Constructivist Orientation Research Articles

Investigating Factors that Predict Japanese Science Teachers’ Job Satisfaction: Evidence from TIMSS 2019

Trends in International Mathematics and Science Study (TIMSS) 2019 data revealed that Grade 8 science teachers in several Asian countries (Chinese Taipei, Hong Kong SAR, Japan, and South Korea) reported lower job satisfaction levels than the international average. For example, while Japanese Grade 8 students ranked among the highest in science achievement on the TIMSS 2019, their science teachers reported the lowest job satisfaction composite scale score compared to the other 63 participating countries. Using teacher questionnaire data from TIMSS 2019, we utilized correlation analysis and multiple linear regression to uncover the answers to this research question: Which factors contribute to Japanese Grade 8 science teachers’ job satisfaction? The results from the analysis indicate that working in a safe and orderly school environment was the strongest predictor of Japanese Grade 8 science teacher job satisfaction. The number of working hours, amount of perceived pressure exerted by their students’ parents, participation in professional development focused on science curriculum, and adopting a constructivist orientation to science teaching were the other significant factors that predicted job satisfaction. Findings from this study have implications for Japanese educational policy stakeholders, school administrators, mentor teachers, science department leadership, and those invested in science teachers’ professional development.

Perinatal continuity of care for mothers with depressive symptoms: perspectives of mothers and clinicians.

Mothers with mild to moderate depression in pregnancy are at risk of developing postpartum depression. Midwife-led continuity of care may support maternal mental health throughout the perinatal period. Research is needed to better understand how continuity of care may support mothers experiencing depression in pregnancy. This study aimed to investigate the perspectives of mothers with mild to moderate depression and clinicians regarding continuity of care in the perinatal period. Fourteen mothers and clinicians participated in individual interviews or a focus group. Analysis was conducted using inductive reflexive thematic analysis with a constructivist orientation. From the perspectives of mothers and clinicians, continuity of care during the antenatal period benefitted mothers' mental health by providing connection and rapport, information about pregnancy and referral options, and reassurance about whether pregnancy symptoms were normal. The experience of seeing multiple clinicians was noted by mothers to increase distress while participants discussed the value of extending continuity of care into the postpartum period, including having someone familiar checking in on them. The importance of having a second opinion and not always relying on a single provider during pregnancy was highlighted by some mothers and clinicians. Mothers also described how multiple modes of communication with a midwife can be helpful, including the ease and accessibility of text or email. Mothers and clinicians perceived benefits of continuity of care for maternal mental health. Offering midwife-led continuity of care to mothers with mild to moderate depression during the perinatal period is recommended.

Physicians' lifelong learning journeys: A narrative analysis of continuing professional development struggles.

Despite tenacious efforts of continuing professional development (CPD) developers and educators, physician engagement in CPD is fraught with challenges. Research suggests that these educational interventions and the maintenance of professional competence systems that mandate them are often seen as impractical, decontextualized and check-box activities by participants. This study explores physicians' learning post graduate medical education (GME) training across their CPD journey to understand how they (a) conceive of themselves as learners and (b) engage in lifelong learning across the course of their professional careers. Using narrative inquiry and holistic narrative analysis situated within a social constructivist orientation, we carried out individual interviews with physicians from across a large children's hospital network including academic hospitals, community hospitals and primary care practices. Timelines and story arcs were used to support the narrative analysis's re-storying. Twelve physicians from six different sub-specialties were interviewed. We identified three noteworthy challenges as particularly salient across participants' re-storied narratives: (i) train-on-a-track to treading water, (ii) learning takes a backseat, and (iii) learning through foraging or hunting and gathering. Participants described significant change when transitioning from GME to CPD learning. While participants identified as learners, they described the disorienting impact of losing GME's formal supports and structures. They articulated that patient care trumped learning as their top priority. They lamented having limited insight into their learning needs (e.g. little feedback data) and so resorted to engaging in CPD activities that were readily at hand-but not necessarily relevant-and to finding learning resources that might not be formally recognised for CPD credit. Physicians' learning journeys post-GME are challenging, and the systems created to support that learning are ill equipped to meet the needs of physicians transitioning from GME to CPD. To encourage meaningful learning, the complex interplay of factors impeding CPD engagement should inform future innovations.

