Fieldwork Education Research Articles

World-oriented fieldwork in education. The case of writing (about) computers

Abstract This article examines how the practice of fieldwork can enable researchers to attend to the educational environment of the school in a world-oriented way, rather than taking an explanatory or demystifying approach that spirals away from what happens in the world. Finding new ways and new vocabularies to approach educational realities gains a special urgency in the Democratic Republic of Congo (DRC), a country whose social fabric is often analyzed in terms of a lack: the Congolese state is considered weak or fragile and its education sector is seen as being in a deep learning crisis. Recent studies have successfully used fieldwork methods to explain the remarkable persistence of the DRC’s public education sector by ethnographically accounting for the ways it is governed on a political or bureaucratic level. We propose that fieldwork, understood as a world-oriented research practice, which instills in researchers a curiosity for the world, can also enable researchers to attend to those classroom gestures that safeguard the existence and persistence of Congolese schools on a pedagogical level.

Research on interdisciplinary project-based geography fieldwork in education for sustainable development

<p>The ability to solve real-world problems for a sustainable future has become a worldwide consensus, and interdisciplinary competencies and project-based learning (PBL) have become the focus of curriculum reform in China. This study investigates the effectiveness of interdisciplinary PBL fieldwork in geography education for sustainable development, focusing on the perceptions of students from a junior high school in Chongming, Shanghai, of the interdisciplinary effectiveness of PBL fieldwork. Over a one-month pilot program, the results suggest that the new fieldwork approach did not achieve the expected benefits. The significant gains of students can be grouped into four perspectives, namely, understanding of nature and classroom knowledge; problem-solving skills and environmental action; scientific spirit, environmental awareness, and interest in geography; and understanding of local needs and sustainable development issues, which increased their interest in learning. The students generally accepted the ability to collect information and data and the thinking ability of circular development. The influencing factors of activity effectiveness include the time and difficulty of the activity, cognitive and knowledge levels, learning habits of students, student participation, and teaching experience of teachers. The study offers valuable insights for improving fieldwork in other regions and for future research.<strong></strong></p>

Disability and postsecondary fieldwork experiences in the natural sciences: A systematic review

AbstractWe present a systematic review of 29 empirical studies on disability and fieldwork in natural science, postsecondary educational settings. Undergraduate students with disabilities are underrepresented in STEM, and disciplines requiring major field components are some of the least diverse, at least in part because fieldwork has been traditionally viewed as hard, physical, and masculine. Disability Studies in Education (DSE) frames the research questions, inclusion criteria and results. Studies were coded by disability model used, barriers and strategies to accessibility in field science, and meaningful involvement of persons with disabilities in research on fieldwork education. Although most studies asserted a view of disability as a social, cultural, and political phenomenon, some deficit language and interpretations persisted. Few studies included author positionality, and even fewer disclosed author disability status. The main instructional recommendations emphasize flexibility and adaptability, presuming student competence and making small‐scale changes consistently over time. Multiple studies emphasize the need for proactive planning, including robust contingency plans, and explaining how these plans can negate the need for complex modification. Twenty‐four additional non‐empirical studies are identified as resources for discipline‐specific guides and checklists for inclusive fieldwork. We conclude that important steps are being taken to investigate and critique barriers to fieldwork participation for students with disabilities, but there is still much work to be done in addressing systemic barriers beyond the control of individual instructors.

Employment Decisions of Newly Graduated Occupational Therapists.

Introduction. Employment decision-making is essential for understanding workforce trends. Current occupational therapy workforce research describes distribution disparities of occupational therapists within geographic locations, services such as acute care or community health, and private or public sectors. New graduates of occupational therapy programs are critical to meeting the demand and distribution disparities of occupational therapy services in British Columbia. However, recent employment decision-making of new occupational therapy graduates has not been well studied. Purpose. This study aimed to examine factors that influence newly graduated occupational therapists' employment decisions. Methods. This descriptive study sampled 122 occupational therapists who were registered in one province and graduated from a Canadian occupational therapy program between 2017 and 2022. Data was collected through an online survey about intrinsic factors, extrinsic factors, and past fieldwork experiences that affected participants' employment decision-making. Descriptive data analysis was used to organize participants' responses. Findings. Results identified that work-life balance and mentorship were the highest rated factors that influenced participants' current and first employment respectively. Participants agreed that the variety and number of placements they had as students were more influential to their employment decisions than the length of the fieldwork education. Conclusion. This study identified the intrinsic and extrinsic factors in employment choices that may influence recruitment, retention, and workplace planning of new graduates.

