The ‘Practicum-3’ preservice teachers are those who are in their 3rd year of their degree studies and have prior teaching experience. The intent of this qualitative paper is to assess the challenges experienced by the preservice teachers and the tactics used by them to manage these challenges, during their first week of teaching practice. The challenges reported herein were thematically analysed after extrapolating from the participants’ narratives and presented within the context of the Gibbs’ Reflective Cycle. Findings from this (...) study reveal that there are several factors within and outside the control of the student teacher that affect the practicum experience. Further, the preservice teacher’s preparedness and emotional disposition significantly influence discharge of the duty. In the same vein, the mentor-mentee relations contribute a lot in making or breaking the practicum experience for student teachers in the UAE. The findings recommend further explorative assessments of the situation and necessary policy corrections in the preservice teacher education. (shrink)

This paper addresses whether, how, and to what extent social studies student teachers who have been introduced to inquiry-oriented teaching (as manifest in the National Council for the Social Studies C3 Framework) in their secondary social studies methods course incorporate this approach into the planning for their practicum experience. Based on analysis of lesson plans used in the practicum and follow-up interviews with a small subset of student teachers, this paper analyzes the factors that promote or inhibit use (...) of this approach to teaching in their practicum experience. Results indicate the C3-oriented teaching approach, as taught in the methods course, did appear in the student teachers’ lesson plans. A small subset of student teachers used the framework competently while two smaller subsets were less adept in their application. The degree of application was affected by student teachers’ perceptions of their school placements and students’ needs. (shrink)

When the teachers’ training practicum was paralyzed during the COVID-19 pandemic, preservice teachers in Malaysia were required to adapt to the online practicum. This qualitative case study was conducted with 20 preservice teachers to investigate their online teaching practicum experiences. The study drew on the Engagement Theory and Disaster Management Cycle framework to further suggest teaching approaches that might be effective during a tragic situation. Data were collected from interviews and video observations, and analyzed thematically. The findings (...) contribute to the understanding of how preservice teachers learn to modify their teaching practices during the challenging context. A number of themes related to positive experience were identified: higher confidence level, improved interaction, engagement in active learning, and adapting to online syllabus. On the other hand, the negative experience revolves around the problem with Internet connection. It is hoped that the findings of this study will encourage preservice teachers to consider hybrid approaches and online teaching in the future. (shrink)

The practicum provides an opportunity for preservice teachers to apply knowledge and skills in actual classroom settings. Thus, it serves as a central component of virtually all teacher education programmes. This study focused the views of 16 preservice science teachers on their practicum experiences. Individual interviews were made to construct a picture of practicum as experienced by the preservice science teachers. Group seminar sessions, and written reflections were also utilised to confirm and support data from the interviews. (...) The findings based on data gathered indicate that preservice science teachers were not exposed to environment that reflected their expectations toward learning outcomes. It is essential to provide conditions of a quality experience to preservice science teachers during their teacher education programmes in order to prepare preservice teachers to teach science effectively. (shrink)

This paper reports on research that suggests a new view of assessment of the practicum in teacher education. By transcending the stereotypes of ?failing? student teachers who do not achieve traditional benchmarks, this new lens highlights the complexity, diversity and inequality of experiences through listening to the voices of the student teachers and their mentors. By valuing context and focusing on progress and development rather than absolute attainment, teacher educators are challenged to reflect on their own role as mentors (...) and educators through guiding principles of practicum learning. These guiding principles of practicum learning are the result of significant observation in the practicum classroom followed by critical analysis of data provided as narrative. A more humane, trusting and respectful attitude towards assessment is suggested. (shrink)

It is common in early childhood education, for student teachers to be asked to reflect on incidents or scenarios that occur while on practicum and relate their reflections to theory. This process of identification and corroboration, demonstrates the student’s familiarity with the dominant developmental narratives within which ECE is situated. The pressure on students to conform to prescribed theory and the local narratives of the practicum context can, however, make it difficult for them to question both the texts (...) they are asked to apply in their teaching, as well as the practice they are observing and seeking to engage. In Bakhtinian theory, ‘voice’ is promoted through a community of learning, and a critical engagement creating new knowledge and subsequent practice. This theme of developing a critical voice for ECE students is the subject matter of this paper, with reference to practicum experience and Bakhtin’s essay, “Epic and Novel: Towards a Methodology for the Study of the Novel.”. (shrink)

Narrative inquiry in a nursing practicum One approach to creating research‐based nursing education is to think and write narratively about the daily life of a BScN program student and her teacher in diverse settings and over time. Gail, as a nurse‐teacher, and Faith, as a nursing student and now Public Health Nurse, reconstruct their teaching–learning experiences in an integrated practicum in maternal–child health services as a narrative inquiry. After presenting this reconstruction of experience at a conference on maternal (...) scholarship, further inquiry into their experiences shows how narrative inquiry matters to construction of nursing praxis and to life‐long learning as a nurse. Teaching–learning relationships are seen as a template for a student's connections to people experiencing nursing care and to other clinicians. Construction of stories to live by that take into account becoming a nurse, constructing knowledge and enacting caring–healing nursing practices is illuminated through narrative inquiry. (shrink)

