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Academic literature on the topic 'Childbirth Study and teaching Victoria'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Childbirth Study and teaching Victoria"

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Ismail, Aniza, Nur Farahani Anas, Shun Qin Neo, Najwa Hayati Ab Ghani, Muhammad Amir Ridzwan Mahadi, Nur Izatul-Aisyah Zainal Azeman, Leny Suzana Suddin, Nor Afiah Mohd Zulkefli, and Anisah Baharom. "Views on Unassisted Childbirth among Mothers at a Teaching Hospital in Kuala Lumpur, Malaysia." Sains Malaysiana 50, no. 5 (May 31, 2021): 1357–65. http://dx.doi.org/10.17576/jsm-2021-5005-15.

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A cross-sectional study was conducted among mothers visiting antenatal clinic in UKMMC from 1st to 19th August 2016 to acquire opinions on unassisted childbirth and the determinant factors among mothers at a teaching hospital. Structured questionnaires were used in assessing their opinions on unassisted childbirth. A total of 259 respondents were recruited, 229 of them who met the inclusion criteria were included for analysis. Majority (87.3%) was Malay and 98.7% of respondents were more than 25 years old. The prevalence for mothers who agreed with unassisted childbirth was 6.6%. Bivariate analysis showed Malay (p=0.013) and non-working mothers (p=0.000) are the significant factors. There was no significant association between opinions on unassisted childbirth and quality of government healthcare services. Multivariate analysis showed middle income and non-working mothers were the significant factors contributing to opinions on unassisted childbirth. The outcome showed minority of mothers agreed with unassisted childbirth, middle income group and non-working mothers agreed on unassisted childbirth. Dissatisfaction to the quality of care at government healthcare services was not found to be the reason for unassisted childbirth. However, there could be other factors contributing to opinions on unassisted childbirth delivery which were not studied. Community-based study should be conducted to determine the other factors.
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Ghobadi, Mona, Farzaneh Pazandeh, Barbara Potrata, and Ehsan Kazemnejad Lili. "Iranian women's birth experiences: a cross-sectional study." British Journal of Midwifery 30, no. 12 (December 2, 2022): 685–91. http://dx.doi.org/10.12968/bjom.2022.30.12.685.

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Background/Aims Women's childbirth experiences are an essential measure of childbirth and have a significant role in evaluating and improving the quality of care given during birth. This study's aim was to evaluate women's experiences during labour and childbirth in a teaching hospital in Iran. Methods This cross-sectional study was conducted in a public hospital in Guilan from July to August 2018. The study recruited 126 low-risk postpartum women. The childbirth experience questionnaire and a researcher-developed questionnaire were used for data collection. Linear regression was used to assess the effect of factors on birth care experience (significance level: P<0.05). Results Women's experiences of childbirth were not optimal. Women's overall experience score was 2.56±0.42. The desire to have a normal birth (P<0.001), the freedom to drink, change position or walk during labour (P=0.01), receiving respectful care (P<0.001) and emotional support (P=0.009) were contributing factors to women's perceptions of their experiences. Conclusions Quality improvement strategies are needed to implement evidence-based care in Iran. Interventions to ensure that healthcare professionals’ behaviour promotes women's psychological wellbeing and creates a respectful birth environment are required to promote high-quality childbirth care and improve birth experiences in Iran.
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Hewson, Daphne, Adrienne Bennett, Susan Holliday, and Erica Booker. "CHILDBIRTH IN SYDNEY TEACHING HOSPITALS: A STUDY OF LOW-RISK PRIMIPAROUS WOMEN." Community Health Studies 9, no. 3 (February 12, 2010): 195–202. http://dx.doi.org/10.1111/j.1753-6405.1985.tb00486.x.

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Harding, Catherine. "University of Victoria." Florilegium 20, no. 1 (January 2003): 51–53. http://dx.doi.org/10.3138/flor.20.012.

