Journal articles on the topic 'Reflective practices workshops'
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Hadiya Naseer, Yaar Muhammad, and Sajid Masood. "Developing Reflective Practices of Elementary School Teachers: A Collaborative Action Research Study." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 4 (December 26, 2020): 22–33. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(22-33).
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The purpose of this study was to investigate the development of reflective practices of elementary school teachers through interactive workshops. This study used a collaborative action research design, and five-day interactive workshop sessions related to reflective practices conducted to introduce the participants to reflective practices. Most specifically, these workshops focused on building their cognition, affection, and behavior about reflective practices. The Purposive sampling technique was used to select 20 elementary school teachers with at least 1.5 years’ experience in elementary school. After the workshop, participants spend two months of reflective teaching practices. Then, interviews with the participants were conducted, and data were collected until saturation occurred. The analysis of the data revealed that the teachers developed positive beliefs and feelings towards reflective practices, but they lacked in some areas of practice because of the school environment. Implications of the findings are also discussed.
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Allen, Susan H. "Evolving Best Practices: Engaging the Strengths of Both External and Local Peacebuilders in Track Two Dialogues through Local Ownership." International Negotiation 26, no. 1 (October 19, 2020): 67–84. http://dx.doi.org/10.1163/15718069-bja10006.
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Abstract This article examines best practices in local ownership of Track Two diplomacy. Taking as a starting point the idea that best practices change over time as conflicts and social responses to them change, the article seeks out recent innovations and practices in Track Two diplomacy, focusing on practices of local ownership. A series of two reflective practice workshops with facilitators of Track Two processes offer insights on local ownership in current Track Two diplomacy. More in-depth examination of the Georgian-South Ossetian case illustrates an example of increasing local ownership developing over time during a ten year Track Two process. Together, the reflective practice workshops and the case study suggest team approaches to Track Two diplomacy so that insiders and outsiders work together as a team to facilitate, bringing the strengths of both insiders and outsiders to Track Two processes.
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Viana, Alana Priscilla da Silva, Diego Pereira Rodrigues, Valdecyr Herdy Alves, Edvane Mauricio da Silva Rodrigues, Ana Dayse Viana Ramos, Laena Costa dos Reis, Enimar de Paula, et al. "The health risk practices of women sex workers." Research, Society and Development 9, no. 11 (November 3, 2020): e469119585. http://dx.doi.org/10.33448/rsd-v9i11.9585.
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Objective: to discuss, based on a reflection, about the risk practices of women sex workers, and their health conditions. Methodology: descriptive, qualitative and reflective study, based on the critical reading of scientific materials about the impact of risky practices on the health of women sex workers. Results: risky practices for women sex workers directly affect their physical, psychological, emotional health, and strategies are needed to ensure their full exercise of work without any circumstances that make it impossible. Conclusion: it is necessary that educational activities, such as lectures, workshops, conversation circles be intensified in order to guarantee satisfactory health, and inhibiting the health risk practices of women sex workers.
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Akiva, Thomas, Annie M. White, Sharon Colvin, Junlei Li, and Peter S. Wardrip. "Can We Efficiently Help Adults Strengthen their Relational Practice?" Journal of Youth Development 17, no. 4 (December 15, 2022): 26–47. http://dx.doi.org/10.5195/jyd.2022.1199.
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Human interactions across settings shape young people’s learning and development, and building adult expertise in facilitating productive interactions takes deliberate practice and reflective experience. However, relational practices are not consistently part of adult learning for those who work with youth. We describe a 2-year design study to develop the Simple Interactions Leadership Program, a professional learning workshop focused on relational practices. We refined the program across 3 iterations with library and after-school staff (with a total of 41 participants). Iterative changes included adding participant-driven “try-it-out” projects, adding external accountability features, and combining staff from the library and after-school sectors. Using artifacts and memos from workshops and participants’ reflections, we found that these features incrementally improved participants’ engagement, depth of learning, and sense of professional community—which we suggest are three central goals for related professional development efforts. As a collective youth-serving field, we need effective and scalable ways to help adults recognize and strengthen their relational practices with young people. The Simple Interactions Leadership Program offers a flexible structure for professional learning focused on building expertise in relational practice while sustaining change and improvement through continuous reflection within communities of practice.
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Dampson, Dandy George, and Stephen Kwakye Apau. "The Teacher in the Mirror: The reflective practices of Basic School Teachers in the Central Region of Ghana." Asian Journal of Interdisciplinary Research 2, no. 1 (March 25, 2019): 35–47. http://dx.doi.org/10.34256/ajir1914.
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This study assessed the level of reflection among basic school teachers in the Central Region of Ghana. The mixed method paradigm, employing the concurrent parallel design (Quan-qual) was adopted for the study. A total of 312 basic school teachers were involved in the quantitative phase through a systematic sampling technique. Twelve teachers who participated in the quantitative phase of the study were selected randomly for qualitative data collection. A pre-validated Likert-scale questionnaire made up of 29 items was adopted for the quantitative phase of the study. A semi-structured interview guide was designed by the researchers to gather qualitative data from the respondents. Both descriptive and inferential statistics were used to analyse the quantitative data whilst the interview was analysed thematically. The study revealed that even though the reflective practices of basic school teachers are moderate, they are practical, cognitive, learner-centered, meta-cognitive and critical. The study further established that gender, age and teaching experience predict the reflectivity level of the teachers. The study, therefore, recommends that the National Council for Teacher Education (NCTE) should make reflection a key component of teacher training curriculum in Ghana. Again, in-service training and periodic workshops should be organised by the Ghana Education Service for teachers to be educated on how they can effectively reflect on their classroom practices in order to maximize students learning.
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Buherko, Yaroslava. "REFLECTIVE CHARACTER OF EDUCATIONAL ACTIVITY AS A VALUABLE FACTOR IN THE PROFESSIONAL FORMATION OF A MODERN SPECIALIST." PSYCHOLOGICAL JOURNAL 8, no. 2 (February 28, 2022): 39–54. http://dx.doi.org/10.31108/1.2022.8.2.4.
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The article examines the axiological aspects of the reflective activity of students of higher education institutions. It is shown that the formation of the future specialist's ability to reflective analyzes and make sense of his actions, deeds, qualities, and the desire for personal and professional self-improvement is a valuable reference point for higher education. The development of reflective abilities and competencies of students does not happen automatically but requires purposeful cultivation through the creation of a reflectively enriched environment in the educational space. It is shown that the reflective environment of higher education institutions is a means of social and professional development and formation of a future specialist and, at the same time, an important resource for improving the quality of educational services. Parity equality, educational cooperation and collaboration, and reflective teacher-student interaction create the most favorable opportunities for the individual's internal liberation, self-realization, social maturity, and individual value growth. The created model of the reflective educational environment of the higher education institution allowed to organize the educational process of training psychologists-masters in such a way as to take into account the individual hierarchical system of the needs of a specific student, to create the necessary conditions for their transformation into life goals aimed at personal, value-meaningful, professional development and self-development of the participants of the educational interaction. The methodical tools and methods that most effectively help to "launch" the reflective mechanism of students' educational activity are determined: the performance of academic tasks that involve reflection and are aimed at self-analysis of educational activities, the use of reflective technologies, interactive forms of organizing educational interaction, reflective workshops, seminars, active implementation dialogue forms of educational activity. The result is the development of reflective competence of students - the ability to enter into an active research position regarding their activity and themselves as its subject. Four stages of the formation of reflective competence in students are distinguished: 1) the formation of the need for reflection, 2) the experience of the student's reflective activity, 3) the development of the ability to reflect exit, the ability to take a reflective position, 4) the use of reflective practices of meaningful and valuable attitude to the environment The close relationship between the formation of professional reflection and the process of professional self-determination of a young person is indicated. A reflective assessment of one's achievements and difficulties while studying at a higher education institution helps the student to make sense of and rethink his knowledge, norms, values, and worldview principles with the requirements of professional activity and, thus, to adjust his ideas about the chosen profession and outline the path of self-development in the format of the selected life trajectory. The specific experience of organizing a reflectively enriched educational environment in the education of master's students in the specialty 053-Psychology is analyzed, and its effectiveness in the development of reflective abilities of students is shown with the help of several diagnostic methods. The results of the diagnostics prove an increase in indicators of internal motivation (IM) of master's students due to a decrease in indicators of external positive motivation (EPM) and external negative motivation (ENM) and a change in the ratio of the motivational complex: from a satisfactory level, which corresponds to the formula EPM > IM > ENM to a sufficient level with the balance of the motivational complex IM > EPM > ENM and VM = EPM > ENM (methodology by K. Zamfir modified by A. O. Rean). Determination of thinking reflectivity according to the method of O.S. Anisimov shows a significant increase in the number of students with a high level of this quality (from 13.3% of students at the beginning of studies to 26.7% at the end of studies) and a decrease of students with a low level (from 26.7 % to 6.6%). Analogous dynamics of the level of development of personal reflexivity of master's students was recorded by the method of A. V. Karpov and V. V. Ponomareva. Our study showed that the reflective activity of students is determined by external (goals, content, technologies, means of educational activities) and internal (search for personal meanings and values of one's activity) factors.