Graduate students typically serve in a wide variety of positions throughout their course of study in an academic setting. Because of the large number of roles assumed, graduate students may encounter several ethical dilemmas unique to the academic setting, particularly dilemmas regarding nonsexual multiple relationships. Although the topic of multiple relationships and psychologists has been extensively discussed in the literature, fewer articles have focused on the potential for nonsexual multiple relationships between graduate assistants, practicum students, and undergraduate students. This (...) article focuses on the unique ethical dilemmas and challenges experienced by graduate assistants completing their practica at University Counseling Centers and provides recommendations for evaluating and managing nonsexual multiple relationships with undergraduate students. (shrink)

Professions have a social obligation to ensure that their members’ professional behavior is morally appropriate. The psychology profession in most jurisdictions delegates the responsibility of ensuring that psychologists entering the profession are ethically competent to pre-practicum training programs. Educators responsible for teaching the ethics courses in these programs often base them on Rest’s (1984, 1994) theory that does not take into account a vast amount of contemporary psychological and neuroscientific research data on moral decision making. My aim with this (...) article is therefore to summarize the psychological and neuroscience research findings relevant to moral decision making and consider how educators who teach ethics courses can apply them in developing ethics courses grounded in research. (shrink)

While the genre-based approach has assumed increasing prominence in discussions of writing pedagogy for diverse classrooms, little is known about how secondary school student-teachers understand and adopt genre pedagogies in the English as a foreign language writing class. Based on the data from semi-structured interviews and teaching materials, this study examined Chinese EFL student-teachers’ knowledge and use of genre-based writing instruction during the teaching practicum and explored the challenges they encountered in enacting it. The findings demonstrated that teacher informants (...) showed some familiarity with genre pedagogies, especially in terms of scaffolding the linguistic features and semantic patterns in the focused genres. However, they were generally confused over the connection between language, content, and context, and their GBWI practice scarcely involved the explicit teaching of the linguistic and semantic choices for a specific audience and context, which gave rise to some perceived tensions in the teaching reality. Further probing has revealed the complex interplay between Chinese EFL student-teachers’ professional knowledge, perceived difficulties, and genre instructional practice in the secondary school writing class. The study concludes with practical implications for the student-teachers’ professional development of effective GBA. (shrink)

In this paper, the authors revisit the pre-service teacher practicum experience and propose that mobile technology, with its ability to provide instant communication and immediate access to resources, could minimise the “disconnect” between theory and the school classroom and improve the experience for all parties involved. However, before this project began, the wide-ranging ethical considerations surrounding the use of mobile technologies had to be addressed. This paper outlines a range of issues that should be considered whenever mobile technologies are (...) to be employed when researching in schools. (shrink)

The context of education under scrutiny in this paper is the post-experience practitioner sector, concerning students of ethics in Business Administration at both Masters and Doctoral levels. Responsible leadership is examined as a core theme in business ethics research and education. The paper proposes that responsible leaders require a virtuous mind-set, underpinned by Aristotelian thinking. Responsible leadership and romanticised models of leadership are interwoven in a critique of the technical-rational predominance in leadership and ethics research. The development of reflective practice (...) is tracked from Argyris and Schon’s reflection on and in action to reflexivity. The paper considers the essence of Aristotle’s virtue ethics in proposing an integrative framework of skill and behaviour acquisition in organisational ethical decision-making. Reflective leadership and reflexivity are examined in relation to practitioner learning and the concept of a reflexive practicum explored to provide a praxis dimension to ethics education practice. (shrink)

Recently, teacher emotions have become the focus of research in teacher education. Teacher emotions not only affect teachers themselves but also have an impact on their students. However, pre-service teachers’ emotions have been neglected. This study is based on a qualitative analysis of online emotional diaries related to emotional experience expression by 120 Chinese pre-service teachers before, during, and after teaching practice. The results in this study show three characteristics of pre-service teachers’ emotional experiences: the overall positive emotions are higher (...) than negative emotions; “caring” and “nervous” are the most typical emotions and variability in emotional experience across gender and internship schools. Then, it is surprising that pre-service teachers’ emotional trajectories are complex and dynamic, positive emotions are decreasing, and negative emotions increase as time goes by. Finally, from the perspective of emotional experience sources, organizational factors affect the emotional experience, personal factors, and background factors. (shrink)

