Learning Moments Research Articles

Unpacking the Code: Exploring Teachers’ Professional Development in Reading

Teaching reading requires considerable knowledge and skill acquired over several years, and while communities and families contribute to students’ reading success, teachers are the most influential forces for delivering high-quality reading programs. Professional development opportunities in reading enable teachers to augment their current curriculum content and pedagogical knowledge and can have a powerful effect on their practice and, ultimately, on student learning. We conducted a qualitative study exploring teachers’ perceptions of reading development and instruction with nine elementary educators enrolled in a targeted professional development course. Two semi-structured interviews were conducted: once prior to the start of the professional development course and once following the professional development course. An inductive approach to analysis resulted in four main themes: seeking out new knowledge, evolving definitions of reading, transformative learning moments, and increases in self-efficacy for teaching reading. This study illustrates the transformative power a targeted professional development course can have on teachers’ perceptions of reading. Professional development in reading that is relevant and properly resourced can significantly impact teachers’ perceptions of their practice, their self-efficacy for teaching reading and, ultimately, have a positive effect on their students’ growth in reading development. Additionally, understanding teachers’ perceptions of their professional development in reading can contribute to the development and refinement of professional learning experiences.

Manifestaciones Pedagógicas en los procesos de Formación Deportiva

El deporte y su práctica hacen parte de la cultura de un pueblo. A diario, las noticias sobre aspectos positivos y negativos del deporte hacen que este cobre un interés particular en la población en general. Las escuelas de formación deportiva se caracterizan por permitir el ingreso progresivo de los niños y jóvenes al deporte a través de unas etapas, fases o niveles; es decir, el niño que ingresa al deporte pasará por diferentes momentos de aprendizaje que le permitirán avanzar en una posible vida deportiva. En ese sentido, podría afirmarse que existe un proceso pedagógico. Pero es necesario preguntarse qué es un proceso pedagógico, cómo se puede evidenciar y qué manifestaciones pueden dar cuenta de la existencia de la pedagogía. A partir de lo anterior, La presente investigación busca develar las manifestaciones pedagógicas presentes en los procesos de las escuelas de formación deportiva del Instituto Municipal de Recreación y Deporte (imrd) de Chía, Colombia, de modo que haga posible la identificación de un marco de enseñanza-aprendizaje, en un espacio de educación extracurricular como lo es el deporte. Al realizar la investigación en un contexto natural, esta presenta una metodología de enfoque cualitativo de alcance descriptivo-interpretativo, con una perspectiva hermenéutica, al buscar el significado en las evidencias de las manifestaciones pedagógicas en las escuelas de formación deportiva del imrd.

Music and Social Skills for Young Children with Autism: A Survey of Early Childhood Educators

Children with autism may have difficulties in communicating with others, developing social
 relationships and maintaining emotional reciprocity. Children’s active involvement with musical
 activities may create the conditions for enhanced moments of learning and communication and it
 may promote children’s sensory-motor abilities and their cognitive and emotional skills. The aim of
 this study was to investigate the views of early childhood educators on the use of music as a tool for
 enhancing students’ with autism social skills. Participants were 94 early childhood educators,
 working at Greek public schools. The results were positive regarding the participants’ views on the
 use of music as an important, instructional tool in the classroom that holds the potential to promote
 social and emotional growth of young children with autism. Implication of the study pinpoint to
 additional research on the topic and to professional development of early childhood educators on
 the use of music.

Developing reflective competence between simulation and clinical practice through a learning transference model: A qualitative study

ObjectiveThis study sought to understand the effects of a pedagogical resource combining a multi-moment debriefing model with reflective journaling that is designed to develop reflective competence. DesignA qualitative educational study was used with an instrumental case study design. Participating in the study were 32 nursing students who wrote 96 individual reflective journals in accordance with each moment (M1, M2, M3) of the proposed reflective practice resource. The journaling was conducted during both the clinical simulation activity and the period of clinical practice. MethodsThe reflective journals resulting from the high-fidelity clinical simulation process were used to explore three moments of learning: debriefing immediately after simulation, post-scenario debriefing, and clinical practice. The typology of content analysis used was classical content analysis, which followed a deductive logic, since to assess reflection levels the 5Rs Reflective Writing Scale was used. ResultsIn the post simulation moment (M1), students produced a greater number of meaningful units associated with a level of strategic narrative reflection. During clinical practice however reflection was more analytical, with the highest level of reflection. ConclusionNursing students developed reflective competence through an iterative process of reflective practice establishing a continuum between simulation experience and clinical.