Drivers of Well-Being and Burnout in Anesthesiology Residents.

With more than 50% of anesthesiology residents reporting burnout, many residency programs have begun creating wellness programs to address burnout and promote well-being. However, to date, many wellness initiatives have focused on individual strategies rather than systems approaches to improve the learning environment. Individual-focused interventions in the absence of systematic efforts can lead to resentment, resistance, and worsening burnout and precipitate a loss of trust in leadership and the organization. Here, we describe a process to engage anesthesiology residents, who are key stakeholders, by exploring their perspectives on burnout and well-being to better inform systematic interventions to improve the clinical work and learning environments. We conducted semistructured interviews with second- and third-year clinical anesthesia residents at the University of California, San Francisco, using the areas of worklife model as sensitizing concepts. We conducted a thematic analysis on transcribed interviews grounded in constructivist orientation. We identified the following 3 major categories of themes based on interviews with 10 residents: (1) definition of well-being, (2) challenges to well-being, and (3) strategies for coping with challenges and burnout. Challenges described by anesthesiology residents align with the areas of the worklife model, with the coronavirus disease 2019 pandemic precipitating additional threats in the domains of workload and community. Anesthesiology residents' definition of well-being includes both individual (resilience) and systemic (meaning in work, job autonomy, and control) factors, reaffirming that positive work and learning environments are critical to professional well-being.

The impact of mandated collaboration in the workplace: a case study of Ethiopian primary school teachers

This qualitative case study explores how implementing mandated collaboration in the workplace impacts teachers’ professional practices based on the experience of primary school teachers in Ethiopia. The study adopted a constructivist orientation, which prompted the use of qualitative methods of inquiry, and data were collected through eighteen one-to-one interviews and three focus group discussions (FGDs). The findings indicated that implementing mandated teacher collaboration might be helpful in the early stages of teacher collaboration as a starter from which a voluntary and authentic collaborative culture emerges, yet it is not necessarily a good thing once collaborative practices are well initiated. That means, despite its potential for fostering teacher professional learning, mandated collaboration can be a threat to the professional autonomy of teachers; it can also intensify conflict, nurture groupthink, and promote social loafing among teachers.

Followership in interprofessional healthcare teams: a state-of-the-art narrative review

ObjectiveA state-of-the-art (SotA) literature review—a type of narrative review— was conducted to answer: What historical developments led to current conceptualisations of followership in interprofessional healthcare teams (IHTs)?DesignWorking from a constructivist...

Child-Centered Approach through Slow Education Principles: A View to Child Personality Development in Early Childhood

We are preoccupied with early childhood education policies at the international level in general, but in particular with early childhood education in Romania. Therefore, the research direction of our study focuses on how early education teachers can integrate the principles of slow education into the development of child-centered competence. The formation and development of the child’s early ontogeny personality occur at the natural pace of development and learning rather than in an accelerated manner. While preparing for the research, we reviewed relevant articles circumscribed to the same topic: slow, child-centered education, deep learning, constructivism, and the enthusiasm of children and teachers. Most of them conclude that the use of child-centered competence in early childhood significantly contributes to slow education principles and characteristics. At the same time, the research aims to provide quantitatively and qualitatively validated arguments for verifying the incidence of child-centered competence from the perspective of sustainable education, in connection with the constructivist orientation of the teachers. Our research included a group of 376 teachers selected from early childhood education institutions in the North-West of Romania, all of them with initial preparation in the field. Using the focus group method, we identified differences in the perception of the two paradigms (child-centeredness and slow pedagogy), the link between these two, and the connection with the constructivist orientation. At the same time, we intended to identify the degree of continuous professional development training according to these paradigms that are not studied and practiced together in early education in Romania, because only the child-centeredness principle is mentioned in the initial teacher training. Therefore, in-service training activities were conducted and they were focused on facilitating and raising awareness of the value of using child-centered competence and the principles of slow education among training participants. At the end of the program, through the quantitative method—the survey—we concluded that the activities included in the training program led to a significant increase in the teachers’ capacity to appreciate the natural pace of development and learning of children to such an extent that the participants themselves adopted the promotion of sustainable slow education in a dynamic society. The methods used helped us deduce that all teachers with a constructivist orientation improved their child-centered competence, and teachers who gave children the freedom to choose activities from the proposed educational offers, according to their needs, interests, and potential, identified the development of the ability to consider children’s natural pace of development and learning as a result of the training. In conclusion, our research complements the literature, proposing a new and useful perspective to approach early childhood education practices by respecting the child’s natural pace of development and learning, which provides a suitable context for promoting international sustainable educational policies. We encourage teachers around the world to reflect on an important issue in the holistic development of the child—if faster means better—in the race to performance.