The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the (...) context of nurse training. The analysis and interpretation of data brings to light a complex and unique unit, constructed in the space-time of a professional practice, a process during which several states succeed one another. The critical moment in action characterizes this unit; it is central to the process, mobilizing reflection in action, internal deliberation, and action-related decision. La situation professionnelle est identifiée comme interface majeure de la formation en alternance conçue ici comme une Ecole de la conjonction, une école où l’on apprend à relier, fondement d’une ingénierie de professionnalisation. La notion de situation est approfondie à partir de l’étude d’un corpus de données constitué au fil de l’expérimentation d’un modèle de formation en alternance centrée sur l’écriture et la construction de la situation professionnelle par un sujet-acteur-auteur de la situation, en interaction avec autrui, dans le contexte de la formation en soins infirmiers. L’analyse et l’interprétation des données permettent de mettre en évidence une unité singulière complexe, construite dans l’espace-temps d’une pratique professionnelle, un processus au cours duquel plusieurs états se succèdent. Le moment critique dans l’action la caractérise ; il occupe la place centrale du processus, mobilisant réflexion dans l’action, délibération intérieure et décision d’action. (shrink)

The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the (...) context of nurse training. The analysis and interpretation of data brings to light a complex and unique unit, constructed in the space-time of a professional practice, a process during which several states succeed one another. The critical moment in action characterizes this unit; it is central to the process, mobilizing reflection in action, internal deliberation, and action-related decision. La situation professionnelle est identifiée comme interface majeure de la formation en alternance conçue ici comme une Ecole de la conjonction, une école où l’on apprend à relier, fondement d’une ingénierie de professionnalisation. La notion de situation est approfondie à partir de l’étude d’un corpus de données constitué au fil de l’expérimentation d’un modèle de formation en alternance centrée sur l’écriture et la construction de la situation professionnelle par un sujet-acteur-auteur de la situation, en interaction avec autrui, dans le contexte de la formation en soins infirmiers. L’analyse et l’interprétation des données permettent de mettre en évidence une unité singulière complexe, construite dans l’espace-temps d’une pratique professionnelle, un processus au cours duquel plusieurs états se succèdent. Le moment critique dans l’action la caractérise ; il occupe la place centrale du processus, mobilisant réflexion dans l’action, délibération intérieure et décision d’action. (shrink)

Here I recount my practicum sessions with Albert, a client who struggles with anger outbursts. Since it can be hard to draw a line between a DSM and a non-DSM issue, my first inclination as a practitioner of Logic-Based Therapy (LBT)—and in line with practice boundaries and referral standards affirmed by the National Philosophical Counseling Association (NPCA)—was to refer Albert to a licensed therapist. But since Albert was already seeing a therapist, and since Albert never loses cognizance of what (...) he is doing during an outburst, I proceeded with Albert anyway. I did make it clear, however, that we would not focus directly on past traumas or substance abuse or family dynamics, but simply on his emotional reasoning in and around those times when he feels angry. Ultimately, I found (1) that damnation, can’tstipation, and perfectionism were the chief fallacies nurturing Albert’s tendency for outbursts and (2) that the uplifting philosophy of Spinoza would be especially effective at stoking self-respect, self-control, and metaphysical security (the direct antidotes to these fallacies) in someone like Albert, an informed and committed naturalist and determinist. (shrink)

This article reports the results of research into the transfer of skills during teacher training practica in Haiti. Ten students participated in semi-structured interviews, reporting on how they were able to transfer skills developed from facing challenges during their practica. In addition to describing the contribution of their practica to their professional training, the article discusses ideas for amending teacher practica supervision and to maximize the potential for reflective practice.

While the United Nations Principles of Responsible Management Education are a very positive development in the horizon of management education over the last decade, there are still many significant challenges for engaging the mind of the manager in ways that will foster the values of PRME and the UN Global Compact. Responsible management education must address three foundational challenges in business education if it is to actualize the aspirations of PRME: it must confront the cognitional myth that knowing is like (...) looking, it must move beyond mere analysis to systems thinking, and it must transition from a values-neutral stance to a values-driven stance. Using Developing Sustainable Strategies, an MBA practicum in the Sustainable Management Concentration at DePaul University’s Kellstadt Graduate School of Business as a case study, this article identifies the ways in which Pragmatic Inquiry can address these challenges. The method of Pragmatic Inquiry prepares students to become responsible managers, to develop sustainable strategies, and to be creators of shared value. Built from the philosophical foundations of American pragmatism and Bernard Lonergan’s critical realism, Pragmatic Inquiry is an effective method and pedagogy for responsible management education. (shrink)