Voice, autonomy and utopian desire in participatory film-making with young refugees

This article is a reflection on what reflexive documentary scholars call the ‘moral dimension’ (Nash, 2012: 318) of a participatory film-making project with refugee young people who wanted to make a film to support other new young arrivals in the process of making home in Scotland. In the first part, we highlight some of the challenges of collaborating with refugee young people, in light of the often dehumanizing representations of refugees in mainstream media and the danger of the triple conflation of authenticity–voice–pain in academic narratives about refugees. In the second part, we show how honouring young people’s desire to convey the hopeful aspects of making home emerged as a key pedagogical strategy to affirm their expert position and encourage their participation in the project. Revisiting key moments of learning and interaction, we demonstrate how young people’s process of ‘finding a voice’ in moment-by-moment film-making practice was not a linear, developmental process towards ‘pure’ individual empowerment and singular artistic expression. Their participation in shaping their visual (self-)representation in the final film was embedded in the dialogical process and pragmatic requirements of a collaborative film production, in which voice, autonomy and teacher authority were negotiated on a moment-by-moment basis. We conclude that it is vital for a reflexive practice and research not to gloss over the moral dilemmas in the name of progressive ideals, for example, when representations are co-created by project film-makers/educators, but to embrace these deliberations as part of the ‘fascinating collaborative matrix’ (Chambers, 2019: 29) of participatory film-making.

Capturing Transgressive Learning in Communities Spiraling towards Sustainability

This empirical paper addresses the need for more in depth understanding of signs and characteristics of transgressive learning in a context of runaway climate change. In a world characterized by systemic global dysfunction, there is an urgency to foster rapid systemic change which can steer our paths towards meeting the SDG goals. The contention of this paper is that, although there is a need for rapid change, it is fundamental to understand how such change can come about, so as to co-create and investigate learning environments and forms of learning that can lead to a systemic change towards sustainability. Anchored in the emerging concept of transgressive learning, this article employs the innovative Living Spiral model to track critical learning moments by facilitators and participants in multi-stakeholder Transformation Labs (T-Labs), which took place in 2017/2018 in various grassroots sustainability initiatives in Colombia and The Netherlands. The results of the analysis highlight the importance of the values of “acknowledging uncertainty”, “community”, and “relationality” in disrupting world-views through promoting reflexivity in participants and facilitators. This paper concludes that more research on the power dynamics of “absences” in transformative research is needed to better capture the challenges of overcoming sustainability challenges.

Minestrone Stories

Serendipity should not be restricted to cutting-edge science and research alone. A proactive approach to the unexpected can also strengthen classes in anthropology and the humanities. But how can you teach if classes are influenced by accidental arrangements and discoveries not sought or considered? I shall tap into two projects of teaching-by-serendipity through indirect cultural exchanges. The two projects in question were named Minestrone Stories, referring to the Italian minestrone soup, usually made of the vegetables available and thereby providing each village in Italy with its own variant. However, the two ‘Minestrone soups’ in question included more ingredients. The teaching-by-serendipity projects targeted what students, teachers and citizens in confined areas of Copenhagen had available, inciting them to indirectly exchange vegetables, songs, services and stories with each other, thus stirring them together. In this article, I reflect on how this stirring provoked an unusual teaching experience and moments of unexpected learning.