Fieldwork Educators’ Communication of Clinical Reasoning to Their Students

Abstract Date Presented 03/23/24 This study explores how fieldwork (FW) educators develop and experience their process of clinical reasoning and communicate their reasoning to OT students. Findings indicate a need for additional targeted supports for FW educators. Primary Author and Speaker: Heidi Horwitz Additional Authors and Speakers: Consuelo Kreider

Professional Behaviors on the Fieldwork Performance Evaluation: Perspectives of Fieldwork Educators

Abstract Date Presented 03/21/24 Most professional behavior skills on the Fieldwork Performance Evaluation (FWPE) are not required components of entry-level OT education. Survey results from fieldwork educators explore the perceived academic preparation and importance of these skills, especially related to the diversity item. Primary Author and Speaker: Jessi Clark Contributing Authors: Casey Humphrey, Camille Skubik-Peplaski

Innovative fieldwork education in Africa

My remarks focus essentially on the theme of social work education in Africa. I observe that social work education per se has two prongs – classroom instruction and field practicum. I then indicate that the paper is interested in the practicum component of social work education. It notes that in the context of Africa, there has been a clarion call for relevance in social work on the continent. To this end, terms like Ubuntu and indigenisation, have emerged in the context of the discourse on the quest for relevance of social work on the continent - concepts which are consistent with a developmental social work model. My argument is in order to successfully promote the development approach in social work, change has to begin in the education component. The challenge though is that some institutions of education and training in social work, have purported to be promoting the developmental social work education approach, when in fact, the practicum component of their education and training programmes is not consistent with the developmental approach. Apparently, some social work educators are not very clear in terms of what the developmental approach entails, while others are curtailed by institution culture and policies. I then argue that in order to produce a cadre who is well versed in the developmental social work approach, the fieldwork practicum component has to be consistent with the key tenets of the developmental approach. Six models of the developmental social work approach to fieldwork placements are presented as examples of the kind of field placements that would go with the developmental approach. Advantages of the developmental type of placements are briefly explored. HOW TO REFERENCE USING ASWDNET STYLE Mupedziswa R. (2024). Africa Day Indaba 2022 – Innovative Fieldwork Education in Africa. presentation made during Africa Day Indaba 2022. African Journal of Social Work, 14(3), 126-132. https://dx.doi.org/10.4314/ajsw.v14i3.3 Visit journal website: https://ajsw.africasocialwork.net

CiaBOT: the circular design of an experimental microarchitecture between material and immaterial values

The transition to a circular economy entails new challenges for architects and designers. Among these, one challenge is to look at waste not only as new resources, from an environmental perspective, but also as bearers of information capable of communicating their history and origin. Moreover, waste can be considered as a means of activating unexpected knowledge and social connections. The article illustrates a circular design experimentation, conducted with architecture and design students and a wine farm, which led to the creation of the CiaBOT project, a belvedere aimed at enhancing the landscape and providing a temporary stopping point in the Monferrato hills (UNESCO World Heritage Site, Italy). CiaBOT is not only a belvedere but is a microarchitecture capable of conveying both material and immaterial cultural values. Its form and materials are intimately connected with the territory with and for which it was designed. These make CiaBOT a “space” of hybridization and dialogue between agricultural tradition and innovation. But it is also a “space” of fieldwork education and knowledge co-generation in which academic and non-academic stakeholders have measured themselves. Through the description of the different stages of the design process, the article is part of the debate on new sustainable ways of designing and building, reflecting on new models of circular economy based as much on design strategies and processes as on the enhancement of human labor and the use of technologies appropriate to the context and actors.

