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Descriptors:
Teacher Motivation; English (Second Language); Second Language Learning; Language Teachers; Self Concept; Foreign Countries; Beginning Teachers; Reflection; Secondary School Teachers; Second Language Instruction; Interviews

Abstract:
This study employed possible selves theory (Markus & Nurius, 1986) to conduct an interpretive inquiry into the teaching motivation of four novice secondary school EFL teachers in Japan. The narrative analysis of the interview data revealed that the conflicts between the young teachers' different possible selves negatively affected their motivation in their early days of teaching. However, such conflicts gradually induced self-reflection in the minds of the novices, which eventually helped them reshape their self-concepts and regain their motivation. The author concludes by suggesting to related parties some measures to assist novice teachers' entry into secondary school teaching. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychomotor Skills; Skill Development; Computer Simulation; Clinical Experience; Nursing Students; Undergraduate Students; Student Experience; Learning Processes; Interviews; Content Analysis; Video Technology; Reflection

Abstract:
Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and thoughts about their learning through simulation skills training. The study was designed for an educational setting at a clinical skills centre. Ten third-year undergraduate nursing students performed urethral catheterisation, using the virtual reality simulator UrecathVision[TM], which has haptic properties. The students practised in pairs. Each session was videotaped and the video was used to stimulate recall in subsequent interviews. The interviews were analysed using qualitative content analysis. The analysis from interviews resulted in three themes: what the students learn, how the students learn, and the simulator's contribution to the students' learning. Students learned manual skills, how to perform the procedure, and professional behaviour. They learned by preparing, watching, practising and reflecting. The simulator contributed by providing opportunities for students to prepare for the skills training, to see anatomical structures, to feel resistance, and to become aware of their own performance ability. The findings show that the students related the task to previous experiences, used sensory information, tested themselves and practised techniques in a hands-on fashion, and reflected in and on action. The simulator was seen as a facilitator to learning the manual skills. The study design, with students working in pairs combined with video recording, was found to enhance opportunities for reflection. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Allied Health Occupations Education; College Students; Technology Uses in Education; Video Technology; Clinical Experience; Skill Development; Competence; Reflection; Instructional Effectiveness; Conventional Instruction; Student Attitudes; Learning Experience; Questionnaires

Abstract:
Emerging technologies and student information technology literacy are enabling new methods of teaching and learning for clinical skill performance. Facilitating experiential practice and reflection on performance through student self-video, and exposure to peer benchmarks, may promote greater levels of skill competency. This study examines the impact of student self-video on the attainment of clinical skills. A total of 60 Physiotherapy students (100%) consented to participate in the randomised controlled trial. One group (50%) was taught a complex clinical skill with regular practical tutoring, whilst the other group (50%) supplemented the tutoring with a self-video task aimed at promoting reflection on performance. Student skill performance was measured in an objective structured clinical examination (OSCE). Students also completed an anonymous questionnaire, which explored their perception of their learning experiences. Students received significantly higher scores in the OSCE when the examined clinical skill had been supplemented with a self-video of performance task (P = 0.048). Descriptive analysis of the questionnaires relating to student perceptions on the teaching methods identified that the self-video of performance task utilised contributed to improvement in their clinical performance and their confidence for future clinical practice. Students identified a number of aspects of the submission process that contributed to this perception of educational value. The novel results of this study demonstrate that greater clinical skill competency is achieved when traditional tutoring methods are supplemented with student self-video of performance tasks. Additional benefits included the ability of staff and students to monitor longitudinal performance, and an increase in feedback opportunities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Teaching Methods; Research Projects; International Studies; Democracy; Classroom Techniques; Foreign Countries; Political Attitudes; Elementary School Students; Teacher Attitudes; Reflection; Student Participation; Teacher Role

Abstract:
Finnish youth are found to be, despite their broad knowledge, uninterested in politics and in societal participation. As a remedy, international studies suggest enabling democratic experiences in schools. This article discusses an action research project aimed at developing deliberation-based democratic practice in an elementary classroom. Results suggest that the formal deliberative-democratic practice opens up a way for pupils to productively express themselves, challenge the prevailing structures, make sense of social reality and, thus, practise skills and motivations needed in democratic citizenship. However, the teacher is argued to be in constant struggle between deliberative-democratic stance and control orientation. This tension exists in the teacher's actions and thinking and in his reflections about the contrast between the classroom practice and the overall school ethos. Therefore, this article suggests using the understanding of this tension in scrutinizing projects aiming at pupil participation and involvement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Activism; Students; Ethnic Studies; Mexican Americans; Reflection; Community Schools; Resistance (Psychology); Urban Education

Abstract:
In the wake of the Tucson Unified School District dismantling its highly successful Mexican American Studies (MAS) program, students staged walkouts across the district to demonstrate their opposition. Student-led walkouts were portrayed as merely "ditching," and students were described as not really understanding why they were protesting. After these events, a group of student activists called UNIDOS organized and led the School of Ethnic Studies. This was a community school dedicated to teaching the forbidden MAS curriculum. In this article we present counternarratives from organizers, presenters, and participants in the School of Ethnic Studies. These narratives demonstrate the transformative resistance of students who created their own form of liberatory education. Our analysis highlights how student organizers led the creation of an autonomous, community-based educational space to allowed young people to engage in political analysis, self-reflection, and strategic organizing. We conclude with the implications for Ethnic Studies, urban education, and counternarrative. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Theological Education; Self Concept; Nonverbal Communication; Mandarin Chinese; English (Second Language); Second Language Instruction; Interpersonal Relationship; Context Effect; Figurative Language; Reflection; Classroom Environment; Teacher Student Relationship

