programme in four of the agricultural practical skills examined. The results of paired t-test showing comparison before and after FPT among students showed that, significant differences were found among 32 tasks with students having higher competence mean score after the FPT training than the score before the training. The study recommends that, established farms should be used for the programme and students should be posted to farms that will enhance their skill development for the area of the academic programme specialisation. © 2011 Academic Journals.

Field practical training is a requirement for all students who enrol in any program in the Botswana College of Agriculture, as it has been discovered that, experiential learning complements theoretical classroom teaching. The effectiveness of Field Practical Tra …

Keywords:

Experiential learning Skill Acquisition Botswana Agricultural tasks Field practical training

1 Citations

Reclaiming the disengaged? A Bourdieuian analysis of work-based learning for young people in England

Article

Authors: Thompson, Ron

Source: Critical Studies in Education (2011)

This paper uses Bourdieu's concept of field to analyse findings from an ethnographic study of Entry to Employment (E2E) programmes in England. Entry to Employment is a work-based learning programme which aims to re-engage young people with 'barriers to learning' inhibiting access to further education, training or employment. The paper examines field positions associated with E2E, such as learner and tutor, distinguishing between the taking of positions by individual agents and the construction of these positions by dominant institutions. The paper argues that official constructions are based on a discourse which positions E2E learners as a deficit category alongside young people not in education, employment or training (NEET) and separates E2E programmes from those in mainstream educational provision. In consequence, although learners are supported and make individual progress, E2E contributes to the exclusion that Bourdieu identifies as the chief means of social reproduction in the education system. © 2011 Taylor & Francis.

This paper uses Bourdieu's concept of field to analyse findings from an ethnographic study of Entry to Employment (E2E) programmes in England. Entry to Employment is a work-based learning programme which aims to re-engage young people with 'barriers to

Keywords:

work-based learning habitus Bourdieu field Employment or training) NEET (not in education

18 Citations 10.1080/17508487.2011.536510

Workplace mentor support for Foundation degree students: A hermeneutic phenomenological study

Article

Authors: Wareing, Mark Philip

Source: Journal of Clinical Nursing (2011)

Aims and objectives: This paper presents findings from a small piece of interpretive research into the lived experience of trained nurses who fulfilled the role of workplace mentors for Foundation degree students. The interprofessional landscape of workplace learning is also examined. Background: The participants were all employed in acute care settings in a large UK National Health Service hospital and provided mentorship to Healthcare Assistants studying the adult pathway of a Foundation degree in Health and Social Care; in preparation for the role of the Assistant Practitioner. Design: A purposive sample of eight workplace mentors (who had supported at least one Foundation degree student) were interviewed using a semi-structured questionnaire. Method: All interviews were audio recorded and subsequently transcribed. A hermeneutic phenomenological approach was used to uncover the lived experience of workplace mentors and 10 major themes were generated from the data. Results: The findings suggest that the mentorship of work-based learners presents mentors with a range of challenges that are quite different from pre-registration students given the situatedness of the learner in their clinical team. Conclusion: While the mentorship of work-based learners in busy clinical environments is challenging, the relationship between mentor and mentee appears to have greater equality due to the situatedness of the student in the clinical team. As a result workplace mentors seem to benefit from a relationship lacking in the hierarchical features that characterise traditional mentoring. Awareness of the unique experience of work-based learners and mentors needs to be raised, particularly where students are seeking to complete their Foundation degree to emerge as Assistant Practitioners. Relevance to clinical practice: Trained nurses undertaking the role of workplace mentor in support of Foundation degree students, do so to provide coaching that (in a developmental relationship), places them in the vanguard of an emerging professional group; the Assistant Practitioner. © 2011 Blackwell Publishing Ltd.

Aims and objectives: This paper presents findings from a small piece of interpretive research into the lived experience of trained nurses who fulfilled the role of workplace mentors for Foundation degree students. The interprofessional landscape of workplace learning

Keywords:

human nursing student questionnaire Humans Students, Nursing Article interview Interviews as Topic United Kingdom work-based learning teacher Mentors foundation degree Foundations non profit organization Great Britain national health service State Medicine Questionnaires Assistant practitioners Healthcare assistants Hermeneutic phenomenology Workplace mentoring

8 Citations 10.1111/j.1365-2702.2010.03497.x

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Search Results for"learning"

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"learning"