One antidote to moral distress is stronger moral agency—that is, an enhanced ability to act to bring about change. The Clinical Ethics Residency for Nurses, an educational program developed and run in two large northeastern academic medical centers with funding from the Health Resources and Services Administration, intended to strengthen nurses’ moral agency. Drawing on Improving Competencies in Clinical Ethics Consultation: An Education Guide, by the American Society for Bioethics and Humanities, and on the goals of the nursing profession, CERN (...) sought to change attitudes, increase knowledge, and develop skills to act on one's knowledge. One of the key insights the faculty members brought to the design of this program is that knowledge of clinical ethics is not enough to develop moral agency. In addition to lecture‐style classes, CERN employed a variety of methods based in adult learning theory, such as active application of ethics knowledge to patient scenarios in classroom discussion, simulation, and the clinical practicum. Overwhelmingly, the feedback from the participants (sixty‐seven over three years of the program) indicated that CERN achieved transformative learning. (shrink)

In this contribution, we analyse the treatment of professional practice in two training sequences dedicated to the teaching of written French. Firstly, we examine the characteristics of the training devices organised with a combination of school field and training institution scheme. We then focus on interactions between trainer and trainees within two training activities aimed at sharing and reflecting on practicum. The interest of this double perspective lies in the understanding of knowledge circulation between school field and training institution (...) and how this circulation serves the development of teachers’ action. (shrink)

Ever-increasing numbers of teachers are expressing commitments to social justice education today, but few experienced critical or democratic education in their own schooling or in their teaching practicum. Thus, teachers’ critical democratic commitments can be difficult to put into practice, especially in classrooms where students with diverse and unequal positionalities are engaged in learning together – what I call “heterogeneous” classrooms. Education that is “democratic” (that includes a range of warranted perspectives) can seem to come into conflict with education (...) that is “critical” (that elevates and centers marginalized perspectives). We have little research depicting how educators meet such challenges. This paper depicts an experienced and committed social justice educator wrestling with difficult problems in the enactment of critical democratic education. Mr. Crane regularly engaged his racially and linguistically heterogeneous students in discussions of social issues, and during these discussions regularly encountered practical facilitation challenges posed by inequality among students. He wrestled with how to elevate students of color's views without spotlighting them, and how to challenge dominant perspectives without shaming the students who voiced them. Drawing on qualitative data from classroom observations and interviews, I depict Mr. Crane making sense of and mobilizing emergent instructional responses to these challenges – with, by his own reckoning, mixed results. One instructional routine, an impromptu version of a critical inquiry, was flagged by Mr. Crane as a promising method for navigating some of the trickiest problems of critical democratic education practice. This paper's findings demonstrate that enacting critical democratic education is not easy. Even experienced and committed social justice educators struggle with how to put their critical values into practice. By making visible one experienced critical democratic educator's recurring problems of practice, my research acknowledges the difficulties of this work and contributes to problem-framing. Furthermore, by deconstructing a promising routine for impromptu critical inquiry during classroom discussions of social issues, this research contributes a model of effective critical democratic education in practice. (shrink)

ABSTRACT The emergence of the coronavirus disease 2019 pandemic has wide-ranging implications for the field of professional psychology. As clinical practice has rapidly adapted to ensure continuity of care, doctoral students have encountered unique opportunities for ethics-related competency development across practicum training settings. This article discusses the relevant American Psychological Association Ethics Code standards and additional ethical considerations facing trainees as they navigate their foundational clinical experiences and develop as professional psychologists in light of a pandemic.

Upon entering the examination room, Caitlyn encounters a woman sitting alone and in distress. Caitlyn introduces herself as the hospital ethicist and tells the woman, Mrs. Dennis, that her aim is to help her reach a decision about whether to perform an autopsy on her recently deceased husband. Mrs. Dennis begins the encounter by telling the ethicist that she has to decide quickly, but that she is very torn about what to do. Mrs. Dennis adds, “My sons disagree about the (...) autopsy.” As a standardized patient, a specialized actor, the woman playing Mrs. Dennis has already delivered the same opening lines several times to different learners practicing their clinical ethics consultation skills. An SP encounter is a simulated patient encounter used for educational purposes that requires the standardization of verbal and behavioral responses. In the encounter, the simulator, or “patient,” uses a scripted medical history to enable the learner to employ a certain skill, say, the ability to perform a neurological exam. The use of standardized patients in the evaluation of clinical skills has become a staple in medical education. To tackle the challenge of teaching clinical ethics consultation skills, we have incorporated SP encounters into the curriculum of the Bioethics Program of The Union Graduate College and the Icahn School of Medicine at Mount Sinai. SP encounters are incorporated into one of our onsite classes, the Onsite Clinical Ethics Practicum, and they are part of the capstone examination, which all of our graduates must complete successfully. The inclusion of simulated encounters into the curriculum is one way in which we equip our students with the core competencies specified by the American Society for Bioethics and Humanities Task Force for clinical ethicists. (shrink)