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The Medieval Studies program at the University of Victoria is an interdisciplinary unit whose members come from the Faculty of Humanities and the Faculty of Fine Arts. The idea of creating an undergraduate program in Medieval Studies was developed in 1986-87; since that date faculty members teaching in the Departments of English, French, Hispanic and Italian Studies, Greek and Roman Studies, History, Philosophy, Music, and History in Art have offered courses leading to a Major in Medieval Studies (The program began as a Minor and changed to a Major in 1994). Undergraduates are introduced to key concepts in the study of medieval culture and society in Europe, as well as the medieval Islamic world.
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Nwaneri, Ada C., Eunice O. Osuala, Catherine C. Eze, and Clementina O. Ezenwuba. "Perceived level of return to functional abilities of mothers six weeks after childbirth in the teaching hospital Enugu." International Journal Of Community Medicine And Public Health 6, no. 1 (December 24, 2018): 75. http://dx.doi.org/10.18203/2394-6040.ijcmph20185230.

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Background: Functional status of mothers after delivery has implications for maternal and child health (MCH). The study is aimed at determining the perceived level of return to functional status of mothers attending post partum clinic, after six weeks of childbirth at the teaching hospitals in Enugu. Information gathered would help in designing programmes for improved MCH.Methods: Descriptive survey design was adopted for the study. Data was collected using (IFSAC)-36 self rated items that was validated by experts in the field. Descriptive and inferential statistical analysis was done and findings presented in graphs and tables.Results: Return of mothers to their functional abilities after six weeks of childbirth was good though in some aspects of functional ability it was low. 260 (73.9%) had a high level of return to infant care while 238 (67.68%), 218 (61.9%) and 159 (45.2%) had a low level of resumption to occupational, personal life, social and community activities respectively. There was a significant difference in the level of attainment of functional status of mothers attending past partum clinic with an F-value of 340.75<p value-0.05 There was no significant relationship observed between parity and return to functional status after 6 weeks of childbirth with 0.02 and 0.03 respectively (p>0.05).Conclusions: Majority of mothers attending post partum clinic returned to functional status after six weeks of childbirth. Awareness on the importance of post partum clinic attendance need to be intensified for improved MCH as maternal and infant morbidity and mortality rate is high in Nigeria.
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Hartley, Stefanie, Georgina Sutherland, Stephanie Brown, and Jane Yelland. "‘You’re more likely to tell the GP if you’re asked’: women’s views of care from general practitioners in the first postpartum year." Australian Journal of Primary Health 18, no. 4 (2012): 308. http://dx.doi.org/10.1071/py11111.

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New mothers and their infants are high frequency users of primary health care services in Australia providing opportunities for GPs to engage with women about common postnatal morbidities. This study aimed to explore women’s views of GP care in the first year following birth. We used semistructured interviews with a subsample of women who had participated in a population-based survey of women who gave birth in two Australian states (Victoria and South Australia) in 2007. Twenty-nine women were interviewed. Prominent themes that emerged were around issues of disclosure, including women’s views on ways practitioner interactions and systems of care facilitate or hinder disclosure and subsequent discussion of health problems. Women reflected on the role GPs played in their health and wellbeing after childbirth, the importance of enquiry, communication style and the way access to, and time in, consultations impact on disclosure, perceived support and discussions. To improve care for women after childbirth we need to know the contexts that facilitate disclosure. Findings from this qualitative study deliver an important message to clinicians: women value primary care, identify issues that facilitate and hinder disclosure and describe ‘good’ encounters as ones where they feel understood, supported and reassured.
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Bhattarai, Saraswoti Kumari Gautam, and M. Dahal. "Comprehensive Emergency Obstetrical and Neonatal Care (CEmONC) at Karnali Academy of Health Sciences, Teaching Hospital, Jumla." Journal of Karnali Academy of Health Sciences 1, no. 3 (December 31, 2018): 31–34. http://dx.doi.org/10.3126/jkahs.v1i3.24151.