Identifying Value Factors in Institutional Leaders’ Perspectives on Investing in Health Professions Educators

Investing in educators, educational innovation, and scholarship is essential for excellence in health professions education and health care. Funds for education innovations and educator development remain at significant risk because they virtually never generate offsetting revenue. A broader shared framework is needed to determine the value of such investments. To explore the value factors using the value measurement methodology domains (individual, financial, operational, social or societal, strategic or political) that health professions leaders placed on educator investment programs, including intramural grants and endowed chairs. This qualitative study used semi-structured interviews with participants from an urban academic health professions institution and its affiliated systems that were conducted between June and September 2019 and were audio recorded and transcribed. Thematic analysis was used to identify themes with a constructivist orientation. Participants included 31 leaders at multiple levels of the organization (eg, deans, department chairs, and health system leaders) and with a range of experience. Individuals who did not respond initially were followed up with until a sufficient representation of leader roles was achieved. Outcomes include value factors defined by the leaders for educator investment programs across the 5 value measurement methodology domains: individual, financial, operational, social or societal, and strategic or political. This study included 29 leaders (5 [17%] campus or university leaders; 3 [10%] health systems leaders; 6 [21%] health professions school leaders; 15 [52%] department leaders). They identified value factors across the 5 value measurement methods domains. Individual factors emphasized the impact on faculty career, stature, and personal and professional development. Financial factors included tangible support, the ability to attract additional resources, and the importance of these investments as a monetary input rather than output. Operational factors identified educational programs and faculty recruitment or retention. Social and societal factors showcased scholarship and dissemination benefits to the external community beyond the organization and to the internal community of faculty, learners, and patients. Strategic and political factors highlighted impact on culture and symbolism, innovation, and organizational success. These findings suggest that health sciences and health system leaders find value in funding educator investment programs in multiple domains beyond direct financial return on investment. These value factors can inform program design and evaluation, effective feedback to leaders, and advocacy for future investments. This approach can be used by other institutions to identify context-specific value factors.

“The Weight of the Pager on My Hip”: Lightening the Load of Empathy on Critical Care Physicians by Understanding its Limitations, A Qualitative Study

Introduction: Empathy improves patient outcomes and increases perception of physician competence. However, empathy may contribute to biased decision-making and provider burnout. To help providers harness the benefits of empathy without the pitfalls, comprehensive knowledge about the practice of empathy is needed – particularly in high-stress contexts, such as in critical care. This qualitative study explores how critical care physicians experience empathy in intensive care units and how this might inform the medical education of critical care physicians throughout their training. Methods: Working from a constructivist orientation, we engaged in thematic analysis of semi-structured interviews with critical care physicians. We asked participants to describe their personal experiences of empathy including how they handled events requiring empathy, managed empathic distress, and reframed their understanding of empathy over time. Data analysis followed the six steps of thematic analysis and used Hoffman’s Theory of Empathy to further inform our understanding of the data. Results: We identified limitations of empathy in the intensivist experience, which were consistent with Hoffman’s theory of empathy. This theory describes arousal, habituation, and bias which were prevalent in the data. Further, intensivists altered their behavior due to these limitations and to manage empathic distress. Additionally, burnout as a consequence of empathy was identified, though interviewees discussed prevention methods and the development of resilience. Discussion: Empathy and empathic distress among intensivists have been understudied in the literature thus far. Our study reveals that critical care physicians acutely experience limitations of empathy to include over-arousal, habituation, and bias—all of which impact interactions with patients, physician stress, and physician burnout. The knowledge that fully trained intensivists struggle with the limitations of empathy has implications to all stages of physician education from medical student through continuing medical education for attendings since all must learn and practice the empathic skills required to optimize patient care and maintain their own wellness.