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Goetghebeur, Mireille, Monika Wagner, Isabelle Ganache, Olivier Demers-Payette, and Michèle De Guise. "OP103 Enhancing Legitimacy And Coherent Value Appraisal Across Interventions In Healthcare And Social Services: Strategy Of The Québec Agency." International Journal of Technology Assessment in Health Care 38, S1 (December 2022): S38. http://dx.doi.org/10.1017/s0266462322001453.
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IntroductionThe Institut national d’excellence en santé et en services sociaux (INESSS) makes recommendations regarding introduction, coverage, optimal use or withdrawal of interventions in physical and mental health and social services to support fair and reasonable decisions. The objectives of this work were to develop a statement of principles and ethical foundations for a common appraisal framework across diverse interventions, to enhance legitimacy and coherence of evaluation practices, and develop reflective approaches throughout the institution to operationalize the principles.MethodsTo develop this statement, INESSS reviewed its practices across different units, surveyed the literature on innovative practices and the evolution of HTA, and undertook an extensive internal and external consultative process. The principles are used to develop reflective activities as part of a continuous improvement strategy.ResultsThe adopted approach to value appraisal considers the contributions of interventions to the Triple Aim of health and social services systems as well as their organizational and sociocultural feasibility and impacts (clinical, populational, economic, organizational, sociocultural dimensions). This approach is articulated around five principles including: (i) evaluating the most relevant objects and adapting evaluation modalities; (ii) mobilizing and integrating diverse types of knowledge; (iii) supporting multidimensional deliberation including diverse perspectives; (iv) developing fair and reasonable recommendations; (v) promoting value creation by supporting the implementation of recommendations and re-evaluation. Although all principles contribute to the legitimacy and credibility of the recommendations, which we aim to implement and consolidate through a set of activities, deliberation is an important part of the process that we are striving to improve. A first set of reflective activities are planned to support its operationalization, including: materials to promote a common understanding of the diverse aspects of the deliberation, reflective workshops on selected past projects, and sharing emerging reflections across INESSS units to further continuous improvement in operationalizing the principles.ConclusionsMoving forward, INESSS’s strategic intention is to mobilize its staff and collaborators to facilitate the rigorous, agile and coherent application of these principles.
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Schmidt, Maria Gabriela, Noriko Nagai, Naoyuki Naganuma, and Gregory Birch. "Teacher development: Resources and devices to promote reflective attitudes toward their profession." Language Learning in Higher Education 9, no. 2 (October 25, 2019): 445–57. http://dx.doi.org/10.1515/cercles-2019-0024.
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Abstract The Common European Framework of Reference for Languages (CEFR) has been increasingly used to inform language policies and teaching practices in Japan. The Japanese Ministry of Education proposed in 2011 that objectives of English curricula at the secondary education level ought to be stated using the “Can do” schemata of the CEFR and then announced a new English examination system for college enrolment to be launched in 2020. This top-down approach to implementing the CEFR, however, has caused practitioners great confusion and led to mis-conceptualisations of the CEFR. A group of practitioners conducted a research project aiming to develop a practical guide to CEFR-informed learning, teaching and assessment. It attempts to provide practitioners with CEFR-related resources and tools to implement the CEFR for course design. To design a course, users of the CEFR need to modify scaled illustrative descriptors in principled ways to fit local needs. The modified descriptors become the basis for daily lesson plans, and function as an assessment tool for teacher and learner self-assessment. This report summarises the research project and workshops held in 2017 and 2018.
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Tafesse, Shiferaw, B. van Mierlo, C. Leeuwis, R. Lie, B. Lemaga, and P. C. Struik. "Combining experiential and social learning approaches for crop disease management in a smallholder context: a complex socio-ecological problem." Socio-Ecological Practice Research 2, no. 3 (August 5, 2020): 265–82. http://dx.doi.org/10.1007/s42532-020-00058-z.
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Abstract Effective management of crop diseases is a key precondition for sustainable crop production and to improve food security globally. However, learning approaches that improve smallholder farmers’ knowledge, perceptions, and practices to deal with crop diseases by fostering social and technical innovations are seldom studied. A study was conducted to examine: (1) how a combination of experiential and social learning approaches influences potato farmers’ knowledge, perceptions, and practices in bacterial wilt and its management in Ethiopia and (2) the implications of combining the two approaches for complex crop disease management in smallholder context. Data were derived from face-to-face in-depth interviews, reflective workshops, and participant observations. The findings showed that farmers’ knowledge and perceptions about disease incidence, the pathogen that causes the disease, its spreading mechanisms, host plants, and disease diagnosis were changed. Farmers’ practices in management of the disease were also improved. Learning about the cause of the disease stimulated the identification of locally relevant spreading mechanisms and the feasibility of a range of recommended disease management methods. Moreover, farmers recognized their interdependency, role, and responsibility to cooperate to reduce the disease pressure in their community. We conclude that learning interventions aiming to improve smallholder farmers’ knowledge, perceptions, and practices to deal with complex crop diseases need to combine experiential and social learning approaches and consider farmers’ local knowledge.
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Wang, Xiaoli, Lianjiang Jiang, Fan Fang, and Tariq Elyas. "Toward Critical Intercultural Literacy Enhancement of University Students in China From the Perspective of English as a Lingua Franca." SAGE Open 11, no. 2 (April 2021): 215824402110275. http://dx.doi.org/10.1177/21582440211027544.
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The concept of intercultural communication has become a focus in English language teaching (ELT) against the backdrop of globalization, as English is now used as a lingua franca (ELF) among people with different first languages (L1s). However, the current linguistic landscape of ELF does not reflect well in ELT practices in which native speakerism ideology persists and curriculum design and teaching materials largely remain oriented to native speakerism. To address this gap, data drawn from a participatory action research were analyzed to discuss students’ understanding and reflection of critical intercultural literacy. Several training activities in an adaptive English as a foreign language (EFL) course of intercultural communication that involved reading academic articles related to intercultural literacy were first implemented and two follow-up workshops were conducted with 10 Chinese university students as participants. Data from further interviews and reflective journals from the students in relation to critically evaluate the textbook contents of this course were analyzed using a qualitative content analysis. The results revealed that students acquired a sense of intercultural literacy and that they learnt to challenge textbook content from a critical perspective through the training. This article further addresses the importance of critical pedagogy in teaching linguistic and cultural literacy and concludes that ELT must be conducted from a multilingual and multicultural perspective.
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MacCormac, Katherine. "Taking risks, getting messy, and having fun with professional learning: Makerspaces as professional development for 21st century second language teachers." International Journal of Pedagogy, Innovation and New Technologies 6, no. 1 (June 24, 2019): 94–106. http://dx.doi.org/10.5604/01.3001.0013.2880.
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The use of makerspaces in education has exploded around the world over the past decade (Halverson & Sheridan, 2014); however, their employment in professional development for teachers has only recently emerged within the literature. Previous studies have found that makerspaces have the potential to radically transform how professional development is delivered to teachers by fostering nurturing opportunities to collaboratively engage in professional learning (see Girvan et al., 2016; Kjällander et al., 2017; Panganelli et al., 2017). Despite its emergence in the literature, the study of makerspaces in teacher professional development is limited to those studies inspired by STEAM education (science, technology, engineering, arts, and math). Consequently, little knowledge exists about their use in professional development for second language teachers. While presenting data gathered from reflective feedback questionnaires of teacher participants taking part in makerspace workshops, this paper contributes to the conversation in the literature by exploring the utility and application of makerspaces as professional development for second language teaching. The goal of the study was to explore in what ways this type of experiential professional development might enhance professional learning and reflective practice and contribute to professional growth and development among early career second language teachers. Findings strongly indicate that makerspace professional development sessions offer second language teachers a positive and supportive space in which to reflect and expand on their professional knowledge of best practices in second language teaching by directly engaging with learning activities meant to support students in their acquisition of the target language.
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Beaven, Ana, and Inma Alvarez. "Non-Formal Drama Training For In-Service Language Teachers." Scenario: A Journal of Performative Teaching, Learning, Research VIII, no. 1 (January 1, 2014): 5–18. http://dx.doi.org/10.33178/scenario.8.1.2.
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Research on the connections between drama and language learning is not new, and interest in the potential collaboration between these fields has increased in the last four decades. However, studies have mostly focused on students’ experiences and the type of drama activities that could be incorporated in their language class, neglecting key aspects of the specific skills language teachers might need and how these could be developed. Most language teachers have no training in drama, and often the inclusion of drama activities in the language classroom is dependent on the specific interest and experience of the individual teacher, rather than an expected component of the foreign language training programme. This paper will be reporting on an experimental approach to training in-service language teachers through drama for professional and personal development. As part of a Grundtvig Lifelong Learning European project entitled “Performing languages”, experienced language teachers at Higher Education were invited to engage in a series of non-formal activities, including visits to three European countries where they engaged in drama workshops for local amateur groups, reflective methods, and open educational practices.