This article explores a training need common to every stage of a teacher’s career : the need to be accompanied. It takes an integrative perspective on the process of the situated learning of teaching, throughout the career, from the pre-service practicums to the period of entrance in the profession then to the in-service training. Providing a reflexive accompaniment of the teachers’ practical experiences is here presented as a central factor for linking the training and the work environments. The first part (...) of the article exposes our conception of a reflexive accompaniment and justifies its importance for the evolution of the teaching practices. Then, we describe how we were convinced of that importance through our role as directors of two teacher training devices, one in Switzerland, one in Quebec. Finally, the third part of the article is devoted to the training of the persons that practice such an accompaniment. (shrink)

The purpose of this study was to extend the previous research on ethics in retailing. Prior research of Dornoff and Tankersley, Gifford and Norris, Norris and Gifford, and Burns and Rayman examined the ethics orientation of retail sales persons, sales managers, and business school students. These studies found the college students less ethically-oriented than retail sales people and retail managers. The present study attempts to extend the research on ethics formation to a geographically and academically diverse sample, and to determine (...) if retail management experience in the form of a professional practicum or internship, or entry level management training programs, such as experienced by recent graduates, are critical factors in the formation of business ethics. The sample consisted of thirty-three students majoring in Human Ecology with a concentration in Retail Merchandising and 51 recent graduates of the retail Merchandising program. The series of fourteen vignettes developed by Dornoff and Tankersley was used. An acknowledged limitation of this study is the validity of the questionnaire developed by Dornoff and Tankersley due to the method of development and new laws concerning warranties and credit etc. which have occurred since 1976. The instrument was used, however, to maintain consistency with earlier studies for the purpose of comparison of groups. No significant differences were found in the students' perceptions of the fourteen actions presented in the vignettes, but the range of the responses in the post-internship tests increased in many cases. The alumni appeared to be slightly more ethical than the students but not as ethical as the managers surveyed in 1986 by Norris and Gifford. Indications are that the critical point of ethics formation may be at the mid-management level and that internships and management training programs have little effect on the ethical perceptions of participants. These findings are consistent with studies such as Gable and Topol, and Jordan and Davis which showed high Machiavellian scores among young retailing executives, often buyers, as opposed to upper level retailing management. Scales with measure Machiavellianism, or manipulativeness, have been used as an alternative method of examining business ethics. (shrink)

The consequences of a trend to marginalize social studies in the early grades are complex and widespread, as a new wave of novice teachers and K-6 students are receiving a message clearly implying that social studies education is unimportant. Convincing them of the value in teaching and learning social studies is progressively becoming more difficult for social studies methods instructors. The purpose of this study was to examine pre-service teachers’ observations of the extent to which social studies is being marginalized, (...) possible barriers involved, and the impact that this phenomenon has on pre-service teachers and K-6 students in the classroom. Through a mixed-method design, 88 pre-service teachers were asked to report their classroom observations. Over half observed social studies instruction. Of those who observed social studies instruction, about a third indicated that teachers taught 5–15 min per day. Pre-service teachers reported personal success in planning and teaching social studies lessons during their practicum experiences; likewise, K-6 students were motivated by pre-service teachers’ student-centered activities in the lessons. The results of this study provide one form of current documentation regarding the effects of social studies marginalization in K-6 schools. (shrink)

In teacher education, students have to link theoretical knowledge from educational studies or other academic fields with classroom experiences in formal settings such as triadic mentoring conversations. Students make this link through verbal activities, which are the heart of our analysis. Students produce complex discourses in which they position themselves, refer to multiple types of knowledge, describe and analyse their practicum. Considering that discourse analysis enlightens professional development processes, we study what prospective teachers (PTs) learn in a specific moment (...) of formal mentoring conversations that is a presentation of problematic issues. We compare the evolution of these presentations for two PTs. Through an utterer centred approach, we focus on three key elements: positioning adopted by PTs regarding the content of their sayings and their discussion partners; the way they integrate the theoretical concepts in their discourse; and the way they put in words working experiences and specific internship events. These elements enlighten the process of self-building and building of professional knowledge. Our results point out that in these « in between » settings, preservice teachers produce two kinds of discourse: academic and professional. (shrink)

XIAO LD, KELTON M and PATERSON J. Nursing Inquiry 2012; 19: 322–333 Critical action research applied in clinical placement development in aged care facilitiesThe aim of this study was to develop quality clinical placements in residential aged care facilities for undergraduate nursing students undertaking their nursing practicum topics. The proportion of people aged over 65 years is expected to increase steadily from 13% in 2006 to 26% of the total population in Australia in 2051. However, when demand is increasing (...) for a nursing workforce competent in the care of older people, studies have shown that nursing students generally lack interest in working with older people. The lack of exposure of nursing students to quality clinical placements is one of the key factors contributing to this situation. Critical action research built on a partnership between an Australian university and five aged care organisations was utilised. A theoretical framework informed by Habermas’ communicative action theory was utilised to guide the action research. Multiple research activities were used to support collaborative critical reflection and inform actions throughout the action research. Clinical placements in eight residential aged care facilities were developed to support 179 nursing students across three year‐levels to complete their practicum topics. Findings were presented in three categories described as structures developed to govern clinical placement, learning and teaching in residential aged care facilities. (shrink)