EXPLORING UNDERGRADUATE STUDENTS’ VIEW ON THE IMPLEMENTATION OF A FIELDWORK ACTIVITY

Fieldwork is crucial in biological education, particularly in zoology, as it offers students practical and experiential learning that deepens their understanding of biological concepts. In the context of invertebrate zoology, fieldwork exposes students to the diversity, behavior, and ecology of invertebrates in their natural environments, thereby enhancing theoretical knowledge and developing essential skills like observation, data collection, and scientific analysis. This descriptive quantitative study explores undergraduate students' perspectives on fieldwork in a Zoology Invertebrate course. Conducted in May 2023, the research involved 32 students enrolled in the course, selected for their relevant experience in fieldwork. Data was gathered using a structured questionnaire which utilized a 5-point Likert scale, focusing on two main themes: students' preference for joining fieldwork and the perceived educational benefits of fieldwork. The questionnaire, administered online immediately after the fieldwork, ensured fresh and accurate responses. Results indicate a strong preference for fieldwork as a learning method and a positive impact on students' understanding of invertebrate zoology concepts. This study underscores the importance of fieldwork in biological education, highlighting its role in enhancing student engagement and comprehension

'Patient' or 'professional'? Negotiating accommodations and identity in fieldwork education.

Despite legislation mandating accommodation policies in postsecondary education, support for students with disabilities is often not implemented within health and human services (HHS) education programs, particularly in fieldwork settings. As part of a Canada-wide study exploring the experiences of disabled students in 10 HHS programs, we examined how HHS students described their experiences accessing accommodations in fieldwork to understand how conceptions of disability relate to students' fieldwork experiences. Using a critical disability studies framework, we explored how HHS fieldwork education understands disability, accommodations and professional competence and what those understandings reveal about the discrepancy between mandated accommodations and what happens in practice. Thirty-five students requiring accommodations in HHS fieldwork education participated in interviews. Through a critical interpretive analysis of interview data, we developed first-person composite narratives to show the richness and complexity of the students' diverse, yet similar, subjective experiences with fieldwork accommodations. Two composite narratives demonstrate how conceptions of disability incommensurate with professional competence expectations influenced student experiences with disclosing disability and obtaining accommodations in fieldwork. Fear of stigma and having one's competence questioned, or having accommodation requests denied for being misaligned with professional expectations, demonstrate how HHS fieldwork education and practice are upheld by ableist systemic structures. The dominant medical model of disability in HHS education creates institutional barriers that require students to constantly (re)construct their 'professional' identity in relation to their 'patient' identity. This patient-professional identity construction relates to HHS professional competency standards and assumptions about what makes a 'good' professional. Suggestions include reworking competency standards and implementing critical pedagogical approaches to teach future and current HHS professionals to question both personal and practice assumptions. With institutional backing, such changes may support diversity within HHS and a culture shift toward more equitable education and health care.

Fieldwork Educators’ Perceptions of the Revised Fieldwork Performance Evaluation

Fieldwork Educators’ Perceptions of the Revised Fieldwork Performance Evaluation

Mapping Review of Fieldwork Education Literature

Mapping Review of Fieldwork Education Literature

The Need for Occupational Therapy Evidence-Based Education

Knowledge of evidence-based-education principles is essential for occupational therapy academics and fieldwork supervisors to ensure the teaching and learning methods and strategies being used are informed, targeted, cost effective, contemporary, and worthwhile. This paper defines evidence-based-education is and how it can be applied in the context of occupational therapy student academic and fieldwork education. The factors that impact occupational therapy evidence-based education in the university sector are introduced which have the potential to ensure that students obtain a quality, meaningful, value-for-money, and high impact education in both academic and fieldwork environments. It is recommended that university faculty and fieldwork supervisors use, create, support, and disseminate evidence-based-education related findings with continued debate and investigation are recommended.