Abstract:
This article elucidates theoretical underpinnings for the use of one's self in the pastoral theological classroom. The contemplative bow is developed as a capacious metaphor to describe appropriate self use and its necessary importance in the teaching and learning of pastoral arts in a theological curriculum. Central to the argument is the assumption that effective teaching and learning in pastoral care emerges from awareness and knowledge of self as well as letting go of self in beneficial service with others. Analytical engagement of educational, theological, and psychological theory informs practice for the professional school classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Theological Education; Church Related Colleges; Judaism; Jews; Spiritual Development; Holistic Approach; Intellectual Development; History; Futures (of Society); Biblical Literature; Reader Text Relationship; Hermeneutics; Mastery Learning; Teacher Responsibility; Educational Environment; Faculty; Assignments; Reflection; Ceremonies; Marriage; Opinions; Documentation; Institutional Mission; Leadership Training

Abstract:
This article explores assignments as a core teaching practice essential to integrating the cognitive, personal, and professional identities of seminary students. These core practices emerge in seminary curricula where there is a strong focus on the teaching of canonical texts and a goal of achieving textual mastery. We propose that carefully chosen and constructive assignments achieve the kind of integration necessary for building content knowledge and the professional, spiritual, and religious identities of our students. While the difference between the educational goals of clergy-training in a seminary and training graduate students in the academy can be sharp, we argue here for ways to make that contrast both productive and generative. (Contains 18 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Reflection; Web Sites; Electronic Publishing; Social Distance; Nationalism; Self Concept; English (Second Language); Second Language Learning; Language Role; Cultural Awareness; Role; Computer Mediated Communication; Language Usage; Language Variation; Semiotics; Teaching Methods; Intercultural Communication; Secondary School Students

Abstract:
The rise of English as an international language (EIL) has brought to light the needs of those who speak it as an additional language. This has in turn radically reshaped the role of culture in the EIL classroom, which may now aim at developing critical transcultural awareness. By reporting on a joint initiative undertaken by three schools in two countries, the "EIL in Poland and Spain" blog project, this article explores how a transcultural curricular approach could be implemented in the EIL classroom with particular reference to computer-mediated communication (CMC) that might lead to the creation of virtual "third spaces". Results show that, upon task-induced reflection, participants (1) overwhelmingly acknowledge the power of the othering discourses which are central to national identity; (2) bond together through (2.1) widespread usage of the same register in English and CMC-standard non-verbal semiotic codes and (2.2) similar subcultural (yet transnational) affiliations; and (3) may be seen to develop some critical awareness of their place in the world beyond their respective national borders. Finally, the pedagogical implications of a tool through which youth appears as a meaningful cross-cultural experience, bringing both Polish and Spanish participants together as critical thinkers through EIL, are discussed. (Contains 1 table and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Second Language Learning; Reflection; Speech Skills; Student Attitudes; Personal Autonomy; Linguistic Input; Independent Study; Metalinguistics; Second Language Instruction; Peer Evaluation; Self Evaluation (Individuals); Foreign Countries; College Students

Abstract:
This pilot study explores language development among a class of L2 students who were required to transcribe and reflect upon spoken performances. The class was given tasks for self and peer-evaluation and afforded the opportunity to assume more responsibility for assessing language development of both themselves and their peers. Several studies (Lynch, 2001; Lynch, 2007; Mennim, 2003) have promoted the use of student transcription activities to help students make their output "more comprehensible, elaborate or sophisticated" (Stillwell et al., 2010: 446) and reflection and reflective learning models have been described as key psychological components of autonomy (Benson, 2011: 104; Kohonen, 1992). In examining these concepts, this study focuses on students' perceived input, or noticing of weaknesses in their speaking skills as evidenced through transcription activities. The research shows how transcription and reflective practice can help support the development of noticing, arguably a key element in the autonomous acquisition of new language and language development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reflection; Teacher Attitudes; Patients; Pragmatics; Pharmacy; Focus Groups; Interpersonal Communication; Student Attitudes; Metalinguistics; English for Academic Purposes; Video Technology; Simulation; Interviews; Pharmaceutical Education; Recall (Psychology); Second Language Learning; Second Language Instruction; Language Usage

Abstract:
This article reports on a research process where focussed reflection on pharmacist-patient simulations led to meta-pragmatic awareness and directions for pedagogical practice. The research participants were third-year EAL pharmacy students, who were practising being pharmacists, and pharmacy staff members, who played the part of patients. Analysis of the students' videoed performances showed that some areas of pragmatic weakness had a negative impact on professional communication, including indirectness in advice-giving sequences. Reflection on such indirectness, the focus of this article, occurred in two stages: when the participants were interviewed after viewing their simulations and when participant focus groups were held to discuss research findings a year later. Both the stimulated recall interview and the focus group data showed the value of reflection for the students who observed and commented on the effect their language choices had on the patients, developed a meta-pragmatic language for describing and explaining these choices, and identified areas and possible strategies for language improvement. The research process also assisted pharmacy staff members to clarify their concerns regarding students' pragmatic choices and to suggest teaching activities responsive to the research data. The article illustrates how teachers and students can co-operate to develop ESP and discipline-based pedagogical practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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