Health Professionals' Experience with the First Implementation of the Organizational Health Literacy Self-Assessment Tool for Primary Care (OHL Self-AsseT)-A Qualitative Reflexive Thematic Analysis.

Organizational health literacy (OHL) is crucial for public health, in turn health care organizations play vital roles in improving populations' health literacy. Therefore, the aim of this qualitative study was to explore how the organizational health literacy self-assessment tool (OHL Self-AsseT) was implemented, used, and understood by primary care teams from a network of general practices and a Home Care Service Organization in Zurich, Switzerland. Reflexive thematic analysis with a constructivist orientation was used to analyze data from 19 interviews pre- and post-OHL Self-AsseT use. Normalization Process Theory supported structuring of inductively developed themes. Findings show that the participants experienced working with the OHL Self-AsseT meaningful, as it helped with "Addressing OHL construction sites" so that they could "build momentum for change". The experience of "Succeeding together in construction" led to a "feeling of team-efficacy during change". Practical use of the tool and/or discussions about OHL led to a growing conceptual understanding, which was described as "Using a construction plan-making sense of ongoing OHL activities". To conclude, the OHL Self-AsseT encouraged teams to initiate change, led to greater team-efficacy and supported the construction of OHL. Improved implementation strategies will support this intervention's scale-up as a base for effectiveness testing.

Georg Simmel Goes Virtual: From ‘Philosophy of Landscape’ to the Possibilities of Virtual Reality in Landscape Research

With his text “Philosophy of Landscape” (German original: “Philosophie der Landschaft”), the German sociologist and philosopher Georg Simmel laid a foundation for landscape research that is still significant today. In the text, he equates the creation and perception of landscape with the creation of a painting. In doing so, he provided an essential foundation for landscape research with a constructivist orientation. In order to be able to grasp the differentiated nature of landscape analytically and to apply it to Simmel’s understanding of landscape, we resort to the approach of the three landscapes, which was developed from Karl Popper’s theory of the three worlds. The pictorial metaphor of Simmel’s understanding of landscapes, however, had the effect of limiting landscape to the visual, and often to what he described as ‘natural’. It did not address the power-bound nature of landscape. These aspects, however, are of great importance in current discussions about landscape. Aspects of power, multisensuality, and the incorporation of non-natural elements gain additional currency through the creation of augmented and virtual landscapes. This concerns, on the one hand, the creation of these landscapes, on the other hand, their individual internal consciousness, as well as their social construction. These show, not least, the contingency of landscape construction. They offer possibilities for the investigation of landscape stereotypes, and how innovations can be fed into the social construction of landscape to engage other senses beyond the sense of sight. The aim of our paper is to use conceptual critique to reflect on the conceptual development of social and cultural studies in landscape research since Simmel and to present its potential for framing research on AR and VR landscapes.

Connecting Biochemistry Knowledge to Patient Care in the Clinical Workplace: Senior Medical Students’ Perceptions about Facilitators and Barriers