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Allen, Justine B., and Colleen Reid. "Scaffolding Women Coaches’ Development: A Program to Build Coaches’ Competence and Confidence." Women in Sport and Physical Activity Journal 27, no. 2 (October 1, 2019): 101–9. http://dx.doi.org/10.1123/wspaj.2018-0047.
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Research continues to demonstrate the underrepresentation of women coaches and that barriers outweigh support. The purpose of this practical article is to describe the process undertaken by a National Governing Body of Sport to deliver a learning and development program to support women hockey coaches in Scotland, the Women in Coaching program. Our aim is to share understanding about this example of good practice to provide insight and direction for change that can enhance the experiences and provisions of coach education and development for women coaches. First, we explain the use of scaffolding as a concept to capture the approach adopted in the program to bring together a range of learning situations (e.g., coach education, workshops, systematic observation of coaching practice, mentoring). We then describe and discuss the evidence gathered to inform program development (i.e., workforce analysis, interviews with coaches). Next the delivery of the program and assessment of its impact are discussed (i.e., pre-post self-perceptions, players’ perceptions, coaching behaviors, reflective survey). Finally we present best practices based on the lessons learned from our involvement with the program over the past six years.
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Roper, Victoria. "Reflecting on Reflective Practices in Clinical Legal Education." International Journal of Clinical Legal Education 26, no. 1 (May 13, 2019): 216–36. http://dx.doi.org/10.19164/ijcle.v26i1.827.
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The annual International Journal of Clinical Legal Education conference took place on 28th- 30th November at Monash University in Melbourne, Australia. The day before the conference opened, a well-attended pre-conference workshop on ‘Reflective Practices in Clinical Legal Education’ was held at Monash University’s Clayton campus. This article provides a summary of the key highlights of the day.
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Schaus, Maynard, Susan Larkin, and Denise Wilkinson. "All That You Can’t Leave Behind - Essential Post-COVID Technology and Pedagogy." Metropolitan Universities 32, no. 3 (November 29, 2021): 27–36. http://dx.doi.org/10.18060/25331.
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The COVID-19 pandemic forced many institutions to adapt quickly and substitute technology-based online or remote instruction in place of in-person instruction. This adaptation caused many faculty to develop new technology fluencies, which can provide more flexibility and innovation moving forward. However, the technological lessons learned from the COVID-19 pandemic are somewhat conflicting, as we have also learned that there are places where in-person instruction is extremely valuable. As we move beyond COVID-19 protocols, there are many important implications for universities seeking to effectively instruct an increasingly diverse student body in ways that reflect both their mission and core values and also take into account the changing landscape of higher education. This article considers the lessons that Virginia Wesleyan University (VWU) learned during the pandemic and how these experiences will shape instruction moving forward. Through a series of remote technology workshops, reflective collaboration, and focus groups, many faculty identified new approaches using technology that they will continue to incorporate into instruction post-pandemic while still maintaining the face-to-face instruction that is highly valued at institutions like VWU. We will discuss how to balance and bring together the best aspects of both traditional pedagogies and the new practices learned.
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Panneels, Inge. "The Quintuple Bottom Line: A Framework for Place-Based Sustainable Enterprise in the Craft Industry." Sustainability 15, no. 4 (February 19, 2023): 3791. http://dx.doi.org/10.3390/su15043791.
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This study proposes to extend the sustainable business framework of the Quadruple Bottom Line into the Quintuple Bottom Line. The five Ps of the Quintuple Bottom Line support purpose-driven businesses to consider economic profitability alongside social responsibility and environmental sustainability, rooted in place (purpose, profit, people, planet and place), and are based on reflections from the craft industry. Case studies from material-based creative businesses as found in the traditional handicraft and design-innovation communities in Nepal, and a designer-making community in Scotland, both explored circular-economy principles. The importance of localised supply chains and regenerative design enabled the development of the five-Ps framework so as to be more reflective of circular-economy models as operated by craft businesses. This qualitative research project took a case-studies approach, supported by primary research through workshops and interviews, and using the expansion of the Craft Toolkit of Applied Arts Scotland to embed the five Ps. The craft sector, with creative practices rooted in traditional manufacturing, material knowledge and yet a contemporary approach to design, can thus provide a useful model for other creative businesses that support purposeful, holistic sustainability and that engage with financial, environmental, and social sustainability that is rooted in place.
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Tafesse, Shiferaw, Rico Lie, Barbara van Mierlo, Paul C. Struik, Berga Lemaga, and Cees Leeuwis. "Analysis of a Monitoring System for Bacterial Wilt Management by Seed Potato Cooperatives in Ethiopia: Challenges and Future Directions." Sustainability 12, no. 9 (April 28, 2020): 3580. http://dx.doi.org/10.3390/su12093580.
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Collective action is required to deal with various complex agricultural problems such as invasive weeds and plant diseases that pose a collective risk to farmers. Monitoring systems could help to stimulate collective action and avoid free-riding. The paper develops a novel framework consisting of essential elements of a monitoring system for managing a complex disease like bacterial wilt in potato crops. The framework is used to explore how seed potato cooperatives in Ethiopia operationalised the essential elements of a monitoring system and identifies which challenges remain to be overcome. Data were collected through in-depth interviews, reflective workshops, participant observation, and document analysis. We found that the cooperatives had organised a self-monitoring system to monitor disease occurrence and the disease management practices of their members. Monitoring committees were in charge of the data collection and enforcement of sanctions on farmers who did not adhere to the cooperatives’ bylaws. The main challenges included the dependency on visual observation, which does not disclose latent infections, limited financial incentives for the monitoring committee members, lack of trust, weak peer monitoring, and the social and ecological interdependency between producers of ware and seed potatoes. Suggestions are provided to strengthen the monitoring systems of farmers’ seed potato cooperatives in Ethiopia. In addition, we discuss the broader value of our novel framework for describing and analysing monitoring systems for future research and intervention.
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Levrints (Lőrincz), Marianna. "THE ORGANISATION OF RESEARCH IN FOREIGN LANGUAGE TEACHER PREPARATION IN THE US UNIVERSITIES." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(49) (December 18, 2021): 79–84. http://dx.doi.org/10.24144/2524-0609.2021.49.79-84.
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Although research has been shown to expedite the professional growth and development of prospective specialists, less is known about the effective world practices in undergraduate and graduate research that could be applied in Ukrainian language teacher education. The present article explores the characteristics of student resear ch in US foreign language teacher education. The study focused on the analysis of academic literature, normative resources and the practical experience of language teacher preparation with the aim of extrapolating good practices into the Ukrainian system of language teacher education. It was shown that student research integrates didactic approaches with elements of creative activity, individual research projects, culminating projects, the study of specialised disciplines, individual and group scientific inquiry, not included in the curricula of educational programmes. The organisational forms of the latter are research symposia, seminars, workshops, conferences, preparation of scientific publications and some others. Among the central tasks of undergraduate and graduate research is the preparation of highly qualified, autonomous specialists, who are capable of accumulating and generating scientific knowledge, skillful application of professional knowledge in approaching the task of teaching; familiarising students with the methodology for organising and conducting research in the field of foreign language education; increasing motivation for scientific inquiry and professional development, intensification of learning; promotion of critical and reflective thinking, professional self-identification and self-realisation; stimulating the need for continuous self-development; implementation of individualisation and differentiation principles in language teacher education; replenishment of the cohort of scientific and pedagogical staff. The research competence is developed through diverse didactic forms and approaches; it is characterised mainly by electiveness at the undergraduate level and is a mandatory component of the graduate programmes’ curricula in foreign language teacher education.
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Oonk, Carla, Judith Gulikers, Perry den Brok, and Martin Mulder. "Stimulating boundary crossing learning in a multi-stakeholder learning environment for sustainable development." International Journal of Sustainability in Higher Education 23, no. 8 (January 13, 2022): 21–40. http://dx.doi.org/10.1108/ijshe-04-2021-0156.
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Purpose Sustainable development requires multiple stakeholders to work and learn across practices, in other words, it requires boundary crossing competence. To prepare students for their future sustainability professions, higher education should facilitate the development of boundary crossing competence in its curricula. This study aims to confirm whether boundary crossing learning can be stimulated by workshop-based support in multi-stakeholder projects. Design/methodology/approach This quasi-experimental intervention study (N = 122) investigates the effect of a series of supporting workshops on students’ boundary crossing learning in multi-stakeholder projects. The workshops allowed students to adopt four learning mechanisms (identification, coordination, reflection and transformation) theorised to stimulate learning across boundaries between practices. Students followed zero, one, or two workshops. By analysing the student learning reports, the study examines the effect of the workshop intervention on students’ self-efficacy for stakeholder collaboration, the number of reported student-stakeholder collaborative activities and the reported boundary crossing learning mechanisms. Findings The results show that a series of two workshops increase the number of reported collaborative activities and activates the students’ boundary crossing learning in terms of reflection and transformation. Research limitations/implications These findings support the evidence-based design of multi-stakeholder learning environments for sustainable development and contribute to the body of knowledge regarding learning across practices. Originality/value Boundary crossing competence receives increasing attention as an asset for sustainable development. The added value of this study lies in its confirmation that the boundary crossing theory can be translated into directed educational support that can stimulate students’ boundary crossing learning.