Este artículo muestra los resultados de un estudio de caso centrado en la puesta en marcha de un programa didáctico en un centro de primaria. El programa constó de dos actuaciones didácticas distintas en dos períodos de prácticum de magisterio. La primera se realizó con 2 grupos de 6º durante 5 sesiones y la segunda con 2 grupos de 5º durante 4 sesiones. Participaron 53 estudiantes. El tema escogido fue la Guerra Civil. Se combinaron conocimientos y emociones. De las observaciones (...) de la docente en prácticas, así como del análisis temático realizado sobre las intervenciones y producciones del alumnado, se evidencia cómo la simbiosis entre una educación patrimonial crítica, asentada sobre la memoria como forma de entender el paisaje, y la realización de salidas contextualizadas al entorno, refuerzan en el alumnado destrezas cívico-sociales. (shrink)

We present a graduate science ethics course that connects cases from the historical record to present realities and practices in the areas of social responsibility, authorship, and human/animal experimentation. This content is delivered with mixed methods, including films, debates, blogging, and practicum; even the instructional team is mixed, including a historian of science and a research scientist. What really unites all of the course’s components is the experiential aspect: from acting in historical debates to participating in the current scientific (...) enterprise. The course aims to change the students’ culture into one deeply devoted to the science ethics cause. To measure the sought after cultural change, we developed and validated a relevant questionnaire. Results of this questionnaire from students who took the course, demonstrate that the course had the intended effect on them. Furthermore, results of this questionnaire from controls indicate the need for cultural change in that cohort. All these quantitative results are reinforced by qualitative outcomes. (shrink)

Counselor educators can utilize the ideas of philosopher Michel Foucault in preparing preservice school counselors for their work with K?12 students in public schools. The Foucaultian ideas of governmentality, technologies of domination, received truths, power/knowledge, discontinuity, and archaeology can contribute to students' understanding of the hidden power relations in the assumptions and techniques of counseling. Because most students enter counseling programs without a background in Foucault, it falls to counselor educators to incorporate his ideas into the curriculum. This article describes (...) areas in which Foucaultian ideas can be introduced into the counseling curriculum, in particular, in the practicum courses. (shrink)

Résumé : L’article propose une démarche méthodologique permettant d’identifier la réflexion professionnelle chez des stagiaires en formation à l’enseignement. En effet, la capacité d’analyser sa pratique de façon réflexive est une composante d’une compétence professionnelle à développer selon le Ministère de l’Éducation du Québec. Une certaine forme de réflexion chez les étudiants est donc à acquérir et, du point de vue des tuteurs de stage, à faire acquérir. Quels sont les critères implicites que les enseignants associés des écoles ou les (...) superviseurs universitaires identifient afin d’évaluer la présence ainsi que la qualité de la compétence réflexive chez le stagiaire ? L’étude identifie une dizaine de points de repère afin de favoriser chez les tuteurs de stage l’évaluation de la compétence réflexive de leurs stagiaires. L’article valide ces critères à partir d’un extrait de discours de stagiaire, puis confronte cet extrait à une autre approche, consistant à détecter des reconceptualisations chez les stagiaires pour dépister de la réflexion. Une certaine cohérence s’établit avec les critères empiriques d’identification de la réflexion identifiés par induction chez les tuteurs de stage. S’ensuit une discussion sur ces critères en lien avec les approches méthodologiques adoptées. La recherche utilise un devis qualitatif et s’appuie sur des entretiens semi-structurés. Abstract : This article proposes a methodological process aimed at identifying professional reflection among student teachers in teacher education. The ability to analyze one’s practice reflectively is a component of one of the professional competencies that must be developed according to Quebec’s Ministry of Education. A certain form of reflection must therefore be acquired by students, and, from the standpoint of practicum supervisors, it must be developed in students. What are the implicit criteria that mentor teachers in schools or university-based supervisors identify in order to assess the presence and quality of student teachers' reflective competence? This study identifies a dozen guideposts to assist supervisors in this direction. The article first validates these criteria based on an excerpt of a student teachers’ statements, then submits the same excerpt to another approach aimed at detecting the student teacher’s reconceptualizations with a view to pinpointing reflection. A certain degree of coherence is established with the empirical criteria for identifying reflection as identified inductively by practicum supervisors. A discussion follows on these same criteria in line with the methodological approaches adopted. This research is based on a qualitative study. (shrink)

