Search results for: Focus groups
Page 1/2 19 items
The present case study evaluated creative thinking of RN-BSN students in the course of clinical case study and practicum. Study design used quantitative and qualitative evaluations of creative thinking of RN-BSN students by triangulation method in the course of clinical case study and practicum. The qualitative data identified three themes of creative definitions as uniqueness, transformation and applicability. Additionally, two themes regarding the gains and obstacles of learning creative thinking as problem solving and beneficence, as well as routines and working experiences were determined.
Updated: Jun. 07, 2017
Service Learning: A Promising Strategy for Connecting Future Teachers to the Lives of Diverse Children and Their Families
This paper provides a description of service learning implemented in a course entitled 'Working With Socioculturally Diverse Families' for teacher education candidates. Students participated in 30 hours of service learning in which they provided support and service to diverse mentor families and implemented family events at participating schools. Students reported learning about the dynamics of family diversity, how family resources and backgrounds influence children's school success, and how family involvement should be viewed as a continuum given the diverse priorities and resources of families.
Updated: Oct. 05, 2016
Examining the Impact of Pre-induction Social Networking on the Student Transition into Higher Education
This article discusses an empirical study of how online social networking can be utilised to support the initial student transition to university. An analysis of online activities showed some differences in the pattern of engagement between two contrasting departments, but information drawn from student questionnaires and focus groups, combined with tutor interviews, highlighted similar perceived benefits across both networks. By drawing on a wider cross-university questionnaire survey, eight factors which have been shown to be important in creating effective online social networking environments are discussed, including the need to maximize tutor involvement and provide quick responses to student queries.
Updated: Jan. 19, 2016
This study explored how the initial concerns of preservice teachers changed over the course of a 1-year secondary school teacher training program in New Zealand. It also examined those concerns as they related to teaching efficacy and experiences on practicum. The findings reveal that students develop a more differentiated set of concerns about teaching as they gain classroom experience and their concerns become more realistic with that experience. The results also indicated that teaching efficacy and teaching concerns are not identical or interchangeable but instead have a reciprocal relationship. As teaching efficacy increased, concerns about teaching decreased.
Updated: Dec. 22, 2015
The main focus of this research was to assess the impact of a mentoring scheme in facilitating integration amongst first-year international students who come from different ethnic, cultural, sociocultural and socio-economic backgrounds so that they become effective learners. The findings indicated that international students suffer from acute disorientation in their new institution. They find the new academic and social culture daunting. The author concludes that the lessons learned from it together with many of the suggestions which emerged from the focus group discussions, are included in the current mentoring scheme. The success of the mentoring scheme facilitated the transition of first-year international students, encouraged a sense of community and actually created a community amongst the international student cohort.
Updated: Nov. 01, 2015
The focus of this study is the practice of mentoring as perceived by key participants, and the backdrop is the changing training context. Particularly, this research aims to understand mentoring of student teachers as a practice-based learning process situated within the school as a workplace, and for the purposes of sustaining the working practices and staffing of that workplace. Experiences of mentoring in this specific case study of initial teacher education vary but there are common constraints and affordances. This research suggests that the wider value placed on mentoring within the workplace-orientated context of initial teacher education matters. Furthermore, the socio-cultural context within which mentoring occurs also has a significant impact, and indeed the extent to which the mentors are afforded the necessary time and mentor education to fulfil their role.
Updated: Oct. 12, 2015
“Heroic Victims”: Discursive Constructions of Preservice Early Childhood Teacher Professional Identities
This article examines the professional identities preservice early childhood teachers take up and speak into action while participating in classes focused on teaching in child care. Particular ways in which the preservice teachers talked about images of children and quality in early childhood are scrutinized for how discourses work to constitute the professional identities of preservice early childhood teachers. The findings revealed that the participants drew on a range of competing discourses available to them, through their degree, and from elsewhere to describe the work of teaching young children and teaching in child care. These competing and colliding discourses, it is argued produce an identity of preservice teachers as ‘heroic victims.’
Updated: Sep. 01, 2015
This study investigated the influence of only two factors on students’ willingness to mentor: a personality-related factor (altruism) and a contextual factor (organizational culture). The quantitative analysis shows that organizational culture and altruism significantly impact students’ willingness to mentor their peers. Peer mentoring can help students prepare their transition from high school to university, guide them through university programs, and help them prepare their transition from university to workplace. The study suggests that universities do have a role to play in promoting students’ interest in peer mentoring programs through the development of a culture of support and mutual help.
Updated: Aug. 30, 2015
Views From the Trenches: Teacher and Student Supports Needed for Full Inclusion of Students With ASD
This study seeks to determine the needs of students with autism spectrum disorder (ASD) in fully inclusive settings as well as teachers’ needs in facilitating their students’ success. The study was translational in nature by focusing on the practice and daily experiences of teachers for informing professional development. Teachers highlighted the knowledge and skills teachers need for students with ASD to fully benefit from inclusive educational placements.
Updated: Jul. 30, 2015
This article explores the pedagogical learning of South African pre-service teachers during a practicum in special schools. These placements do not only serve to promote an understanding of difference and disability. These pre-service teachers noticed aspects of pedagogy that had been less visible to them during previous practicum sessions in ‘mainstream’ schools. The authors conclude that a practicum placement in such settings has the potential to advance their pedagogical learning.
Updated: Jun. 14, 2015