Phenomenon : Medical students have difficulties applying knowledge about biomedical mechanisms learned before clerkships to patient care activities. Many studies frame this challenge as a problem of basic science knowledge transfer predominantly influenced by students’ individual cognitive processes. Social cognitive theory would support extending this framing to the interplay between the individual’s cognition, the environment, and their behaviors. This study investigates senior medical students’ experiences of biochemistry knowledge use during workplace learning and examines how their experiences were influenced by interactions with people and other elements of the clinical learning environment. Approach : The authors used a qualitative approach with a constructivist orientation. From September to November 2020 they conducted semi-structured interviews with 11 fourth-year medical students at one institution who had completed the pre-clerkship curriculum, core clinical clerkships, and the United States Medical Licensing Exam Step 1. The authors identified themes using thematic analysis. Findings : Participants reported that they infrequently used or connected to biochemistry knowledge in workplace patient care activities, yet all had examples of such connections that they found valuable to learning. Most participants felt the responsibility for making connections between biochemistry knowledge and activities in the clinical workplace should be shared between themselves and supervisors, but connections were often recognized and acted on only by the student. Connections that participants described prompted their effort to retrieve knowledge or fill a perceived learning gap. Participants identified multiple barriers and facilitators to connecting, including supervisors’ behaviors and perceived knowledge, and “patients seen” in clerkships. Participants also reported learning biochemistry during USMLE Step 1 study that did not connect to patient care activities, underscoring a perception of disconnect. Insights : This study identifies specific personal, social, and physical environmental elements that influence students’ perceived use of biochemistry during patient care activities. Though these findings may be most significant for biochemistry, they likely extend to other basic science disciplines. Students’ self-directed efforts to connect to their biochemistry knowledge could be augmented by increased social support from clinical supervisors, which in turn likely requires faculty development. Opportunities for connection could be enhanced by embedding into the environment instructional strategies or technologies that build on known authentic connections between biochemistry and “patients seen” in clerkships. These efforts could strengthen student learning, improve clinical supervisors’ self-efficacy, and better inform curriculum design.

"Shaping the new freedom": A reflexive thematic analysis on patients' post cure needs after years of living with hepatitis C.

Direct-acting antivirals present a treatment opportunity that provides high rates of sustained viral response even for people who have lived for years with hepatitis C virus (HCV) infection. While it is known that liver-related morbidity and mortality can be decreased and many symptoms reversed, this population's need for post-treatment professional support has not been extensively assessed. Therefore, our study aimed to describe the experiences of patients cured of chronic HCV infection and explore the meaning of these experiences regarding specific follow-up care needs within the context of the Swiss health system. For this qualitative study, we applied a reflexive thematic analysis approach with a social constructivist orientation. Twelve participants shared their experiences of being cured and their needs regarding follow-up care. Subsequently, the data were analysed in an iterative process based on Braun and Clarke's six phases of analysis. In the overarching theme, participants summarised their new situation with the statement, "being cured feels like being released from a cage". They experienced striking health improvements with overwhelmingly positive influences on their everyday lives. This experience was characterised for all participants by important changes on three levels. We categorised these in three sub-themes: a) "the ball and chain have been lightened": this sub-theme illustrates the reduction of social limitations and emotional stress; b) "the gnawing at the liver has let up": this signifies relief from physical symptoms and strongly improved well-being. And under the third sub-theme, "shaping the new freedom", the participants described their new situation as a sometimes-stressful challenge because they had to reorient their self-management. They shared their concerns regarding the ongoing stigma of HCV infection, feeling insecure in their own health after being cured, and learning how to use their heightened sense of confidence and openness to enact behavioural changes that would improve their health-related lifestyles. The findings of this study provide insights into treatment experiences of patients cured of chronic HCV infection and the need for follow-up care even after successful virus eradication. The results can sensitise healthcare professionals to patients' post-cure challenges and guide their care interventions. Some of these challenges, such as dealing with stigma, can be addressed during treatment; other needs, like providing motivation to engage in healthy behaviour, may warrant targeted follow-up.

Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore

Purpose This article presents a scoping review of the internationally published research on the early childhood curriculum (ECC) reforms, policies, measures, and effectiveness in China and Singapore, to explore the joint and interactive effects of globalization and localization in ECC in two different contexts. Design/Approach/Methods We reviewed and analyzed the chosen studies with a multilevel curriculum framework: formal curriculum, perceived curriculum, operational curriculum, and curriculum ideology. Findings The synthesis of evidence indicated that in both China and Singapore (1) a constructivist orientation is relied upon to construct the formal curricula; (2) the perceived curricula have been heavily influenced by the indigenous values and contextual realities; and (3) the Western ideology embedded in the formal curricula has not been realized, as reflected in the operational curricula. Originality/Value The phenomenon of curriculum hybridization has been scrutinized to explain these findings regarding curriculum ideologies and practices. As confirmed by the findings and theoretical explanations, the 3CAPs framework (culturally, contextually, and child-individually appropriate practices) can be employed to guide the development of ECC in policies and practices.

