关键词： Health Occupations   Health and social care professionals   Pedagogy   Learning   educators  

摘要： Context Transformative learning (TL) has been described as learning that challenges established perspectives, leading to new ways of being in the world. As a learning theory it has resonated with educators globally, including those in the health professions. Described as a complex metatheory, TL has evolved over time, eliciting divergent interpretations of the construct. This scoping review provides a comprehensive synthesis of how TL is currently represented in the health professions education literature, including how it influences curricular activities, to inform its future application in the field. Methods Arksey and O'Malley's six-step framework was adopted to review the period from 2006 to May 2018. A total of 10 bibliographic databases were searched, generating 1532 potential studies. After several rounds of review, first of abstracts and then of full texts, 99 studies were mapped by two independent reviewers onto the internally developed data extraction sheet. Descriptive information about included studies was aggregated. Discursive data were subjected to content analysis. Results A mix of conceptual and empirical research papers, which used a range of qualitative methodologies, were included. Studies from the USA, the UK and Australia were most prevalent. Insights relating to how opportunities for TL were created, how it manifests and influences behaviour, as well as how it is experienced, demonstrated much congruency. Conceptions of TL were seen to be clustered around the work of key theorists. Conclusions The training of health professionals often takes place in unfamiliar settings where students are encouraged to be active participants in providing care. This increases the opportunity for exposure to learning experiences that are potentially transformative, allowing for a pedagogy of uncertainty that acknowledges the complexity of the world we live in and questions what we believe we know about it. TL provides educators in the health professions with a t

关键词： assessment   contingency   ethics   feedback   material-discursive   rhetoric  

摘要： Writing in the face of ongoing environmental, economic, and infrastructural flux is hard work. Doing that work while contending with constraints of various modes and media is even more difficult—especially for student writers. Drawing on results from an assessment project that involved iteratively coding students’ writing produced for a nonprofit community partner, we propose a feedback model for responding to students’ multimodal work that is sensitive to contextual flux. Rather than a static rubric, content in this feedback model draws attention to changing material-discursive conditions. We hypothesize that centralizing material-discursive conditions in multimodal curricula creates opportunities for conversations about more than just design fundamentals. Complex contextual factors that require nuanced rhetorical attunements à la Thomas Rickert) and responsiveness to local contingencies present opportunities for discussing and designing in the midst of uneven distribution of resources, variations in skill, and organizational values. A feedback model that is responsive to changing material-discursive conditions may be helpful for those who practice community-engaged pedagogies. © 2019 Elsevier Inc.

关键词： undergraduate education   medical education   neuroanatomy   undergraduate neuroscience   student engagement   innovative teaching   technology enhanced learning  

摘要： Undergraduates often perceive neuroscience to be a challenging discipline. As the scope of neuroscience continues to expand, it is important to provide undergraduates with sufficient opportunities to develop their knowledge and skills with the aim of encouraging the future generation of basic and clinical neuroscientists. Through our experience of developing the National Undergraduate Neuroanatomy Competition (NUNC), we have accrued an extensive volume of performance data and subjective insight into the delivery of undergraduate neuroanatomy education, which has the potential to inform how to better engage students within this field. More broadly, our group has implemented a technology enhanced learning platform alongside a peer-assisted teaching program. These achieve the dual purpose of compensating for the reduction in dedicated neuroanatomy teaching hours and encouraging undergraduates to develop an interest in the neurosciences. Here, we consider how improving the learning experience at an undergraduate level encourages further engagement in the neurosciences and the importance of this within the wider neuroscience community.

关键词： Cross Cultural Studies   Teaching Methods   Lesson Plans   English (Second Language)   Second Language Learning   Second Language Instruction   Foreign Countries   Comparative Analysis   Language Teachers   Teacher Attitudes   Instructional Materials   Educational Policy   Teacher Student RelationshipSingapore  

摘要： This study analyses the teaching scripts and structure of lesson practices of a Singaporean English teacher at two different levels of class through a comparative analysis. Specifically, it aims to clarify how his view of teaching as tacit knowledge determines the structure of the lessons. The emphasis here is on the examination of a Singaporean's teacher's view and his awareness of the students and their teaching materials at hand through the lens of Japan-based educators and the implications for education policy.

