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11.
Suvi Lakkala Tuija A. Turunen Hennariikka Kangas Marja Pulju Ulla Kuukasjärvi Hanna Autti 《师资教育杂志》2017,43(4):414-426
This paper explores ways of enhancing inter-professional skills as part of professional development during university studies. From a socio-psychological viewpoint, inter-professional teamwork can be regarded as an interface between the group and individual levels, where collective commitment, efficiency, shared processes and outcomes, as well as tensions and dilemmas, are brought together. Inter-professional skills, which are already practised in university, may enable professionals to work in inter-professional contexts during their careers. In this case study, the participants (three student-teachers, two social work students and four supervisors) reflected on their shared experience of participating in a shared practicum at a primary school. The data-set comprises two group interviews conducted separately with the students and supervisors following the practicum. The results indicate that it is possible to develop inter-professional competencies during one’s university studies and that this has the potential to promote students’ reflective skills as they reframe their expertise and the expertise in other professions. 相似文献
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Angelika Kullberg Ulla Runesson Ference Marton Anna Vikström Pernilla Nilsson Pernilla Mårtensson 《Teachers and Teaching》2016,22(6):745-759
Twelve lower secondary schoolteachers in mathematics and science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept or principle in question, apparently to highlight its essential meaning. All the teachers participated in three modified lesson studies with three cycles in four different groups during three semesters. The modified lesson studies were built on a theoretical idea supported by a large number of recent studies. The theory states that new meanings (of concepts and principles, for instance) are learned through engaging with instances of contrasting concepts and principles. The core idea is that new meanings derive from differences, not from sameness. After the three modified lesson studies, the teachers were asked to once again teach the same topic as in the recorded lessons before the lesson studies. The new lessons were also recorded and the analysis showed that there was one thing in common in all cases: all of the 10 teachers dealt with the relevant concepts and principles in relation to each other (i.e. simultaneously) and not one at a time. By thus bringing out the differences between them, their meaning was made possible to grasp for the students. The study lends support to the conjecture that the modified lesson study is a powerful tool for enabling teachers to structure the content of their teaching in accordance with a principle that is more powerful in making learning possible, even if this contradicts their taken-for-granted practice. 相似文献
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Jarkko Hautala Doris Luft Baker Aleksi Keurulainen Miia Ronimus Ulla Richardson Ronald Cole 《Educational technology research and development : ETR & D》2018,66(2):403-428
The purpose of this pilot study with a within-subject design was to gain a deeper understanding about the promise and restrictions of a virtual tutoring system designed to teach science to first grade students in Finland. Participants were 61 students who received six tutoring science sessions of approximately 20 min each. Sessions consisted of a sequence of narrated multimedia science presentations during which a virtual tutor explained science phenomena displayed in pictures. Narrated science explanations were followed by one or more multiple choice questions with immediate feedback about students’ choices and a possible second attempt, during which students reached 97% accuracy. A pretest and posttest was administered to assess students’ ability to reason about the science and to transfer knowledge to new contexts. Results indicated significantly greater improvement in the understanding of the science concepts taught during the tutoring sessions, relative to the concepts that were not taught. Results from the surveys administered to teachers and students indicated that the program was well received. Detailed analysis of student error responses provided a deeper understanding about the complex interplay between students’ prior knowledge, the way topics were taught in the multimedia lessons, and the way learning was assessed. Findings from the quantitative and qualitative analyses are discussed in the context of designing high quality lessons delivered through a virtual tutoring system. 相似文献
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Savage RS Frederickson N Goodwin R Patni U Smith N Tuersley L 《Journal of learning disabilities》2005,38(1):12-28
In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor analysis revealed a 3-component structure. The first component included phonological processing tasks, RAN, and motor balance. The second component included verbal short-term and working memory tasks. Speech perception loaded strongly as a third component, associated negatively with RAN. The phonological processing tests correlated most strongly with reading ability and uniquely discriminated average from below- and above-average readers in terms of word reading, reading comprehension, and spelling. On word reading, comprehension, and spelling, RAN discriminated only the below-average group from the average performers. Verbal memory, as assessed by word list recall, additionally discriminated the below-average group from the average group on spelling performance. Motor balance and speech perception did not discriminate average from above- or below-average performers. In regression analyses, phonological processing measures predicted word reading and comprehension, and both phonological processing and RAN predicted spelling. 相似文献
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James Sells Augustine Tan Justin Brogan Ulla Dahlen Yvette Stupart 《International journal for the advancement of counseling》2012,34(1):39-54
Online learning has emerged as a significant teaching medium, influencing how higher education is conducted in the U.S. and
globally. While widely accepted in select disciplines, distance learning as the method for counselor preparation is often
met with skepticism or resistance in the counseling profession. The purpose of this paper is to argue for the confluence of
distance and global training in counselor education and training, and to illustrate that confluence through examining the
teaching and learning process of doctoral students in a distance PhD program accredited by the U.S. Council for Accreditation
of Counseling and Related Educational Programs. 相似文献
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Ulla Kinnunen Terttu Parkatti Anne Rasku 《Scandinavian Journal of Educational Research》2013,57(3-4):315-332
This article presents an examination of occupational well‐being among teachers in Finland who are over 45‐years of age (n = 1012). Occupational well‐being was described by affective (job anxiety and depression, burnout), behavioral (job competence and aspiration) and health (psychosomatic Symptoms and work ability) components. The structure of well‐being turned out to be two‐dimensional, consisting of affect‐health and behavior dimensions. The level of well‐being among aging teachers was quite high, although 36% of the teachers had Problems of well‐being related to both ajfect‐health and behavior. However, according to the work ability index, only 4% of the 45‐49‐year‐old and 12% of the 55‐59‐year‐old teachers were classified as having poor work ability. Of the demographic variables examined (sex, age, subject and teaching level) the most Variation in occupational well‐being was produced by subject and teaching level. The level of well‐being was lowest among vocational subject teachers in vocational schools and highest among Special dass teachers in comprehensive schools. Attention should thus be directed to the work Situation of vocational teachers, in particular. 相似文献
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Abstract: Mäkinen, R. & Kinnunen, U. 1986. Teacher Stress over a School Year. Scandinavian Journal of Educational Research 30, 55‐70. The accumulation of and recovery from stress among teachers was studied longitudinally over a period of 14 months. Variables related to psychological state and health together with hours of work, free time and night time rest, and the quality of interpersonal relations were measured repeatedly (17 times) in a group of 187 teachers. The results indicate accumulation of stress during the autumn term with the result that weekend recovery disappears in November‐December. The Christmas, mid‐winter and Easter holidays seem to prevent stress accumulation during the spring term. As to inter‐individual differences in stress indicators, moderate concurrent correlations with time budget variables (up to .40) as well as with social relations (up to .59) were revealed. True predictive correlations from the autumn term to the spring term, however, were shown only by the quality of teacher/pupil relations. 相似文献
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During the 1900s, the path to a PhD degree has seen many changes for both postgraduate students as well as their supervisors. The supervisor's duties have increased in scope and the demands made on PhD candidates have augmented. This paper deals with supervision as pedagogic method. Departing from a project aimed at studying ‘supervision on supervision’ through a programme including a special pedagogic model for learning, process‐oriented group supervision as a method of improving doctoral supervision is discussed. In the model used, the supervisors' relationships and the experiences form the basis for reflection process connected to, among others, communication theory and social‐psychological explanatory models. Pointing out the five requirements of trust, theories, tools, training and time, it is concluded that ‘supervision on supervision’ well may serve as a way of improving doctoral supervision. 相似文献