국어교사의 신념과 읽기 수업 실행 양상

In this study, we aimed to examine the constructivist beliefs of Korean language arts teachers and the relationship between their beliefs and classroom practices in teaching reading. A survey on teacher beliefs and practices in the teaching of reading was conducted on 216 Korean language arts teachers in secondary schools. To measure teacher beliefs, the Literacy Orientation Survey (LOS) was translated from English into Korean and validated with confirmatory factor analysis. The mean score on the LOS for the participants was 3.39, indicating that their constructivist orientation was relatively moderate. Among their beliefs about the content of reading instruction, “cultivating a positive attitude” and “reading in daily life” were highly correlated with the LOS. “Textbooks” were most often selected as reading material, but they were negatively correlated with the LOS. The extent to which they believed “the contents of the textbook” were important for evaluation and the extent to which they were using “multiple-choice tests” were both negatively correlated with their constructivist beliefs. The results of this study indicated that Korean language arts teachers’ beliefs were mostly congruent with their practices. But they were often engaged with the practices that they reported they did not support. Further research is needed to understand the subtle relationship between teachers’ beliefs and practices for teaching reading.

Experiences of Advanced Practice Nurses with a clinical postgraduate education program in the context of their professional development

Experiences of Advanced Practice Nurses with a clinical postgraduate education program in the context of their professional development Abstract. Background: The Diploma of Advanced Studies in Advanced Nursing Practice (DAS ANP-plus), which has been offered at the University of Basel since 2012, is a clinically oriented postgraduate education program for the still poorly established professional group of the Advanced Practice Nurse (APN). The acquisition of clinical skills plays a central role in the professional biography and for the APN's work in patient healthcare. Aim: The qualitative study aims to explore the experiences of APNs during and after a clinically oriented postgraduate education program in Switzerland and what significant changes they experienced in their professional practice. Methods: Reflexive thematic analysis with a constructivist orientation was used. With fourteen APNs, guided interviews were conducted and analyzed considering the professional biography. Results: "Pursuing the vision for a better care" is the constitutive theme. The graduates all seem to be driven by a strong vision: from striving to know more, to implementing the concept of Advanced Nursing Practice, to initiating changes in the healthcare system. The vision is shaped by three themes: "the challenges of gaining a foothold as an APN" before the program, "gaining security by strengthening clinical skills" during the program and on longer terms "breaking new ground in the healthcare system with allies". Conclusions: The DAS ANP-plus increases the clinical skills of APNs within clinical supervision plays an important role.

Mathematical Beliefs Held by Costa Rican Pre-Service Teachers and Teacher Educators

Beliefs have been conceived as a hidden variable in mathematics education. It is important to know teachers’ beliefs as they can inform the way that teachers teach mathematics, make decisions in the classroom, and form opinions about the abilities of students. In Costa Rica, studies about beliefs have been conducted with in-service teachers, but there is no research on pre-service teachers and the beliefs they bring to the classroom from their teacher education programs (TEPs). This research aims to describe the beliefs held by 76 pre-service teachers and 19 teacher educators from four Costa Rican public universities, using the Teacher Education and Development Study in Mathematics (TEDS-M) questionnaire. The results suggest that both pre-service teachers and teacher educators believe in a constructivist orientation focused on the learner. Both groups support the view of mathematics as a process of inquiry and active learning and agree that mathematical skills are not fixed or associated with gender or culture. In the literature, the beliefs manifested by the participants are associated with positive results regarding student outcomes and teaching practices. Therefore, policymakers should be concerned with providing environments that allow and encourage teachers to continue with these belief orientations when they start teaching.