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Brigham, Susan. "Internationally Educated Female Teachers' Transformative Lifelong Learning Experiences: Rethinking the Immigrant Experience through an Arts-Informed Group Process." Journal of Adult and Continuing Education 17, no. 2 (November 2011): 36–50. http://dx.doi.org/10.7227/jace.17.2.5.
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This article is based on two phases of a five year arts-informed study that involved 24 women who immigrated to Maritime Canada as adults and who were all teachers in their countries of origin. In groups of approximately six, research participants gathered together in workshops held in two teacher training institutions in two Maritime Provinces over a period of several months to critically reflect on teaching and learning, as well as immigration experiences. In the workshops the women, along with two researchers/workshop leaders, one of whom was the author, engaged in writing, story telling, art-making, dialogue, and critical reflection. Drawing on the theory of transformative learning I analyse the research data presented in two vignettes. The workshop practices, methods, and materials engaged the participants in the imaginative domain and in the exploration of multiple modes of knowledge construction and dimensions of identity.
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Darani, Shaheen, Mary Jane Esplen, Certina Ho, Krista Lanctot, John Teshima, Danica Kwong, and Jiahui Wong. "Innovations in Mentorship: Implementation of a Mentorship Program in Psychiatry That Encourages Reflection on Intersectionality and Wellness." BJPsych Open 8, S1 (June 2022): S20. http://dx.doi.org/10.1192/bjo.2022.119.
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AimsMentorship supports professional development, academic outcomes, and wellness. Effective mentorship can develop careers of faculty through greater access, and equity, diversity, and inclusion (EDI). At a Department of Psychiatry in Canada, a recent survey showed more than 60% faculty were without mentors and would like to have one; and 75% mentors received no training nor resources to support mentorship. The aims of the Psychiatry Mentorship Program are to facilitate sharing of expertise, self-reflection, and career growth among faculty.MethodsA Mentorship Working Group was formed in 2020–2021. The Mentorship Program design was evidence-informed by a literature review and consultation with other mentorship programs. While a traditional primary mentor-mentee relationship is at the core of the program, the mentorship dyad will be further supported by mentorship groups focused on academic roles, areas of scholarship and career development (e.g., clinician scientists; wellness) or specific groups (e.g., members of a minority group). The program offers an online mentor/mentee matching process, based on faculty self-reported scholarship interests, academic roles, and preferences related to social identity. A three-year evaluation strategy, guided by a logic model, is integrated throughout program implementation. Mentees and mentors are expected to complete a baseline assessment upon program enrolment and annual follow-up questionnaires. Continuous quality improvement of the Mentorship Program will be based on user experience collected via focus groups and interviews where perception and concepts, such as intersectionality, wellness, and EDI, will be explored.ResultsThe Mentorship Program pilot was launched in fall 2021 with mentor and mentee virtual orientation workshops offering best practices and opportunities for reflection on challenges that may be encountered during a mentoring relationship. Thirty-six faculty mentors and 60 newly appointed faculty mentees attended the orientation workshops respectively. Workshop evaluations were positive. For example, 93% participating mentors indicated that the workshop met its learning objectives; 80% rated the workshop as excellent. Eighty-seven percent of mentor participants reported increased awareness of best practices to support successful mentorship, including the use of contracts and developmental plans, and indicated the workshop stimulated reflection and learning.ConclusionThis preliminary positive feedback suggests faculty found the orientation workshops on mentorship to be useful and thus represents an effective mode of facilitating implementation of a department wide mentorship program. We anticipate the implementation of our mentorship program could be adapted to other academic settings.
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Juppi, Pirita, and Ilona Tanskanen. "Työttömien luovien alojen ammattilaisten kokemukset digitarinatyöpajasta." Kulttuuripolitiikan tutkimuksen vuosikirja 6, no. 1 (December 23, 2022): 7–30. http://dx.doi.org/10.17409/kpt.114330.
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In this article we explore the potential of Digital Storytelling to support creative professionals’ identity work, and to improve their self-efficacy beliefs and professional self-esteem. We base our analyses on the experiences of five workshops organized for unemployed arts and culture professionals. We describe the theoretical foundations and practical implementation of the workshops, and analyse feedback collected from the participants. In the workshops, Freewriting and Digital Storytelling practices were used for reflecting on careers and professional identities of the participants. Qualitative content analyses of the feedback shows, that the participants valued the learning experiences, peer support, encouraging atmosphere and self-reflection opportunities provided by the workshops. Many participants expressed improved self-awareness and satisfaction with one’s competence and accomplishments, as well as optimism about the future. Based on these findings, we suggest that applying autobiographical, narrative and art-based practices in a facilitated, group-based process can indeed improve self-esteem and self-efficacy of creative professional, and this may in turn improve their employment opportunities.
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N. Nelumbu, Lucia. "Implementation of reflective practice programme for registered nurses." International Journal of Advanced Nursing Studies 4, no. 2 (September 14, 2015): 115. http://dx.doi.org/10.14419/ijans.v4i2.4983.
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<p>The researcher was convinced that the development of a programme is the good idea that will enhance the proper application of reflective practice in clinical settings for nurses not simply to perform daily routine activities without paying attention to reflection. The developed programme was implemented through a two-day workshop. Therefore, the researcher considered the workshop to be an ideal strategy for implementation, because reflection can only be facilitated and practiced through active participation. The participants were drawn from various disciplines such as: Paediatrics, Surgery, Gynecology and Obstetrics and Internal Medicine. The facilitator explained the purpose of the workshop and the rules to be followed during the workshop. The content of the programme was presented and discussed during the specific sessions as it was scheduled. After the sessions, the participants were informed that they have to go back and apply what they learned from the workshop during their clinical practice for three months. And after three months the facilitator together with the participants contacted the evaluation of the application of the content of the programme.</p>
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Law, Ho. "Reflection on spiritual performance in celebrating our story of 100 years of Transpersonal Psychology at the 10th Annual Section Conference 2007." Transpersonal Psychology Review 11, no. 1 (2007): 136–46. http://dx.doi.org/10.53841/bpstran.2007.11.1.136.
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This paper represents a reflective account that is based on my personal experience from attending the 10th Annual Section Conference of the Transpersonal Psychology Section. In particular, the reflection has singled out Jessica Bockler’s workshop – Celebrating Our Story ... 100 Years of Transpersonal Psychology – as a significant moment in space for exploration. In doing so, some common threads in transpersonal aspects were drawn out that have resonance in other realms of diverse practices including arts, drama, film, performance, songs, fiction and poetry. Using multi- and interdisciplinary approaches, a framework of reflection was developed by adopting and embedding Gibb’s (1988) six-stage model within Kolb’s (1984) learning cycle. Through the reflective practice, it was discovered that the social and asocial intentions developed from participating in the ritual performance may be symbolically represented as vertical and horizontal orientations within the learning cycle respectively. Finally the conclusion has provided further reflection on the analysis of surprises.
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Zubizarreta, John, Beata Jones, and Marca Wolfensberger. "Honors International Faculty Learning Online (HIFLO 2020): A model for honors online professional development." Journal of the European Honors Council 4, no. 1 (July 15, 2020): 1–8. http://dx.doi.org/10.31378/jehc.145.
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The Spring of 2020 brought many disruptions to our professional and personal lives due to the COVID-19 pandemic that forced worldwide mid-semester campus closures; pivoting of traditional, face-to-face classes to remote teaching and learning; and postponements or cancellations of conferences, workshops, and other professional development events. One example of the breakdown of scheduled opportunities for us as honors colleagues to gather in-person to enhance our practices and strengthen our community was the cancellation of the 2020 International Conference on Talent Development and Honors Education in Groningen, the Netherlands, originally slated for June 10-12 but moved to June 16-18, 2021. Immediately following the 2020 conference, we (the authors) had planned to offer the fifth Honors International Faculty Institute (HIFI), an international and highly interactive occasion for honors and talent development teachers, researchers, and leaders to engage in presentations, experiential activities, place-as-text explorations, collaborative group work, reflective exercises, and showcases designed to improve teaching, learning, and programming in honors. Suddenly, the coronavirus upended our world, and we had to reimagine the institute that we had previously organized four times alternately at Hanze University of Applied Sciences (Netherlands) and Texas Christian University (USA). Putting aside the disappointment of the moment and recognizing the value of coming up with an alternative to HIFI that would ensure the safety and health of our honors colleagues, we decided to create a fully online version with free registration to encourage participation and create resources accessible to all members of our international community. We wanted to highlight the challenges of how all of us unexpectedly had to pivot to remote teaching and learning as the global pandemic intensified, but we also wanted to share information, experiences, and models that could open new avenues for operationalizing online honors education more generally beyond the COVID-19 crisis. We wanted, in other words, to explore how honors pedagogy could (and maybe should) be adapted to the increasingly online world of primary, secondary, and higher education. Thus, HIFLO 2020 was born! HIFLO stands for Honours International Faculty Learning Online.