In this article, I communicate and explain what it means for me to have an educational entrepreneurial approach to teaching and research. The communication of what I value requires that I move beyond text-based accounts to include multimedia forms of representation. This explanation includes a responsibility for students and acknowledging my values of passion and care, safety, creativity and excellence within my practice. The paper presents how students on the Masters in Education and Training Management programme are prepared for the (...) dissertation practicum journey. The students who complete this form of dissertation are required to present their work at a platform presentation that involves the demonstration of scholarly work using different forms of media. (shrink)

This study examines personal and emotional metaphors of prospective economics teachers about the roles they themselves as teachers and their pupils would play by analysing their drawings and responses to open questions. This is a longitudinal study that analyses the evolution of future instructors using two periods: before and after their teaching practicum. Metaphors are categorised into four classes: behaviourist/transmissive, cognitivist/constructivist, situative/socio-historical, and self-referential. The categories for emotions are primary or social and positive, negative, or neutral. The results show (...) that the highest percentage of metaphors for the teacher’s role in both questionnaires were cognitivist/constructivist. Comparison of the findings before and after the teaching practicum revealed no changes in most of the participants’ metaphors and associated models. The analysis also reveals that among those who change, the tendency is to evolve towards more pupil-centred metaphors and associated models. The most common pupil metaphors are behaviourist and cognitivist, increasing after the practicum. Finally, most of the emotions expressed are positive and social, also increasing after the practicum. (shrink)

Professors of media ethics are open in a unique position to help a plaint i f i n a libel trial, and under certain circumstances they may even have a moral duty to do so. But the decision to testifyfor a plaintlfcomes with certain problems built i n for professors who depend on local media outlets for student practicum experiences and employment ofgraduates. In the end, professors who decide to testify both for and against the media depending on the (...) facts of the case are involved in a teaching process that is a natural extension of what they do in the classroom. (shrink)

Editor's introduction to the Bulletin for the Study of Religion 44.4 (2015): -/- Specifically, this introduction presents a panel of appears responding to Caroline Schaffalitzky de Muckadell's JAAR article on essentialist definitions of religion, an Open Letter to the AAR from Kat Daley-Bailey (and comments on the problems facing adjunct faculty with regard to the AAR annual meeting), a standalone article by Joseph Laycock on the Irving, Texas controversy Ahmed Ahmed Mohamed’s homemade clock (taken as a bomb threat), an interview (...) with the editors of the Practicum blog, and finally an Editor's Corner announcement with comment on a new subscription arrangement with NAASR. (shrink)

This article is an account of the teaching and practice of a course on Christian spirituality and ministry at Trinity Theological College in Singapore. It introduces the design of the course, discuss its theological foundations and practicums, and explains how it is delivered and assessed. The course adopts a historical-theological approach to the introduction of Christian spirituality and traces its development from the early church until the Protestant and Catholic Reformations. It introduces spiritual exercises from each epoch of the Christian (...) tradition and engages the student in their practice through week-long practicums. An important feature lies in the immediacy of feedback given to the student after they submit a reflection on their practicums. The course has been taught as a three-credit hour, sixteen-week semester-long course each academic year for the past three years. The students come from a broad range of nationalities and cultural contexts, as well as from different stages of life and denominational backgrounds. The course contributes to an overall emphasis on Christian spiritual formation at the college. (shrink)

Nursing students face various ethical issues, which may cause stress, that require coping strategies. This study investigated the thoughts and feelings underlying the coping behaviors adopted by nursing students when addressing ethical issues. Semi-structured interviews were conducted from September to October 2011 with 11 students enrolled at University A who had completed basic nursing and specialty practicums and consented to participate in the study. Data were analyzed using qualitative methods. The participant narratives about ethical issues encountered during clinical practicums were (...) organized into four themes and 20 scenarios. The ethical issues concerned the attitudes and conduct of nurses, doctors, physical therapists, and other medical professionals. Seven coping behaviors were identified. The results revealed that nursing students waver between valuing their relationships with nurses and their relationships with patients when they encounter an ethical issue. When their relationships with nurses were emphasized, their ethical values were restructured. These findings suggest the need to address the affective domain early on in lectures and in-class practice, and to create an environment in which students taking practicums can easily express their feelings and internal value system changes. (shrink)