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Introduction: Providers skilled in emergency obstetric and newborn care (EmONC) services are essential, particularly in countries like Nepal with a high burden of maternal and newborn mortality. So this study aims to find out the status of comprehensive emergency obstetrical and neonatal care (CEmONC) service. Method: A retrospective cross-sectional study was conducted using secondary data sources at maternity ward of KAHS teaching hospital, Jumla. Total 291 women admitted in maternity ward for childbirth were included in the study of six month period of 2075. Sampling technique was census for the study who were admitted for child birth purpose. Cases were selected from the record of the maternity ward. The data was collected by using structured tool. Ethical approval was taken from the ethical review committee of KAHS for ethical clearance. Data was analyzed by using descriptive statistics. Result: There were 291 women admitted in the maternity ward for the purpose of childbirth during six-month period. Among them 224(76.97%) women delivered baby by spontaneous vaginal delivery; 61(20.96%) delivered with C/S and 6(2.06%) were delivered with instrumental delivery. Regarding the indication of 61 cesarean section (C/S) delivery; 22.95% with fetal distress, 16.39% with cephalopelvic disproportion and 11.47% with meconium stained liquor Conclusions: About one third childbirth was done by cesarean section with indication of fetal distress, cephalo-pelvic disproportion and meconium stained liquor in higher proportion. Although CEONC service is effective, the rate of cesarean section can be reduced by providing good quality antenatal care.
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Chen, Sibo, and Hossein Nassaji. "Focus on form and corrective feedback research at the University of Victoria, Canada." Language Teaching 51, no. 2 (March 15, 2018): 278–83. http://dx.doi.org/10.1017/s026144481800006x.

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The Department of Linguistics at University of Victoria (UVic) in Canada has a long-standing tradition of empirical approaches to the study of theoretical and applied linguistics. As part of the Faculty of Humanities, the department caters to students with a wide range of backgrounds and interests, and provides crucial language teaching support in collaboration with other teaching units at UVic. Accordingly, some applied linguistics studies concern language teaching and learning, some of which are conducted in classroom settings. In this article, we provide a brief overview of recent corrective feedback research conducted by UVic Applied Linguistics Research Group.
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Pieszak, Greice Machado, Marlene Gomes Terra, Andressa Peripolli Rodrigues, Lizandra Flores Pimenta, Eliane Tatsch Neves, and Sandra Beatris Diniz Ebling. "Perception of the nursing team about the pain of the parturient: perspectives for care." Revista da Rede de Enfermagem do Nordeste 16, no. 6 (December 21, 2015): 881. http://dx.doi.org/10.15253/2175-6783.2015000600015.

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Objective: To understand the perception of nursing about the pain of childbirth. Methods: This qualitative descriptive study used semi-structured interviews with the nursing staff of a teaching hospital of Rio Grande do Sul Data were analyzed according to thematic content analysis. Results: it was found that professionals recognize the importance of offering comfort methods to ease the pain of childbirth. However, some of them perceived the pain as suffering and not as a physiological process. Pain accentuated in women who felt unsafe, scared and without the presence of a companion. Conclusion: the humanization of obstetric care is still a challenge for professionals, institutions, and society. The incorporation of good practices and that nursing assume its role as a facilitator of the delivery process is suggested.
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Still, Leonie V. "Women Managers in Advertising: An Exploratory Study." Media Information Australia 40, no. 1 (May 1986): 24–30. http://dx.doi.org/10.1177/1329878x8604000105.

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The growing interest in the status of women in the Australian workforce has prompted a related interest in the position of women in certain industries, occupations and professions. Several studies have begun to emerge which have explored women's employment position and status in law (Mathews, 1982; Bretos, 1984); chartered accountancy (Equal Opportunity Board, Victoria, 1983); retailing (Turner & Glare, 1982); and social work (Brown & Turner, 1985). The position of women managers in business has also been examined by the Victorian Office of Women's Affairs (1981) and Still (1985), while Sampson (1985) is currently investigating the status of women in the primary, secondary and technical areas of the teaching profession.
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Dissertations / Theses on the topic "Childbirth Study and teaching Victoria"

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Wotley, Susan Elaine 1936. "Immigration and mathematics education over five decades : responses of Australian mathematics educators to the ethnically diverse classroom." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8359.

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Lindberg, Cheryl Senf. "A Comparison of the Effectiveness of Childbirth Preparatory Techniques." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331561/.