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Komatsu, Glen Isamu. "Team Well-being and Resilience Practices in Hospice and Palliative Care." International Journal of Whole Person Care 7, no. 1 (January 15, 2020): 33. http://dx.doi.org/10.26443/ijwpc.v7i1.226.
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High functioning, resilient teams do not happen by chance. Teams, similar to individuals, need to be educated, nurtured and formed over time, by a consistent vision and process. With proper team formation, the compassionate care of patients, families and colleagues can be developed, modeled and reinforced. Self-compassion is another focus to help caregivers cope with the stresses of the work and mitigate against burnout. The primary intervention which will be discussed is a regularly scheduled reflection process, e.g. 30 minutes weekly or 90 minutes monthly, with a pediatric hospice team, an inpatient palliative care team and an outpatient palliative care team. The reflection process incorporates mindful meditation, journaling, listening exercises, individual and group reflection to encourage and practice self-awareness, self-reflection, greater emotional intelligence and leadership skills. Specific tools employed include the Search Inside Yourself © Program, books by various authors, selected music, videos and personal journals. Qualitative feedback from team members, patient, family and colleague satisfaction scores has been positive. Buy-in from all team members, initially, was difficult, but over time, all team members have recognized the value of the process and have incorporated the exercises not only in their work, but in their personal lives and other roles/jobs. Other key success factors are organizational support for time for this process and individual champions to develop and lead the reflective process. The workshop will include a demonstration of exercises used in team reflections with learner participation.
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Vieira, Camila Kuhn, Carine Nascimento da Silva, Bibiana Medeiros Araujo, and Vaneza Cauduro Peranzoni. "A Teacher knowledge as a student: socialization practices by pedagogical reflection." International Journal for Innovation Education and Research 8, no. 1 (January 31, 2020): 205–12. http://dx.doi.org/10.31686/ijier.vol8.iss1.2151.
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The teaching knowledge starts from the premise of reflection and dialogue of the practices experienced by the teacher. Thus, the objective of this research is to analyze the main discussions of the research project ‘Teaching Knowledge of Students of the Pedagogy Course - PARFOR (National Program for Basic Education Teacher Training). The method adopted was through dialogued workshops, with a total of four workshops with themes and discussions about teaching knowledge, entitled as: ‘The teaching practice in the classroom’; ‘I woman, I academic’; ‘Pleasure and Suffering in teaching practice’; ‘The academic life’. The new epistemology of knowledge leads the teacher to reflect in a critical perspective to find a solution, but also to learn new knowledge and transmit in their work / school context.
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Hashim, Muhammad Jawad. "Teaching Family Medicine and General Practice." Korean Journal of Family Medicine 43, no. 2 (March 20, 2022): 93–100. http://dx.doi.org/10.4082/kjfm.20.0223.
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The teaching of family medicine and general practice should aim to develop an appreciation of the unique nature and role of the specialty. Teachers should relate patient cases to the principles of family medicine. These principles include (1) compassionate care; (2) a generalist/holistic approach focusing on the whole person, family, and community; (3) continuity of relationship, i.e., building a patient-physician bond of trust; (4) reflective mindfulness; and (5) lifelong learning. The curriculum, instructional strategy, and assessment should be carefully aligned. Core competencies include patient-centered communication, physical examination skills, clinical procedures, palliative care, humanities in medicine, holistic care, shared decision-making, family therapy, home and community visits, chronic disease care, problem-based documentation, team-based care, data-driven improvement, information mastery, ethics and professionalism, and work-life balance. Family medicine/general practice is defined as the medical specialty that manages common and long-term illnesses, focusing on overall health and well-being. Hence, clerkship schedules should maximize clinical exposure and opportunities for self-reflection. A learner-centered approach should begin with a self-identified inventory of learning needs based on the curriculum; next, these needs should be chosen as topics for student presentations. Teaching methods should include mini-workshops: a combination of didactic lectures and small-group exercises. Individual face-to-face formative feedback should occur at midcourse and culminate in a group reflection on the learning experience. Clinical supervision should gradually decrease as each resident demonstrates safe patient care. Procedure skills training should be closely supervised, formally documented, and constitute about one-fourth of learning sessions.
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Costelloe, Laura. "Exploring the potential of digital teaching portfolios to support in/non-formal professional development for those who teach in Higher Education." Irish Journal of Technology Enhanced Learning 6, no. 1 (June 8, 2021): 1–13. http://dx.doi.org/10.22554/ijtel.v6i1.72.
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It is broadly recognised that professional development (PD) to enhance academic practice amongst those who teach in Higher Education (HE) encompasses a range of approaches; while there is an established culture of accredited PD provision – particularly for early-career academics – literature points to a preference among more established faculty for non-accredited or informal PD activities such as workshops, projects, conferences, professional dialogue, experimental approaches or activities related to the scholarship of teaching and learning (Ashgar and Pilkington 2018; Kálmán et al. 2019; Spowart et al. 2017). The provision of accredited PD is now commonplace in the Irish context and many Irish HE Institutions offer programmes in academic practice at Graduate Certificate, Diploma or Masters Level (Maguire et al. 2017; Maguire et al. 2015). However, evidence also points to a long-standing culture of engagement in in- and non-formal PD activities among Irish HE teachers (Kenny et al. 2015). This has been recognised in the Irish National Professional Development Framework which is underpinned by an ‘acknowledgement of the spectrum of activities that could be considered under the umbrella of PD’ (National Forum 2016a; National Forum 2016b). Thus, a considerable amount of the professional learning that is undertaken to enhance academic practice takes place through experiential or work-based practices including communities of practice, conversations with colleagues and practice-based innovations (Knight et al. 2006; Nerantzi 2015; Warhurst 2008).
Furthermore, there is a growing body of literature highlighting the use of portfolios to support academic professional learning activities and reflective practice in Higher Education (Costelloe et al. 2019; Hamilton 2018; Hoekstra and Crocker 2015; O'Farrell 2007; Pelger and Larsson 2018). Described as ‘a purposeful collection of evidence, consisting of descriptions, documents and examples of what is good teaching for the teacher’ (de Rijdt et al. 2006, p.1086), portfolios are being used in multiple ways to support PD: to provide evidence of a quality approach to professional development, to document teaching practices for the purposes of promotion, to showcase and reflect on academic practice and to provide evidence of engagement with PD activities. An eportfolio adds an extra dimension to the affordances of a more traditional portfolio through the potential inclusion of multimedia artefacts such as audio, video and text to capture, share and reflect on academic practice.
Bearing in mind the Irish HE context and the recent introduction of the National Professional Development Framework, this paper will explore the potential of eportfolios – and specifically digital teaching or professional practice portfolios – to support, document and evidence the wealth of non-accredited and in/non-formal professional learning undertaken by HE teachers to enhance academic practice. Drawing on semi-structured interviews carried out with Irish HE teachers in three institutions in the Mid-West region, this paper will consider how digital teaching portfolios offer a space to capture, evidence, reflect on and share the wealth of practice-based and in/non-formal PD in which HE teachers engage.
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Robles, Jeannette Valencia. "Developing observation and reflective skills through teaching practice." International Journal of Learning and Teaching 10, no. 1 (January 31, 2018): 22. http://dx.doi.org/10.18844/ijlt.v10i1.3142.
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This case study explores the effects of addressing observations and reflective skills of 12-student teachers during their teaching practices for infant education in Guadalajara, Spain. The participants had been studying the basics of CLIL methodology and reflexive-teaching during a four-month learning period. Then, they participated in a six-hour workshop in which they were required to observe, participate in, and reflect on the teacher and each other’s on a four-minute teaching practice to assess their presentations following the given guidelines. The results show that students could demonstrate they are on the path of making effective observations and reflections on an observed practice.
Keywords: Reflective skills, Spain, effective observations, practice, workshop.
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Shevtsov, S. V. "Workshop as Form of Existing of Philosophy in University." Науково-теоретичний альманах "Грані" 21, no. 10 (November 19, 2018): 148–54. http://dx.doi.org/10.15421/1718141.