METHODS AND TECHNIQUES OF REMOTE ORGANIZATION OF FIELDWORK IN GEOGRAPHY LESSONS

Fieldwork is of great importance as a cognitive activity. The article identifies several issues related to the organization of educational fieldwork in general education schools in geography - the inconsistency of educational bases with the forms of educational field practice, and improper performance of educational fieldwork due to the high level of safety rules. In the course of the research work, an analysis of theoretical and practical scientific works was carried out, and a survey of geography teachers in secondary schools was conducted. By the results of the survey received at the level of the republic, new opportunities for solving the identified issues will be analyzed, and conclusions will be given. During the analysis, it was suggested that activities at all stages of the organization of hydrological training and fieldwork can be carried out through digital platforms that are conducted remotely. In this regard, the organization of field training in a remote format requires the use of digital resources. It is clear from the results of the survey that the work of field practice is not always carried out in the traditional format. The methods of organizing hydrological fieldwork at school and the possibilities of using digital tools are determined, and methodological approaches to geography teachers are proposed. Keywords: geographical education; pedagogical technologies; teaching methods; research activities; field practice; digital resources; online whiteboard.

“Culture is Where I Come From”: An Analysis of Cultural Competence of Student Teachers of Color in Early Childhood Education

ABSTRACT This study explored early childhood student teachers of color’s (ECSToCs) development of cultural competence during their fieldwork experience. Nine female students of color enrolled in an early childhood education fieldwork course participated in this study. Employing a qualitative research methods approach, we analyzed multiple data including students’ reflection papers on culture and diversity, teaching philosophy papers, interview transcripts, lesson plans on cultural diversity, and post-teaching reflection. The findings showed: (a) ECSToCs’ perceptions of culture were highly influenced by their lived experiences including their bilingual, bicultural, and schooling experiences; (b) ECSToCs’ awareness of and attitude toward diversity were implicated by their parents’ lived experiences and knowledge; and (c) they viewed culture as a pedagogical and methodological tool to guide their teaching practices, emphasizing asset-based approach. This study contributes to developing effective instructional strategies to elevate ECSToCs’ cultural competence in their teaching.

Accommodating Students with Disabilities: Fieldwork Educators' Experiences.

Background. Fieldwork is an essential part of experiential learning in occupational therapy education. Fieldwork educators identify limits on reasonable accommodation and difficulty implementing disability-related accommodations. Student occupational therapists with disabilities report discrimination from within the profession, including inflexible fieldwork environments. Purpose. To understand the experiences of occupational therapy fieldwork educators in Canada in accommodating students with disabilities and to develop action-oriented practice recommendations. Method. In this interpretive description study, we interviewed 11 fieldwork educators about their experiences accommodating students with disabilities. Interviews were recorded, transcribed, and analyzed using a constant comparative approach. Findings. Educators emphasized a meta-theme of "Learning" when asked about disability-related accommodations. Three subthemes about student learning emerged: 1. Educators focused on "Student Learning in Preparation for Professional Practice" rather than their fieldwork setting only; 2. Educators were "Using Occupational Therapy Skills for Student Learning" in fieldwork; and 3. Educators recognized that their professional and personal "Context Influences Student Learning." Conclusion. Fieldwork educators can work with students to align their accommodations with required learning outcomes for professional practice and use their occupational therapy skills to assist with implementation. Fieldwork educators require time and other supports to work effectively with all students.

Pedagogical adoption of SVVR in formal education: Design-based research on the development of teacher-facilitated tactics for supporting immersive and interactive virtual inquiry fieldwork-based learning

Although spherical video-based virtual reality (SVVR) has gained attention as an effective tool for technology-enhanced learning, little research has been conducted on its integration in formal education settings and the role of teachers in facilitating its pedagogical use. In this study, a design-based research (DBR) approach was used to develop teacher-facilitated tactics for SVVR-supported learning based on virtual inquiry fieldwork in formal senior secondary geography education in Hong Kong. Over a period of 2 academic years, we engaged with nine teachers (from nine schools across the upper, middle, and lower academic bands in Hong Kong) and their Grade-10 classes, which comprised a total of 504 students. In addition to reporting and discussing the pedagogical effectiveness of the teacher facilitation practices designed, enacted, analysed, and refined in the iterative DBR process, this paper presents the teacher facilitation principles deduced from these practices. Overall, the findings and implications of this DBR are academically and practically relevant for researchers and educational practitioners who seek to utilise SVVR for educational purposes and strive to enhance its pedagogical effectiveness.