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Stress reduction techniques have been used to assist people in coping with stressful medical procedures and events. Labor and delivery training classes have utilized techniques to assist women with the childbirth process. The classes generally included basic education of labor and delivery, respiration behavior, relaxation of muscles, and participation of a coach. Reducing the amount of pain experienced in labor and delivery has been suggested for facilitating the process and decreasing the amount of medication received. The painful experience changed from an uncontrollable situation into a positive one, allowing women to feel more resourceful, less anxious, and less threatened.
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Vuso, Virginia Zanyiwe. "Enhancing clinical preparedness of basic midwifery students: perceptions of midwifery educators." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13204.

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Since the inception of the student supernumerary status, both globally and in South Africa, nursing and midwifery educators have been concerned about the clinical competencies of their students. Student clinical competency levels in South Africa are critical to midwifery practice, especially as most litigation against the Department of Health in South Africa concerns negligence in midwifery practice. In addition, the litigations mostly involve newly qualified midwives, thus suggesting a link with practice competency levels. Several challenges exist in the academic and practice environments regarding student learning, practice and clinical preparedness. Lack of support during clinical placement and a lack of facilities for use during clinical practice modules are among these challenges. Some students, due to the challenges they face with clinical learning and practice, fail to meet the practical competencies for examination entry requirements. Consequently, some of these students have to repeat the year or exit the programme. The current study sought to identify how to assist midwifery educators in their activities to prepare students for clinical placement readiness. The first objective of the study was to explore and describe the perceptions of midwifery educators regarding the need for additional measures to enhance the clinical preparedness of basic midwifery students before they are allocated to the clinical areas. The second objective sought to make recommendations that would further assist the midwifery educators to clinically prepare midwifery students before being allocated and placed in different clinical areas. A qualitative, explorative, descriptive and contextual research design was used for the study and the study was conducted at a nursing college in the Eastern Cape Province from August 2014 to January 2016. The research population consisted of midwifery educators at a nursing college and a purposive sampling technique was used guided by set criteria. Data were collected using focus group interviews. Four focus groups were used making a total of 17 participants. The principles applied for data analysis were those of Tesch’s method of data analysis, which were used to develop the themes and sub-themes. An independent coder assisted with the coding of the data for the purposes of trustworthiness. In addition, Lincoln and Guba’s model of trustworthiness consisting of the criteria of credibility, transferability, dependability and conformability was used to confirm the validity of the study while the ethical principles adopted were informed consent, justice, non-maleficence, privacy and confidentiality. The study found that the participants perceived numerous challenges that hindered the clinical preparedness of their students. These related to increased workload, lack of support from management and a lack of commitment on the part of students towards their studies. The participants also identified inconsistencies in clinical practice between the clinical midwives and the educators, and even among the educators themselves. This lack of consistency in turn causes confusion among the students and thus impacts negatively on their clinical practice preparedness. Based on these findings recommendations for clinical nursing practice, nursing education and research were made.
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Smith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.

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Aleksa, Linda C. "Management of a social experiment across multiple settings and institutions regarding childbirth education programs and type of birth." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/53615.

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Experimentation in field settings addressing socially sensitive topics are generally avoided by researchers. This avoidance is based on the restrictive nature of the required controls and the perceived inability to implement the required designs. In this study, the researcher has documented the necessary steps to meet design requirements for the conduct of a quasi-experimental study in two field settings. This quasi-experimental study addresses a case dealing with the attitudes of parents regarding their childbirth experiences. Programs for childbirth education traditionally emphasize the "natural" method of birth. Socially, cesarean births are currently being performed in 20 percent of the cases. Nursing education literature Suggests that prepared childbirth education programs contribute to negative parental attitudes for those experiencing cesarean birth. In the case for this study, attitudes of parents experiencing both vaginal and cesarean births and receiving three different levels of childbirth education were investigated. Documentation of the required research controls for the case was achieved through the maintenance of a log of events. The three levels of childbirth education included two types of Lamaze training and the non-prepared. Two hundred and sixteen (216) parents in each of the settings were included in the study representing 54 vaginal and 54 cesarean births. The measurements included hospital records/and response to a modified Likert scale. Analysis of variance was used to test the research hypothesis. Documentation of all research requirements for the study was successfully completed and case results obtained. Parents experiencing cesarean birth had more negative attitudes than those experiencing vaginal birth. In one of the two field settings, childbirth education was validated as contributing to more negative attitudes for cesarean birth, but was not replicated in the second setting. A significant (P<.05) first order interaction between type of birth and receipt of childbirth education was found in both settings.
Ed. D.
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Jensen, Marie-Thérèse 1949. "Corrective feedback to spoken errors in adult ESL classrooms." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.