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Critical thinking, reflection, multiple methods of researching need a preparation, discipline, training. Classical forms as lectures, seminars don’t response of contemporaries challenges, because of a subject-object installation between a lecturer and students. It’s impossible to create researching atmosphere at an auditorium. The aim of the article is clarification of conditions of creating of workshop as a form of existing of philosophy in higher education.Workshop as a specific pedagogical form isn’t something principal new thing. Pedagogic measurement is a fundamental component of workshops of painters (for example, workshops of Rembrandt van Rijn, Jan Vermeer van Delft etc.). Something like that we can observe in theatrical workshops.In 1922 was created French Group of New Education (J. Piaget, H. Wallon, P. Langevin etc.). They rethought ideas of J.-J. Rousseau, I. Pestalozzi, J. Korczak, A. Makarenko etc. and formulated six rules of pedagogic workshop: a) active position of a teacher and students; b) priority of autonomy during education; c) confidence of every student’s talent; d) using of critical thinking; e) intersubjective character of thinking; f) accuracy of calculation of psychological statesю.I’ve proposed seven components of a philosophical workshop. The first is informative that consists of two aspects: a) topological – a philosophical workshop as a communicative space; b) technological – a philosophical workshop as a developing skills and proficiencies. The second is a historical component that includes: a) foundation of our university; b) personal roots of our philosophical workshop (V. Karpov – a founder of our department of philosophy and the first rector of the same time, G. Zajchenko – the first doctor of philosophical sciences); c) opening of specialized academic council in 1992 by P. Gnatenko; d) opening a branch ‘philosophy’ in our university. The third component is developing of three fundamental humanitarian practices – speaking, reading, writing. The fourth component is methodological as familiarization of classical (analyses, synthesis, observing, describing etc.), non-classical (hermeneutics, structuralism etc.), post-non-classic (synergic) methodologies. The fifth is organizing component – priority of communicative-praxeological approach under lectures. The sixth component is communicative as forming of creative atmosphere during class. And the last – theoretical component as possibility of creating of own metaphysics.
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Soepriyanti, Henny, I. Made Sujana, Lalu Thohir, and Edy Syahrial. "Peningkatan Kualitas Pembelajaran Guru Bahasa Inggris MTs Sabilurrrasyad NW Barabali Lombok Tengah Melalui Lesson Study For Community Learning (LSLC)." Jurnal Pengabdian Magister Pendidikan IPA 5, no. 4 (November 2, 2022): 79–88. http://dx.doi.org/10.29303/jpmpi.v5i4.2375.
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The implementation of workshops and practice for the implementation of Lesson Study for Community Learning (LSLC) was held at MTs Sabilurrrasyad NW Barabali, Central Lombok. The purpose of this community service activity was to equip teachers at the school with the knowledge and practice of planning, implementing and evaluating interactive learning through LSLC. The outcome of this activity was the development of teachers’ pedagogical competence in implementing LSCL. Through this activity, it is hoped that these teachers can apply LSLC in their daily teaching and learning practices that are more accommodating to both teachers and students. The target audience for this workshop was the teachers of MTs Sabilurrrasyad NW Barabali, Central Lombok. The reason for the urgency of conducting this activity is that teachers in the target area lack training in developing teaching skills. They do not update their pedagogical skills. To accommodate the learning needs of andragogy, this workshop was conducted using the LSCL-style collaborative learning activity model, such as dialogue, problem solving, demonstration, problem analysis exercises without criticism, reflection and question and answer. Results of the training activity show that the workshop participants felt that they underwent substantial improvement in their pedagogical competence. They therefore expect that similar types of community services would be continued in the future, focusing on improving their professionalism. The participants revealed that they had learned much from the workshop of how to learn from others without criticism and unproductive arguments.
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Sanger, Andrew. "Gaga and naming as eco-somatic practices of enchantment." Journal of Dance & Somatic Practices 14, no. 2 (December 1, 2022): 263–75. http://dx.doi.org/10.1386/jdsp_00086_1.
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This article will trace theories of enchantment and disenchantment in the social sciences to craft a theoretical framework of enchantment as a form of ecological relationality. The framework will be supported by examples drawn from fieldwork completed between 2017 and 2021 in the United Kingdom and Israel of the contemporary somatic practice Gaga, a workshop on blessing and cursing facilitated by Claire MacDonald, and a week-long workshop with Sandra Reeve. These examples, expanded by sections of ethnographic reflection denoted in italics, demonstrate how a contemporary theory of enchantment, through somatic inquiry, may re-instil agency in the cold, mechanized world of modernity and open up channels of possibility to reimagine kinship.
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Peisachovich, Eva Hava, LJ Nelles, Samantha Johnson, Laura Nicholson, Raya Gal, Barbara Kerr, Celia Popovic, Iris Epstein, and Celina Da Silva. "Developing a Simulated-Person Methodology Workshop: An Experiential Education Initiative for Educators and Simulators." International Journal of Higher Education 6, no. 1 (January 23, 2017): 230. http://dx.doi.org/10.5430/ijhe.v6n1p230.
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Numerous forecasts suggest that professional-competence development depends on human encounters. Interaction between organizations, tasks, and individual providers influence human behaviour, affect organizations’ or systems’ performance, and are a key component of professional-competence development. Further, insufficient or ineffective communication between professionals is deemed a contributing factor to adverse events worldwide. This underscores the need to provide educators with the tools and education to embed methods in their teaching that will enable learners to effectively intervene in highly charged interpersonal situations and high-risk scenarios; these concerns highlight the value of realistic simulated-experiential approaches, such as the one proposed in this project. The first phase of this project involved conducting a three-day experiential workshop developed at a Canadian university to provide educators with knowledge and skills to work and effectively utilize simulators, enhancing pedagogical classroom practices for teaching undergraduate learners. This workshop’s development resulted in numerous benefits. Participation in the workshop provided educators with opportunities for meaningful reflection on their teaching practice and the ability to apply this insight to optimize student learning. It provided theatre students, recruited as simulators as part of this interdisciplinary initiative, to expand their experiences and this will lead to an expanded practicum course for their program. There is now a group of simulators available to educators across the university to include in classroom activities, and lastly there are further iterations of this workshop available for faculty development. This paper reflects on the workshop experiences and the feedback obtained from the participants. Formal and informal feedback obtained provides an understanding of the participants’ experiences.
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Zimmerman, Heather Toomey, Katharine Ellen Grills, Zachary McKinley, and Soo Hyeon Kim. "Families’ engagement in making activities related to aerospace engineering: designing for parents as learning partners in pop-up makerspaces." Information and Learning Sciences 123, no. 3/4 (December 21, 2021): 154–78. http://dx.doi.org/10.1108/ils-08-2020-0190.
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Purpose The researchers conducted a collective case study to investigate how families engaged in making activities related to aerospace engineering in six pop-up makerspace programs held in libraries and one museum. The purpose of this paper is to support families’ engagement in design tasks and engineering thinking, three types of discussion prompts were used during each workshop. The orienting design conjecture was that discussion prompts would allow parents to lead productive conversations to support engineering-making activities. Design/methodology/approach Within a collective case study approach, 20 consented families (22 adults, 25 children) engaged in making practices related to making a lunar rover with a scientific instrument panel. Data included cases of families’ talk and actions, as documented through video (22 h) and photographs of their engineering designs. An interpretivist, qualitative video-based analysis was conducted by creating individual narrative accounts of each family (including transcript excerpts and images). Findings Parents used the question prompts in ways that were integral to supporting youths’ participation in the engineering activities. Children often did not answer the astronomer’s questions directly; instead, the parents revoiced the prompts before the children’s engagement. Family prompts supported reflecting upon prior experiences, defining the design problem and maintaining the activity flow. Originality/value Designing discussion prompts, within a broader project-based learning pedagogy, supports family engagement in engineering design practices in out-of-school pop-up makerspace settings. The work suggests that parents play a crucial role in engineering workshops for youths aged 5 to 10 years old by revoicing prompts to keep families’ design work and sensemaking talk (connecting prior and new ideas) flowing throughout a makerspace workshop.
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Roesner, Larry A. "Urban runoff pollution-summary thoughts - the state-of-practice today and for the 21st century." Water Science and Technology 39, no. 12 (June 1, 1999): 353–60. http://dx.doi.org/10.2166/wst.1999.0566.
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A number of papers at this conference were presented on quality aspects of urban runoff. In addition, three workshops addressed Urban Best Management Practices (BMPs), Highway Runoff, and Megacities in the 21st Century, respectively. Several well-known presenters expressed conflicting views on fundamental issues regarding BMP adequacy and the proper approach to urban runoff quality management. Upon reflection, the author believes that the conflicting opinions result principally from two related facts: 1) there is no accepted uniform design criteria for BMPs, so that various authors are comparing apples and oranges; and 2) the objectives of the management practices differ between authors. This paper responds to those conflicting views, with some reflections on the state-of-practice in the three subject areas, based upon some of the presentations in the conference sessions and in the workshops.
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Ong, Caroline Choo Phaik, Yang Yann Foo, Fong Yee Chiu, and Debra Nestel. "‘It’s going to change the way we train’: Qualitative evaluation of a transformative faculty development workshop." Perspectives on Medical Education 11, no. 2 (October 25, 2021): 86–92. http://dx.doi.org/10.1007/s40037-021-00687-4.