Professores Inovadores: mudanças de paradigmas a partir das necessidades apresentadas pelos alunos

A presente pesquisa é produto de uma investigação sobre práticas inovadoras desenvolvidas no Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE), as inovações metodológicas gravitam em torno do uso de tecnologias, gamificação, simulação do cotidiano profissional, dentre outras categorias. O objetivo foi evidenciar os processos de formação estimulados pelos alunos, com base nos discursos de professores que confluem a inovação das práticas pedagógicas apoiadas nas necessidades realçadas pelos discentes. As reflexões foram fundamentadas no discurso de 19 professores que afirmam ter iniciado as inovações a partir das necessidades e demandas dos alunos, considerados, portanto, parte importante e integrante do processo de ensino, aprendizagem e formação docente. O estudo foi realizado por meio da microanálise e como instrumento de coleta foi utilizado o questionário on-line, em um processo conduzido à luz da pesquisa qualitativa. Mudanças significativas foram constatadas nos espaços e na construção de ações direcionadas para momentos de aprendizado lúcido, próximo da realidade, e que, progressivamente, foi desconstruindo práticas desconexas dos contextos dos alunos.

Why do doctors in Norway choose general practice and remain there? A qualitative study about motivational experiences

Objective: To explore experiences motivating doctors to become and remain GPs.Design and contributors: Qualitative analysis of written responses from an open-ended question about motivational experiences posted on an internet discussion list for GPs in Norway. Texts from 25 contributors were analysed with Systematic Text Condensation, supported by theories about calling as motivation.Results: Analysis revealed numerous aspects of motivation to become and remain a general practitioner. Inspirations from early experiences and skilled role models had conveyed values and offered insight into a fascinating world of care, gratitude and respect. Close and continuous relationships with patients provided GPs with humbling experiences and learning moments. Contributors described how these encounters became rewarding sources of insight and mutual trust, improving interpersonal skills. Also, the extensive variety of tasks during the workday and the space for autonomy and independence was emphasised.Implications: Understanding motivational experiences influencing GPs’ choice of medical career is necessary to develop strategies for recruitment and stability and contribute to prevention of burn-out and improper work-life balance. GPs’ professional identities and commitments should be recognized and developed in dialogues between authorities and GPs to enhance communication, improve the structural frames of work environment and thereby sustainable recruitment.Key pointsGPs regard their choice of medical career as strongly influenced by motivational experiences in childhood, adolescence and as medical studentsRole models, diversity of work, feelings of being able to contribute and rewarding and continuous relationships with patients were mentioned to activate and maintain general practice commitmentKnowledge about motivational influences, professional identities and commitment for GPs is crucial for medical education and dialogue to promote general practice as a career choice and prevent dangers of work overload and burnout

Understanding how and when change occurs in the administrative justice system: the ombudsman/ tribunal partnership as a catalyst for reform?

ABSTRACT This article explores the ongoing condition of the ombudsman sector through models of change adopted from the social science literature. Debates about change are fleshed out through an analysis of the ombudsman/tribunal partnership initiative currently underway. As well as providing an explanation for the slow process of reform in the ombudsman sector, the article highlights the need for further research into the partnership initiative to detail the strengths, weaknesses and sustainability of such bottom-up reform agendas in the administrative justice system. We conclude that the impact of each individual initiative is likely to be minor but as a process they represent important moments of institutional learning which, in the context of current crisis, could operate as catalysts for major administrative justice reform.

From reluctance to addiction: the impact of reflective journals on Qatari undergraduate students’ learning

ABSTRACTReflective journals are used to develop students’ writing skills, assess reflection level, gather research data, promote teachers’ professional development, promote instructional practices, and affect students’ learning. However, little research explored the impact of reflective journals on undergraduate students’ learning and its challenges in an English writing course. The current study fills the gap in the literature by exploring Qatari female undergraduate students’ perspectives of reflective journals in an English writing course and identifying their challenges with using reflective journals. Social constructivism and Gibb’s reflective cycle informed the theoretical framework of the study. Using a case study methodology, the researcher designed a reflective journal based on Gibbs’ reflective cycle. Accordingly, reflective journals, written by 55 Qatari female undergraduate students, were collected and qualitatively analysed using thematic content analysis. Findings revealed that students experienced the following learning moments in their English writing course: engaging, invaluable, surprising, challenging, novel, perplexing, worrying, enlightening, and transferrable. Moreover, participants reported a number of benefits and challenges of using reflective journals that are peculiar to the Qatari context. Implications for using reflective journals in higher education are provided.

Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents

The evolution of technology in the educational field has resulted in the emergence of new ways of teaching and learning, adapted to the formative characteristics of a digital era. This is the case of Flipped Learning (FL), an innovative teaching methodology that uses technology to carry out instructional action and change learning moments and spaces. The objective of this study is to verify the effectiveness of FL on a traditional methodology without the use of digital resources in teaching content related to intercultural education. A quantitative research method has been followed by an experimental design. Two study groups have been set up. With the control group a traditional training methodology has been used, and with the experimental group an innovative one, through FL. A total of 60 students of the 4th level of Secondary Education from an educational center in Ceuta (Spain) have participated. An ad hoc questionnaire derived from other validated instruments has been used for data collection. The findings show that the FL has achieved better results in the different dimensions analyzed. Therefore, it is concluded that the implementation of innovative training actions such as FL can obtain better results in academic indicators than a traditional methodology.

Clinical competence assessment: development of a mobile app to enhance patient centerderness

PurposeThe current emphasis within education is on collaboration, data-driven decision-making, and assessment driven accountability. Medical education is now being oriented to guarantee patient-centered care. Having appropriate data from student outcomes is crucial for decision making on both educational and health care institutions. This paper describes the development of a mobile app to assess the clinical competencies of medical students for timely and quality feedback.DesignThe app development included 4 phases. The conceptual model was designed on collaborative and multidisciplinary focus groups with clinicians, information technology professionals, hospital directors, and change managers. The prototype was an app with functional and friendly features to assess students with Patient-Centered Learning perspectives. Innovative features included student profiles, multiple examiners, customizable instruments, and data reports. The pilot started with faculty training and monitoring by information technology professionals. For a broader implementation, detailed rubrics were applied to assess the clinical competencies on bedside (ambulatory care, surgical procedures and emergency skills) and non-bedside learning moments (case discussions and rounds).FindingsNon-bedside learning moments had the highest frequency (55.3 vs 28.8 per cent) of the records. Case discussions represented 40.7 per cent of assessments while rounds accounted for 14.6 per cent. In contrast, regarding the bedside learning moments, the emergency department had the lowest figures (3.5 per cent). It seems that faculty prefers to grade students on academic activities rather than complex student patient encounters.OriginalityObtaining multiple results from real-time feedback promoted awareness of patient centeredness on medical students. Both the medical school and the hospital now have accountable information for decision making.

Applying evidence-based medicine in general practice: a video-stimulated interview study on workplace-based observation

BackgroundEvidence-based medicine (EBM) in general practice involves applying a complex combination of best-available evidence, the patient’s preferences and the general practitioner’s (GP) clinical expertise in decision-making. GPs and GP trainees learn how to apply EBM informally by observing each other’s consultations, as well as through more deliberative forms of workplace-based learning. This study aims to gain insight into workplace-based EBM learning by investigating the extent to which GP supervisors and trainees recognise each other’s EBM behaviour through observation, and by identifying aspects that influence their recognition.MethodsWe conducted a qualitative multicentre study based on video-stimulated recall interviews (VSI) of paired GP supervisors and GP trainees affiliated with GP training institutes in Belgium and the Netherlands. The GP pairs (n = 22) were shown fragments of their own and their partner’s consultations and were asked to elucidate their own EBM considerations and the ones they recognised in their partner’s actions. The interview recordings were transcribed verbatim and analysed with NVivo. By comparing pairs who recognised each other’s considerations well with those who did not, we developed a model describing the aspects that influence the observer’s recognition of an actor’s EBM behaviour.ResultsOverall, there was moderate similarity between an actor’s EBM behaviour and the observer’s recognition of it. Aspects that negatively influence recognition are often observer-related. Observers tend to be judgemental, give unsolicited comments on how they would act themselves and are more concerned with the trainee-supervisor relationship than objective observation. There was less recognition when actors used implicit reasoning, such as mindlines (internalised, collectively reinforced tacit guidelines). Pair-related aspects also played a role: previous discussion of a specific topic or EBM decision-making generally enhanced recognition. Consultation-specific aspects played only a marginal role.ConclusionsGP trainees and supervisors do not fully recognise EBM behaviour through observing each other’s consultations. To improve recognition of EBM behaviour and thus benefit from informal observational learning, observers need to be aware of automatic judgements that they make. Creating explicit learning moments in which EBM decision-making is discussed, can improve shared knowledge and can also be useful to unveil tacit knowledge derived from mindlines.