Design de moda: ensino e regimes de interação

Esse artigo se debruça sobre os regimes de interação nas disciplinas voltadas às produções visuais, verbo-visuais e audiovisuais no curso de Design de Moda do Centro Universitário Senac – Santo Amaro. Investiga como os regimes de interação por acidente e por ajustamento podem contribuir para o ensino. Ao adentrar no campo da educação, nos conduzimos para uma orientação construtivista, que promove a aproximação de conteúdos às realidades dos estudantes e, posicionamentos críticos e de ruptura. Para tal, recorremos a conceitos tais como: presença, identidade/alteridade, existência, acaso, potencialidade. As reflexões são alicerçadas na semiótica discursiva desenvolvida por Algirdas Julien Greimas e desdobradas por Eric Landowski e Ana Claudia Mei Alves de Oliveira e, nos educadores Paulo Freire e Fayga Ostrower. A investigação aponta: os regimes de interação que se dão no ensino do recorte proposto, podem se estender a outras disciplinas e cursos; o ensino de cunho construtivista propicia o surgimento de trabalhos inovadores, enquanto o ensino autoritário favorece a cópia de trabalhos, estando atrelado à tradição; a necessidade de docentes conjugarem o inteligível e o sensível para que o ensino e o aprendizado sejam significativos.

El perfil del docente de física como factor en el desarrollo de las competencias del estudiante en el bachillerato

La Escuela Preparatoria No. 7 del Sistema de Educación Media Superior (SEMS), perteneciente a la Universidad de Guadalajara (UdeG), cuenta con el modelo educativo Bachillerato General por Competencias, el cual plantea un proceso de enseñanza-aprendizaje con una orientación constructivista, que busca que el estudiante desarrolle competencias mediante la aplicación del conocimiento tomando en cuenta el contexto y la realidad social. Dentro del perfil académico del docente que imparte la unidad de aprendizaje de Física II, se menciona la necesidad de relacionar las competencias técnico-pedagógicas y la experiencia en un campo disciplinar análogo, con el propósito de realizar planeaciones didácticas, diseño, evaluación de estrategias y actividades de aprendizaje orientadas al desarrollo de competencias. Sin embargo, al terminar el bachillerato e ingresar al nivel superior, los estudiantes no obtienen notas favorables. El presente trabajo busca determinar las competencias, habilidades y conocimientos que deberá poseer un docente que enseña física para lograr que el estudiante desarrolle las competencias necesarias según el perfil de egreso en la educación media superior. Para ello, se presenta un análisis histórico de los resultados de la evaluación por competencias mediante los exámenes transversales, el perfil de los docentes (disciplinar y pedagógico), así como una evaluación docente realizada por los alumnos, una entrevista al director del plantel, a los docentes y a los estudiantes. Con ello se identifican las estrategias de actualización y capacitación para los docentes que imparten clases en la unidad de aprendizaje de Física II en la Escuela Preparatoria No. 7.

Supply Chain Principles versus Practice: Differentiating Between the Two

Supply Chain Principles versus Practice: Differentiating Between the Two Dr Prosper Kweku Hoeyi Abstract As a discipline still taking shape, there are still a number of issues surrounding the teaching and learning of supply chain. Difficulty in differentiating between what constitute the fundamental principles on the one hand and applied supply chain on the other hand is one such issue. This lack of clarity tends to create confusion in the minds of newcomers to the subject. Therefore, the aim of this theoretical paper is to set the tone towards breaking the subject into two parts: the principles of supply chain, and applied supply chain. This demarcation, hopefully, will boost the shaping of the discipline. The paper relies mainly on literature review to argue out its position. Therefore, the methodology employed is desk study which implies a constructivist orientation. Based on the literature review, the paper identifies four criteria on which the principles of supply chain can be based, namely: context, interconnectedness, system, and generic supply chain. It is recommended that any future consolidation of the principles of supply chain should emanate from these four areas; residual concepts that deal with the practicalities of supply chain and do not directly address the four criteria can be brought under applied supply chain. It is expected that such a demarcation will improve the coherence of the subject. Full Text: PDF DOI: 10.15640/jsspi.v7n2a4