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Abstract Introduction Relatively little is known about faculty development (FD) activities that help participants achieve sustainable behavioral change. This qualitative study evaluated the medium- to long-term impact of a FD workshop informed by transformative learning (TL) theory. It aimed to discover which aspects of FD prompted healthcare professionals (HPs) to adopt effective teaching and learning practices. Methods Seventeen participants were interviewed between January and July 2020, 7 to 30 months after the workshop. Purposeful sampling strategies were used to collect data and analysis was performed using reflexive thematic analysis. Results Four themes were identified: perspectival shift in educational practice, re-affirmation of current practices, becoming an educator, and valuing FD that accommodates HPs’ multiple communities of practice (CoPs). Workshop activities foregrounding critical discourse and reflection helped participants gain new knowledge and deeper understanding of education. TL was likely when participants already identified as an educator in addition to their HP identity. Additionally, a workplace CoP determined the type and level of support affecting HPs’ development as educators. Discussion Aspects of FD that prompted HPs to adopt effective teaching and learning practices included initiatives that catalyzed critical discourse and reflection. Readiness for TL is promoted when HPs have a strong educator identity because of workplace educator CoPs. Future research could explore effecting sustainable post-workshop behavioral change in HPs through the strengthening of workplace educator CoPs. To do this, institutions could send co-located HPs from different disciplines to the same FD program.
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P. Prieto, Luis, Paula Odriozola-González, María Jesús Rodríguez-Triana, Yannis Dimitriadis, and Tobias Ley. "Progress-Oriented Workshops for Doctoral Well-being: Evidence From a Two-Country Design-Based Research." International Journal of Doctoral Studies 17 (2022): 039–66. http://dx.doi.org/10.28945/4898.
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Aim/Purpose: This paper explores an intervention approach (in the form of workshops) focusing on doctoral progress, to address the problems of low emotional well-being experienced by many doctoral candidates. Background: Doctoral education suffers from two severe overlapping problems: high dropout rates and widespread low emotional well-being (e.g., depression or anxiety symptoms). Yet, there are few interventional approaches specifically designed to address them in the doctoral student population. Among structural, psychosocial, and demographic factors influencing these problems, the self-perception of progress has emerged recently as a crucial motivational factor in doctoral persistence. Methodology: This paper reports on an iterative design-based research study of workshop interventions to foster such perception of progress in doctoral students’ everyday practice. We gathered mixed data over four iterations, with a total of 82 doctoral students from multiple disciplines in Spain and Estonia. Contribution: An approach to preventive interventions that combines research-backed education about mental health and productivity, peer sharing and discussion of experiences, and indicators of progress, as well as self-tracking, analysis, and reflection upon everyday evidence of their own progress. The paper provides initial evidence of the effectiveness of the proposed interventions, across two institutions in two different countries. Further, our data confirms emergent research on the relationships among progress, emotional well-being, and dropout ideation in two new contexts. Finally, the paper also distills design knowledge about doctoral interventions that focus on progress, relevant for doctoral trainers, institutions, and researchers. Findings: Our quantitative and qualitative results confirm previous findings on the relationships among progress, burnout, and dropout ideation. Our iterative evaluation of the workshops also revealed a large positive effect in students’ positive psychological capital after the workshops (Cohen’s d=0.83). Our quantitative and qualitative analyses also started teasing out individual factors in the variance of these benefits. Recommendations for Practitioners: Intervention design guidelines for doctoral trainers include: focusing on actionable productivity and mental health practices, the use of activities targeting perception biases and taboos, or the use of active practices and real (anonymous) data from the participants to make progress visible and encourage reflection. Recommendation for Researchers: The construct of progress, its components, and its relationships with both emotional well-being and doctoral dropout need to be more deeply studied, using multiple methods of data collection, especially from more frequent, ecologically valid data sources (e.g., diaries). Impact on Society: The proposed interventions (and focusing on doctoral progress more generally) hold promise to address the current emotional well-being and dropout challenges facing hundreds of thousands of doctoral students worldwide, ultimately helping increase the research and innovation potential of society as a whole. Future Research: More rigorous evaluative studies of the proposed approach need to be conducted, with larger samples and in other countries/contexts. Aside from the proposed one-shot training events, complementary longitudinal interventions focusing on supporting everyday progress and reflection throughout the doctoral process should be trialed.
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O’Brien, Myles W., Christopher A. Shields, Paul I. Oh, and Jonathon R. Fowles. "Health care provider confidence and exercise prescription practices of Exercise is Medicine Canada workshop attendees." Applied Physiology, Nutrition, and Metabolism 42, no. 4 (April 2017): 384–90. http://dx.doi.org/10.1139/apnm-2016-0413.
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The Exercise is Medicine Canada (EIMC) initiative promotes physical activity counselling and exercise prescription within health care. The purpose of this study was to evaluate perceptions and practices around physical activity counselling and exercise prescription in health care professionals before and after EIMC training. Prior to and directly following EIMC workshops, 209 participants (physicians (n = 113); allied health professionals (AHPs) (n = 54), including primarily nurses (n = 36) and others; and exercise professionals (EPs) (n = 23), including kinesiologists (n = 16), physiotherapists (n = 5), and personal trainers (n = 2)) from 7 provinces completed self-reflection questionnaires. Compared with AHPs, physicians saw more patients (78% > 15 patients/day vs 93% < 15 patients/day; p < 0.001) and reported lower frequencies of exercise counselling during routine client encounters (48% vs 72% in most sessions; p < 0.001). EPs had higher confidence providing physical activity information (92 ± 11%) compared with both physicians (52 ± 25%; p < 0.001) and AHPs (56 ± 24%; p < 0.001). Physicians indicated that they experienced greater difficulty including physical activity and exercise counselling into sessions (2.74 ± 0.71, out of 5) compared with AHPs (2.17 ± 0.94; p = 0.001) and EPs (1.43 ± 0.66; p < 0.001). Physicians rated the most impactful barriers to exercise prescription as lack of patient interest (2.77 ± 0.85 out of 4), resources (2.65 ± 0.82 out of 4), and time (2.62 ± 0.71 out of 4). The majority of physicians (85%) provided a written prescription for exercise in <10% of appointments. Following the workshop, 87% of physician attendees proposed at least one change to practice; 47% intended on changing their practice by prescribing exercise routinely, and 33% planned on increasing physical activity and exercise counselling, measured through open-ended responses.
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Contant, Heather. "A Brief Introduction to Gremlins as Aesthetic Devices." Leonardo Music Journal 24 (December 2014): 57–60. http://dx.doi.org/10.1162/lmj_a_00204.
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The sounds of electromagnetic interference, or “gremlins,” result from interactions among objects in the 21st century’s sphere of media ecology. This article examines how artists use these sounds in their work by employing ecologically minded creative practices reflective of the interactions that created these gremlins in the first place. It analyzes three creative methods: the artist workshop, recorded music and live performance. The conclusion offers an original score for group-improvisation with gremlins.
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Galle, Waldo, Wim Debacker, and Yves De Weerdt. "CO-CREATING SYSTEMIC CHANGES FOR A CIRCULAR ECONOMY IN/UNDER CONSTRUCTION, PRELIMINARY LESSONS FROM THE FLEMISH LIVING LAB ON CIRCULAR CONSTRUCTION." IOP Conference Series: Earth and Environmental Science 855, no. 1 (October 1, 2021): 012012. http://dx.doi.org/10.1088/1755-1315/855/1/012012.
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Abstract Like any persistent challenge, the transition from a linear to a circular construction economy requires systemic changes. To divert from current practices that maintain the take-make-waste logic, we need new ways of doing and thinking within the value network of construction. In search for those enduring changes, a compass group advises the Flemish Living Lab on Circular Construction. This lab is a three-and-a-half-year project of study and experiment initiated by policy. During four participatory workshops, the compass group identified the most important system hurdles and necessary changes for achieving a circular construction economy, through subsequent steps of system analysis, translation and reflection. These outcomes have been synthesized and validated during the last workshop and are presented in this paper as a preliminary outcome of lab. Further, by bringing together forerunners of construction and co-creating together new knowledge, it is demonstrated how a well-guided compass group allows to bring into practice ‘participatory system modelling’. By consequently translating the resulting insights into the requirements for a targeted call for experiments, it is finally shown that this co-created knowledge has been ‘actionable’ for the policy makers of Circular Flanders, and triggered dozens of partnerships to submit an experiment.
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Petrucco, Corrado, and Massimo Ferrante. "Complementary Information Literacy Training Practices in University Teaching and Academic Libraries." International Journal of Digital Literacy and Digital Competence 9, no. 3 (July 2018): 27–38. http://dx.doi.org/10.4018/ijdldc.2018070103.
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Students now have information processing behaviors characterized by rapid shifts in attention, less reflection and failure to deploy metacognitive processes, preferring activities that bring immediate rewards for their information needs, even if the quality of the information they obtain is low. Consequently, they run into significant difficulties in the selection and critical evaluation of the information they find during university learning activities. This article presents two information literacy training initiatives addressing these issues at the University of Padova (Italy): one in a course in educational technologies offered as part of a second-cycle degree program, and the other in two of the university library system's training facilities. The training workshops sought to be complementary, covering both the search engine and the library OPAC approach to information seeking.