The legacy of González Rey’s concept of subjectivity continues to inform and inspire: a study of imagination in STEM and imagination in play (El legado del concepto de subjetividad de González Rey continúa informando e inspirando: un estudio de imaginación en STEM y de imaginación en los juegos)

The study reported in this paper was concerned with how imagination in play and imagination in STEM create conditions for preschool children’s development. Drawing on cultural-historical concepts, notably Fernando González Rey’s concept of subjectivity, the study examined how children experienced contradiction during moments of play and learning in a common PlayWorld. Affectively charged dramatic moments appeared to support collective play and STEM engagement, thus leading to the proposition that affect and intellect act in unity during the process of imagining. The individual-collective dialectic of imagining concepts within collective play situations became the basis of the subjectively configured exchanges that created the dynamic conditions for the development of the children, who became increasingly oriented to learning within imaginary situations.

КОНСПЕКТЪТ КАТО МЕТОДИЧЕСКИ ПОХВАТ ЗА ОСМИСЛЯНЕ И РЕПРОДУЦИРАНЕ НА ТЕКСТОВЕ ПО СПЕЦИАЛИЗИРАНИТЕ ДИСЦИПЛИНИ ПРИ ОБУЧЕНИЕ НА ЧУЖДЕСТРАННИ СТУДЕНТИ

The paper presents one of the most important moments in foreign language teaching and learning taking into accounts the relevance of the European language policy and the importance of foreign languages in education. Habit formation of taking notes on lectures and specialized subject literature is one of the primary tasks in teaching and training in a technical school. Questions concerning methodologically correct organization of note-taking learning process, increasing the level of listening habits for further successful involvement of foreign language students in the complete learning process, require attention and development of specialized training models, which can support students’ better perception of greater amount of audio materials, seminars, lectures, practical classes, etc. Particular attention should be paid to the deliberate, purposeful and well-organized students’ independent work, which promotes the acquisition of habits. Autonomous learning requires responsible attitude and becomes an effective tool for shaping their professional competence. The author considers some aspects concerning the peculiarities of foreign language teaching to overseas students in a polytechnic university. Described are the stages of developing the skills for note-taking during lectures and during reading reference books on specialized disciplines. The author suggests methodological ideas for solving this language problem. Key words: polytechnic university, обучение на foreign students, methodology for teaching Bulgarian language, note-taking, specialized vocabulary.

Citizenship formation through curriculum and pedagogical practices: Evidence from two Zimbabwean teachers’ colleges

The need to include citizenship education in the school curriculum has been considered as significant for advancing democratic values, social justice, and human development. Debates on citizenship formation focus on various dimensions, such as human rights and global citizenship with limited focus on how “curriculum transposition” of citizenship education in teacher education has been undertaken. This paper argues that there is a need for citizenship education that advances democratic values, human capabilities, and social justice. It draws on 5 lecturer participants’ voices in a case study on the operationalisation of National and Strategic Studies, a variant of citizenship education, in two Zimbabwean teachers’ colleges. The paper investigates the form of citizenship cultivated by National and Strategic Studies, how this is achieved, and the challenges and opportunities to advancing critical citizenship among future teachers. The findings suggest that, despite aspirational moments of teaching and learning for critical thinking, curriculum and pedagogical practices represent an imperfect realisation of advancing critical citizenship. The paper proposes the need for curriculum and pedagogical practices in citizenship education to be more critical and democratic to form a robust form of citizenship that is democratic and critical.Keywords: capability approach; citizenship education; critical democratic citizen; curriculum and pedagogical practices; human development