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McCall, Louise 1965. "Can continuing medical education in general practice psychiatry aid GPs to deal with common mental disorders ? : a study of the impact on doctors and their patients." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8363.

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Goold, Annegret, and mikewood@deakin edu au. "Factors affecting success in undergraduate computer programming." Deakin University. School of Management Information Systems, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051111.120545.

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The aim of the research is to investigate factors that may explain success in elementary computer programming at the tertiary level. The first phase of the research included the identification of possible explanatory factors through a literature review, a survey of students studying introductory computing, a focus-group session with teachers of computer programming and interviews with programming students. The second phase of the research that was called the main study, involved testing the identified factors. Two different groups of programming students - one group majoring in business computing and another majoring in computer science - completed a survey questionnaire. The findings of the research are as follows. Gender is of little significance for business students but there is an adverse gender penalty for females in computer science. Secondary school assessment is inversely related to outcomes in business computing but directly influences outcomes in the first programming unit in the computer science course. As in prior research, previous knowledge and experience were demonstrated to matter, A range of other variables was found to be of little importance. The research suggests that different problem-solving techniques might be relevant in business compared with those of use in computer science.
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Griffiths, David James. "Evaluating textual diversity in perspective and practice : a case study /." Connect to thesis, 2010. http://repository.unimelb.edu.au/10187/6707.

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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.

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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis. I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Books on the topic "Childbirth Study and teaching Victoria"

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Spinks, R. Childbirth education. Bremerton, WA: Naval Hospital, 1986.

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Hansen, Miriam. Preparation for childbirth: A health workers manual. Washington, D.C: Peace Corps, Information Collection and Exchange, 1985.

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Martin, Frances. Childbirth Chicago. Chicago: Contemporary Books, 1985.

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Antenatal teaching: A guide to theory and practice. London: Faber, 1990.

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Preparing for birth and parenthood: Awareness training and teaching manual for childbirth professionals. Oxford: Butterworth-Heinemann, 1992.

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Booth, Dorothy, S.R.N., ed. Antenatal education: Guidelines for teachers. 3rd ed. Edinburgh: Churchill Livingstone, 1985.

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Expecting kindness. Bellevue, WA: Elder Road LLC, 2013.

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Parliament, Victoria. Inquiry into agricultural education and training in Victoria. Melbourne, Vic: Victorian Government Printer, 2012.

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Nichols, Francine H. Childbirth education: Practice, research, and theory. Philadelphia: W. B. Saunders, 1988.

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Smith, Humenick Sharron, ed. Childbirth education: Practice, research and theory. 2nd ed. Philadelphia: Saunders, 2000.

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Book chapters on the topic "Childbirth Study and teaching Victoria"

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Chapman, Judith, Sue Cahill, and Roger Holdsworth. "Student Action Teams, Values Education and Quality Teaching and Learning—Case Study from the Manningham Cluster, Victoria." In Values Education and Quality Teaching, 27–43. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9962-5_3.

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Manan, Abdul. "Islamic Educational Values in Life-Cycle Rituals." In Global Perspectives on Teaching and Learning Paths in Islamic Education, 118–34. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8528-2.ch007.

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This study discusses the series of life cycle rituals the people of Kluet Timur, South Aceh implement. The study focuses on five main rituals—the rituals of pregnancy, giving birth, circumcision, marriage, and death. Islamic educational values contained in each ritual are also described. To collect this data, this qualitative study applied observation and interview methodologies. The values of customary education, Tawheed, health, and correct decision making can be found in the rituals of pregnancy and childbirth. The values of responsibility and health appear in the ritual of circumcision. The people of Kluet Timur develop the values of deliberation, consensus, and togetherness in the ritual of marriage. The values of solidarity and cooperation are reflected in the implementation of the death ritual.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Conference papers on the topic "Childbirth Study and teaching Victoria"

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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.

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Abstract:
This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
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