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Kingsbury, Paul. "Go figural: crop circle research and the extraordinary rifts of landscape." cultural geographies 26, no. 1 (November 29, 2018): 3–22. http://dx.doi.org/10.1177/1474474018814991.
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In recent years, cultural geographers have begun to scrutinize the relationships between the ‘ordinary’ and the ‘extraordinary’. These studies assert that the ordinary and extraordinary are not fixed and discrete, but rather, mutable and connected. The main goal of this article is to explore how landscape can combine the ordinary and the extraordinary by reflecting on my participation in the 2017 Summer Lectures Crop Circle Conference in Devizes, England, and drawing on Jean-François Lyotard’s work, Discourse, Figure (1971). My argument is that crop circles and the conference participants’ research practices landscape the ordinary and extraordinary by magnifying disruptive yet alluring rifts ( écarts) between textual acts of reading and visual acts of seeing. I illustrate how such rifts, which Lyotard aligns with ‘figural space’ ( l’espace figurai), occur on and off the conference site as follows: first, through an awkward slowness demanded by drawing crop circles in a sacred geometry workshop; second, as a result of the opaque thickness of the local countryside wherein researchers struggled to locate crop circles in fields and navigate country lanes; and third, in the operations of desire in group consciousness workshops that propelled disagreements over how to access the sacred. The article concludes by acknowledging some of the limitations of my reading of figural space, as well as some reasons why we should ‘go figural’ in cultural geography.
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MacEachren, Alan M. "Ethics of Location-Based Data in Crisis Situations." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-234-2019.
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<p><strong>Abstract.</strong> This presentation will provide an overview of a Workshop-based effort on ethics in location-based, organized by the Scientific Responsibility, Human Rights, and Law Program of the American Association for the Advancement of Science (AAAS). More specifically, the AAAS organized three workshops during 2017 and 2018 directed to exploring the ethical implications of collecting, analysing, and acting upon location-based data in crisis situations &ndash; “Developing Ethical Guidelines and Best Practices for the Use of Volunteered Geographic Information and Remotely Sensed Imagery in Crisis Situations.”. The outcome of those workshops and follow up efforts was a document detailing principles and guidelines with the objective of empowering crisis response actors to use location-based data responsibly and ethically.</p><p> On behalf of all those involved, as a Participant in all three workshops and a AAAS Fellow, I will present an overview of the results of this effort. The presentation will outline the five principles developed and provide examples of their motivation and use:</p><ol><li>Do No Harm: Identify and minimize potential risk, particularly as they may affect the vulnerability of individuals and populations</li><li>Define Your Purpose: Ensure action is mission-driven and goal-oriented</li><li>Do Good Science: Employ scientifically rigorous and responsible methods</li><li>Collaborate and Consult: Engage with local partners</li><li>Give Access to Your Data: Share data openly, when safe and practicable</li></ol><p> The presentation will also reflect on (a) the specific relevance of this effort and its outcome for the international cartographic community and (b) our obligation as academic/professional cartographers to address the dual challenges of leveraging locational data cartographically to support crisis management and humanitarian efforts while also guarding against misuse of the data collected and map generated. I will conclude by reflecting on my experience in working with a diverse, interdisciplinary, international group on this hard problem.</p></p>
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Burford, James. "Sketching Possibilities: Poetry and Politically-engaged Academic Practice." Art/Research International: A Transdisciplinary Journal 3, no. 1 (March 1, 2018): 229–46. http://dx.doi.org/10.18432/ari29261.
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In this article I draw together and reflect upon my own experiences of writing poetry as a part of a politically-engaged academic life. My aim is to trace the political possibilities I have found in poetic practices, with the hope that describing and reflecting on my own experiences may illuminate pathways for others to integrate poetry into their academic practice. As I will detail, I have published research poetry and have been a leader of workshops that encourage academics to incorporate poetic and other forms evocative writing into their researcher toolkits. Often participants in these workshops have remarked how unusual it seems to think of poetry as a resource for academic work. I hope that this article might demonstrate some previously unimagined possibilities for new poetic enquirers, and provide stimulus for further thought for experienced practitioners to connect poetry and academic practice.
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. "Workshop over fouten en bijna-ongelukken: The impact of reflection in improving clinical performance in general practice (deel 1)." Huisarts en Wetenschap 47, no. 8 (August 2004): 472. http://dx.doi.org/10.1007/bf03083843.
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Clanchy, Kelly, Clare Minahan, Elizabeth Cardell, and Andrea Bialocerkowski. "Development and Evaluation of a Tailored Pre-Professional Identity Workshop: A Case Study in Exercise Science." Journal of Teaching and Learning for Graduate Employability 13, no. 1 (December 22, 2022): 155–70. http://dx.doi.org/10.21153/jtlge2022vol13no1art1502.
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Pre-professional identity (PPI) aims to provide an understanding of, and connection to, the skills and knowledge contained in a degree and the intended profession of the student. Investigation into PPI is of importance to higher-education institutions as it provides a means of understanding a student’s orientation and motivation behind degree and career selection. Developing learning activities that capitalise on these motivations is proposed to increase student engagement, reduce attrition, and enhance employability. Using the growing, but relatively new profession of Exercise Science as an example, this study describes a workshop based on theoretical models relating to the concept of PPI, adult learning and self-reflective practices that can be integrated into programs to enhance students’ understanding of their professional identity. One hundred and seventy-three final year Exercise Science students participated in and evaluated the workshop. The workshop was evaluated using a theoretical framework specifically designed for the evaluation of training activities. The combination of the evaluation and feedback from students were synthesised to develop a model for the application of PPI activities across a three-year undergraduate degree.
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Páez, David Alfonso, Daniel Eudave Muñoz, Teresa De Jesús Cañedo Ortiz, and Ana Cecilia Macías Esparza. "Teachers’ reflections on mathematics teaching practices in a vulnerable context." Multi-Science Journal 3, no. 2 (July 22, 2020): 12. http://dx.doi.org/10.33837/msj.v3i2.1204.
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The objective of this research is to show the difficulties and the challenges identified by teachers in their mathematics teaching practices. The research is based on the concept of reflection-action, thus a workshop-course centered on collaborative work and on reflections about teaching practices was designed in order to achieve the objective. Ten mathematics teachers the Telebachillerato (Higher Secondary Education Subsystem, Mexico) participated in this research. The results show that teachers have a variety of challenges, but also difficulties, particularly involving getting students to construct knowledge autonomously, as well as teachers selecting and using resources in accordance to the subject matter to be taught. In addition, there is also lack of mathematical and pedagogical knowledge in the participants. Collaborative work is required, leading teachers towards building the necessary knowledge for Higher Secondary Education in order to avoid student obstacles.
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Zhang, Ge, and Gabriele de Seta. "Introduction: ASIA.LIVE: Inaugurating Livestream Studies in Asia." Asiascape: Digital Asia 8, no. 1-2 (June 17, 2021): 5–14. http://dx.doi.org/10.1163/22142312-12340129.
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Abstract This introduction to the special issue ‘ASIA.LIVE: Inaugurating Livestream Studies in Asia’ briefly summarizes the virtual workshop at which it originated and describes its contributions to the central concept of liveness. After reflecting on the increasingly constitutive role of liveness in digital media, we argue that research on livestreaming should move beyond its focus on gaming and its Eurocentric approach to platforms, drawing on extensive debates over liveness and expanding its scope to the thriving digital economies in the Asian region. To understand how practices such as livestreaming are changing digital cultures in Asia and beyond, it is necessary to account for the ephemeral phenomena and under-documented practices that emerge from these regional contexts. By bringing together articles about China and Taiwan and relating them to workshop contributions about Hong Kong, Indonesia, and South Korea, we inaugurate livestream studies in Asia and offer some directions for future research in this field.
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Dogan, Nihal, Jale Cakiroglu, Kader Bilican, and Seda Cavus. "WHAT NOS TEACHING PRACTICES TELL US: A CASE OF TWO SCIENCE TEACHERS." Journal of Baltic Science Education 12, no. 4 (August 25, 2013): 424–39. http://dx.doi.org/10.33225/jbse/13.12.424.
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Translation of nature of science (NOS) views into teaching practice and the development of teachers’ NOS teaching are still open to investigation. Therefore, how teachers’ translation of NOS understanding into practice occurs and what extend science teachers are able to transform their understanding into explicit reflective NOS instruction have been issues still need to be further exploration. This study explored the impact of intensive nature of science summer workshop on science teachers’ views of NOS and their instructional practices. The current study was a case study of two middle school science teachers documenting their NOS views and instructional practice on NOS in the classrooms. Data resources included the VNOS-C; interviews and classroom observations. Participants made substantial improvements in their understandings of the targeted aspects of NOS as a result of their participation in professional development program. The study also showed that two of teachers translated their understanding of NOS in a certain degree into instructional practice. Keywords: in-service teachers, nature of science, professional development program, science education.