The purpose of this study was to extend the previous research on ethics in retailing. Prior research of Dornoff and Tankersley (1985–1976), Gifford and Norris (1987), Norris and Gifford (1988), and Burns and Rayman (1989) examined the ethics orientation of retail sales persons, sales managers, and business school students. These studies found the college students less ethically-oriented than retail sales people and retail managers. The present study attempts to extend the research on ethics formation to a geographically and academically diverse (...) sample, and to determine if retail management experience in the form of a professional practicum or internship, or entry level management training programs, such as experienced by recent graduates, are critical factors in the formation of business ethics. The sample consisted of thirty-three students majoring in Human Ecology with a concentration in Retail Merchandising and 51 recent graduates of the retail Merchandising program. The series of fourteen vignettes developed by Dornoff and Tankersley (1975–1976) was used. An acknowledged limitation of this study is the validity of the questionnaire developed by Dornoff and Tankersley due to the method of development and new laws concerning warranties and credit etc. which have occurred since 1976. The instrument was used, however, to maintain consistency with earlier studies for the purpose of comparison of groups. No significant differences were found in the students' perceptions of the fourteen actions presented in the vignettes, but the range of the responses in the post-internship tests increased in many cases. The alumni appeared to be slightly more ethical than the students but not as ethical as the managers surveyed in 1986 by Norris and Gifford. Indications are that the critical point of ethics formation may be at the mid-management level and that internships and management training programs have little effect on the ethical perceptions of participants. These findings are consistent with studies such as Gable and Topol (1988), and Jordan and Davis (1990) which showed high Machiavellian scores among young retailing executives, often buyers, as opposed to upper level retailing management. Scales with measure Machiavellianism, or manipulativeness, have been used as an alternative method of examining business ethics. (shrink)

The ‘music appreciation as contemplation’ paradigm of traditional aesthetics and music education assumes that music exists to be contemplated for itself. The resulting distantiation of music and music education from life creates a legitimation crisis for music education. Failing to make a noteworthy musical difference for society, a politics of advocacy attempts to justify music education. Praxial theories of music, instead, see music as pragmatically social in origin, meaning, and value. A praxial approach to music education stresses that appreciation is (...) seen in use; thus, it seeks to ‘make a difference’ that students and society find musically noteworthy. (shrink)

RESUMEN:Este artículo presenta el pensamiento de Michel Montaigne como camino para interpretar aspectos de la formación docente contemporánea. En primer lugar se caracterizan las nociones de ensayo y de experiencia; se analizan las relaciones entre ellas; y se las discute como ejes de una propuesta formativa basada en una exploración seria de la propia vida. Luego, se presentan dos desafíos identificados por Russell : por una parte, si bien han pasado 12 años escolarizados, al momento de comenzar con sus prácticas (...) profesionales los alumnos de carreras de pedagogía tienen dificultades en explicar de qué se trata enseñar. Por otro lado, los profesores que dictan cursos de pedagogía suelen no ser los mismos que acompañan a los alumnos en sus primeras experiencias docentes. Esto tendería a crear una ruptura entre la educación que se recibe como alumno y la que se imparte como docente de práctica profesional. El artículo concluye proponiendo la posibilidad de implementar un ensayo de posición pedagógica. Éste constituiría una estrategia formativa por sí misma que permitiría, tanto a profesores experimentados como a novicios, visibilizar, articular y discutir los argumentos fundamentales desde los cuales orientan su tarea cotidiana como educadores. ABSTRACT:This paper presents Michel Montaigne´s thought as a way of interpreting some aspects of contemporary teacher education. First, it characterizes the notions of experiment and experience, analyzes their relationship, and discusses them as guidelines for an educational project based on the serious consideration of personal life. From this point of view, the paper continues presents two challenges identified by Russell. First, the claim that when beginning their training, education students have difficulty in articulating what teaching is about. Second, the assertion that university course professors are usually not the same people that guide students through their practicum. The paper concludes by proposing the possibility of a pedagogical position experiment. This would be an educational experience as such, that would allow both experienced and novice teachers to manifest, discuss, and articulate the basic assumptions by which they guide their daily work. (shrink)

Résumé : Le stage d’enseignement est fréquemment considéré comme une période particulièrement propice au développement de la pratique réflexive. Souhaitant contribuer à cette réflexion, l’objectif de cet article vise à mieux comprendre la variation de la pratique réflexive des enseignants-stagiaires suivant les contextes académique et pratique. Pour ce faire, nous présentons une recherche qualitative, dont l’analyse thématique d’entrevues nous a permis de relever des variations contextuelles de la pratique réflexive à trois niveaux distincts : la motivation et la finalité ; (...) les acteurs soutenant la pratique réflexive ; enfin, les modalités d’interaction entre les acteurs. Abstract : Teaching practicum is usually considered as pivotal in the development of reflective practice. This article seeks to contribute to this reflexion in aiming to better understand how reflective practice varies between academic and practical contexts. In order to reach this objective, we proceeded to individual and group interviews with three groups of preservice teachers during their practicum. The content analysis that emerged shows that reflective practice varies at three different levels between academic and practical contexts: motivation and purpose; actors supporting reflective practice during practicum; interaction between actors. (shrink)