Pensar o antissemitismo em aula - ensinar e aprender em História

Este artigo aborda uma situação de boas práticas de ensino e aprendizagem em História, com alunos entre os 14 e os 17 anos, sobre uma questão tão complexa quanto difícil: o antissemitismo na Alemanha nazi. Esta situação foi observada numa investigação conduzida em Portugal (e orientada por Isabel Barca) sobre a forma como as práticas de ensino e de aprendizagem em História no 3º ciclo contribuíam para o desenvolvimento das competências históricas dos alunos. Procurava-se compreender se estas promoviam, ou não, uma orientação temporal dos alunos adequada aos desafios da sociedade atual. A metodologia do estudo foi inspirada na Grounded Theory por permitir um constante repensar das categorias. A recolha de dados foi feita através da observação direta de aulas, de entrevistas a professores e das respostas dos alunos. A análise indutiva e a triangulação dos dados mostrou que: a) os professores não revelam um único perfil de docência, tendendo antes a oscilar entre perfis de momentos de ensino e de aprendizagem desde a simples transmissão até a momentos centrados em tarefas sofisticadas e desafiantes; b) foi possível estabelecer uma relação entre esses perfis e o tipo de competências desenvolvidas nos alunos (expresso num modelo de três níveis), sendo evidente que a sofisticação das tarefas potencia o aumento da compreensão dos alunos em História.

Usability of Learning Moment: Features of an E-learning Tool That Maximize Adoption by Students.

IntroductionE-learning is widely used in medical education. To maximize the potential of E-learning tools, every effort should be made to encourage adoption by optimizing usability. We created Learning Moment (LM), a web-based application that integrates principles of asynchronous learning and learning portfolios into a platform on which students can document and share learning experiences that occur during clinical work. We sought to evaluate the usability of LM and identify features that optimize adoption by users.MethodsWe implemented LM in August 2016 at a busy, urban, tertiary care emergency department that hosts an emergency medicine residency, robust third and fourth year medical student clerkships as well as a physician assistant student rotation. We conducted a single-center, mix-methods study using the System Usability Scale (SUS) questionnaire and qualitative interviews. We sent e-mail invitations with subsequent reminders to all students who rotated in our emergency medicine clerkship from August 2016 to April 2017 to complete the SUS questionnaire anonymously and to participate in qualitative interviews. We employed purposive sampling to recruit students who used LM during their rotation to participate in our qualitative interviews. We conducted semi-structured interviews with 13 participants (10 individual interviews and one 3-person group interview) between January and March 2017 using an ethnographic approach and utilized a general inductive method to analyze and code for potential themes.ResultsThirty of the seventy students invited to participate completed the SUS questionnaire (Response rate of 42.8%). The mean SUS score is 80.9 (SD 18.2, 80% CI 76.5 – 85.3). The internal consistency of the responses achieved the Cronbach’s Alpha of 0.95. The participants stressed the importance of the following in the adoption of LM: maximal simplicity and usability, compatibility with learning preferences, and department-wide acceptance and integration.ConclusionThe overall perceived usability of LM was high. Our qualitative data revealed important implications for future designers to maximize adoption: include target users in every step of the design and development process to maximize simplicity and usability; build features that cater to a diversity of learning preferences; involve the entire department and find ways to incorporate the tool into the educational infrastructure and daily workflow.

SABERES DOCENTES: UM ESTUDO A PARTIR DE TARDIF E BORGES

O tema saberes docentes está vinculado ao chão da sala de aula e remete a uma conversa com o professor, buscando conhecê-lo e conhecer sua formação, práticas, vivências e experiências, em ações do cotidiano da vida escolar. O presente trabalho tem como objetivo apresentar um recorte pontual da tese de doutorado da autora, mostrando o resgate teórico feito sobre o tema Saberes Docentes, a luz das teorias de Maurice Tardif e Cecília Maria Ferreira Borges, destacando a importância destes autores para a temática. A metodologia utilizada na pesquisa, de abordagem qualitativa, foi uma revisão sistemática das obras de Tardif (2011) e Borges (2004). Os saberes docentes vinculam-se as práticas do professor, proporcionando momentos de aprendizado e reflexão, num contínuo ir e vir profissional. Destacam-se os saberes docentes considerando duas importantes vertentes: o saber dos professores em seu trabalho cotidiano e em sua formação inicial e continuada e, ainda, que os saberes docentes são sociais, contextualizados e individuais.