The Revised American Occupational Therapy Association Fieldwork Performance Evaluations: Evaluation of Internal Structure, Response Processes, and Precision-Part 2.

There is an evidence-based need to assess the validity and reliability/precision of the revised American Occupational Therapy Association's Fieldwork Performance Evaluation (FWPE) items for the occupational therapy student (OTS) and the occupational therapy assistant student (OTAS). To evaluate evidence of validity in relation to response processes, internal structure, and precision of the FWPEs. Cross-sectional study design. OTS and OTAS fieldwork practice settings, United States. Two hundred sixty-seven fieldwork educators participated in total, providing 228 OTS evaluations and 39 OTAS evaluations. A Rasch model was used to evaluate aspects of validity and precision. The rating scales provided evidence of the tools' overall validity. Thirty-two of 37 items on the FWPE for the OTS, and 27 of 31 items on the FWPE for the OTAS demonstrated acceptable fit, but the evidence of unidimensionality in the subscales and in the total scales was not fully supported. The total/reduced FWPE scales were able to separate students into at least four distinct groups of fieldwork performance. The relationships between the current and revised FWPEs indicate that the new scales measure different but related constructs of student fieldwork performance, compared with the current version. The findings support that the revised FWPEs for the OTS and OTAS demonstrate preliminary evidence of internal structure, response processes, and precision, supporting evidence-based practice in fieldwork evaluations. What This Article Adds: This article highlights evidence demonstrating the validity and precision of the revised American Occupational Therapy Association's Fieldwork Performance Evaluation items and supports academic and fieldwork settings for occupational therapy students and occupational therapy assistant students.

Toward a Better Understanding of Fieldwork Requirements in Recreation(al) Therapy/Therapeutic Recreation Education

An important aspect of preparing students for Recreation(al) Therapy/Therapeutic Recreation (RT) professional practice is fieldwork education. In this study, fieldwork education was defined as a learning opportunity for RT students to develop practice competencies through hands-on experiences in applied RT service settings. Previous research has indicated the unanimous desire of stakeholders within the profession to improve the quality and consistency of RT education, particularly regarding fieldwork education experiences. This three-part study sought to develop a better understanding of the scope of RT fieldwork education within and across RT academic programs. Using a cross-sectional survey of academic programs, this study found that various types, amounts, guiding frameworks, and structures of fieldwork experiences existed. This article discusses implications such as the need for a guiding framework or model beyond following the minimum credentialing requirements, increased consistency of support provided by program faculty and staff, improved accreditation standards related to fieldwork, and how a consensus from the field on adoption of accreditation requirements could support consistency of fieldwork education.

How Recreation(al) Therapy/Therapeutic Recreation Academic Programs Structure the NCTRC-Eligible Internship into their Curricula

Recreational Therapy/Therapeutic Recreation (RT) academic programs provide opportunities for students to further develop competencies through the NCTRC- eligible internship prior to graduation. The NCTRC- eligible internship experience is the third focus of the American Therapeutic Recreation Association’s Academic Action Task Force study to understand the landscape of RT academic program fieldwork experiences in the United States and Canada. Out of a total of 95 RT academic programs, 54 programs responded to an online questionnaire about the fieldwork opportunities provided to students. This brief report discusses the results of the NCTRC-eligible internship experiences in three areas: Pre-Internship Preparation, Program Eligibility Factors, and the NCTRC- eligible Internship Experience. Results indicated that most programs provide some level of support in finding, applying to, and securing internship sites; require students to have the majority of the coursework completed, a minimum program GPA of 2.0, completion of a 12-credit internship; and, evaluate learning outcomes through mid- and final evaluation reports. Areas of variability remain, such as site supervisor requirements and course requirements. Recommendations are made for further inquiry related to NCTRC-eligible internship fieldwork education.