关键词： Audience awareness   case-method   pedagogy   report and proposal writing  

摘要： Introduction: Technical and professional communication (TPC) instructors value audience awareness, using peer- and client-based projects to facilitate it. We explore how students' audience awareness is facilitated by the case method, which presents students with a professional communication task within a workplace scenario. Situating the case: Case-method research suggests including a detailed audience and situation, multiple genres, and multimedia. Few studies have explored how case materials facilitate students' audience awareness. About the case: A 12-week case that was consistent with case-method research asked students to respond to an engineering firm's internal problem with a proposal and report. How the case was studied: Students from two sections of a genre-based course completed reflections about their audience awareness after the proposal and report. We qualitatively analyzed 51 reflections. Results/discussion: Students stated they could understand the facts about their primary audience but couldn't identify secondary and tertiary audiences. Students stated they could identify audience needs, but they disagreed about the amount of detail to understand those needs. Also, students stated they could respond to the audience using appropriate evidence and writing style. Conclusions: When using the case method, instructors should know that students may need varying levels of detail to interpret their audience's needs. Also, including data and conflicting needs gives students opportunities to make strategic decisions about content.

关键词： Educational Technology   Online Databases   Chemistry Education   Chemical information   Computational Chemistry   Big Data  

摘要： The chemical sciences integrate numerous pieces of structural data into families of compounds, and countless experimental results of reactive processes into ground rules. Collecting these pieces of information, analyzing them, and making the relevant contextual connections between them is in the heart of chemistry education. Here we emphasize the contribution of technology, and more specifically, chemical databases for enhancing these learning processes. Several important, open access, databases are described in detail and examples of using them in chemistry class are provided. In an era of continuous information revolution we hope that chemistry instructors will take the next step up, and acquire the professional skills needed to integrate the use of technology and chemistry databases in their classes.

关键词： High School/Introductory Chemistry   Curriculum   Collaborative/Cooperative Learning   Computer-Based Learning   Multimedia-Based Learning   VSEPR Theory   Inorganic Chemistry  

摘要： Meeting the challenge of modern global chemistry education requires collaborations from many different actors. Here, we report the development of culturally relevant computer-based lessons on VSEPR and unit cells designed specifically for implementation in the unique environment of East African high schools. The lesson plans use software more commonly employed by materials science graduate students, here repurposed for the high school chemistry classroom. The lesson plans were successfully piloted in local schools, indicating their potential for wide impact. The complete lesson plans are provided for free. The careful design of the lessons based on specific environmental factors through multifaceted contributors suggests a model of collaboration that could be useful in many other contexts.

摘要： • An account of the sociolinguistics of the colonial academy and its injuries in South African higher education. • The repurposing of Hornberger's continua of biliteracy model as a decolonial pedagogy for a course in Linguistics. • Provisioning of written and spoken lecture materials in different varieties of isiXhosa and Afrikaans to reflect the translanguaging practices of our students. • An analysis of how this approach is helping to heal our students' accrued 'injuries of coloniality'. [ABSTRACT FROM AUTHOR]

关键词： Dialogic education   Sporting bodies   Sport pedagogy   Critical inquiry   Sport for development   Sports education  

摘要： Sports educators have long used coaching and teaching methods based on regimes of mechanical execution of movements. Without accounting for the social context in which sports education takes place, these methodologies consider exhaustive action replication the best way to master physical skills. The past decades have seen a surge in alternative pedagogies that acknowledge that sporting bodies are much more than a combination of techniques. Pedagogies such as Game Sense approach the sports teaching-learning process through a constructivist perspective in which the intellectual dimensions of games are highlighted. This paper empirically examines how dialogic pedagogies can be put to work in sports education in order for students' bodies to become creative and a central part of their own development. Using autoethnographic data drawn from the authors' international personal experiences as sports coaches, physical educators, researchers and evaluators in two sports education contexts - school sports education and sport for development (SfD) - the paper aims to reveal pedagogies that foster creative participants who can enjoy, read and write their own games. The authors conclude that while dialogic sports education is not without conflict, it enables sports educators to create spaces in which continuous dialogue can occur. These pedagogies are not simply a tool for inquiry-based educational possibilities;they are the actual dialogic education.

关键词： Dialogic teaching   Classroom talk   Dialogue  

摘要： Dialogic teaching is a pedagogical approach that capitalizes on the power of talk to further students' thinking, learning, and problem solving. The construct is often invoked when describing various pedagogies of classroom talk and is the focus of much research in the United Kingdom, the United States, Continental Europe, and elsewhere. Despite its appeal, or perhaps because of it, the idea of dialogic teaching has been variously interpreted to the point that its significance has become unclear. The purpose o f this paper is to bring conceptual clarity to the construct. We outline how Robin Alexander (2004) used the term 'dialogic teaching' in his model of dialogic pedagogy, and describe other, related conceptions of dialogic pedagogy. We then describe how the term 'dialogic teaching' is used in contemporary scholarship. Finally, we address three major points of contention surrounding dialogic teaching: the issue of discourse form and function, the role of classroom culture, and whether dialogic teaching constitutes a general pedagogical approach or a specific discourse practice. Our overall intent is to examine similarities and differences among the various approaches to dialogic teaching and locate the concept within a network of related ideas on teaching and learning through, for, and as dialogue.