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Jarvis-Selinger, Sandra; Pratt, Dan D.; Collins, John B. – Teacher Education Quarterly, 2010
Teacher education programs challenge students' beliefs about teaching and learning in hope of creating a pedagogical awareness that will inform teaching practices and guide the professional transformation from student to teacher. The process of becoming a teacher is referred to variously as teacher development, professional growth and development,…
Descriptors: Teacher Education, Teacher Education Programs, Teacher Attitudes, Teaching Methods
Jarvis-Selinger, Sandra; Collins, John B; Pratt, Daniel D. – Teacher Education Quarterly, 2007
Factors that influence the process of a teacher's development are only partially understood. Some researchers have shown that students enter preservice education programs believing that good teaching is highly related to their knowledge and their ability to convey that knowledge to others. It is also expected that students entering teacher…
Descriptors: Preservice Teacher Education, Majors (Students), Preservice Teachers, Student Teacher Attitudes
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Ho, Kendall; Jarvis-Selinger, Sandra; Norman, Cameron D.; Li, Linda C.; Olatunbosun, Tunde; Cressman, Celine; Nguyen, Anne – Journal of Continuing Education in the Health Professions, 2010
The timely incorporation of health research into the routine practice of individual health practitioners and interprofessional teams is a widely recognized and ongoing challenge. Health professional engagement and learning is an important cog in the wheel of knowledge translation; passive dissemination of evidence through journals and clinical…
Descriptors: Medical Education, Health Personnel, Information Technology, Guidelines
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Sargeant, Joan; Curran, Vernon; Allen, Michael; Jarvis-Selinger, Sandra; Ho, Kendall – Journal of Continuing Education in the Health Professions, 2006
Introduction: An earlier study of physicians' perceptions of interactive online learning showed that these were shaped both by program design and quality and the quality and quantity of interpersonal interaction. We explore instructor roles in enhancing online learning through interpersonal interaction and the learning theories that inform these.…
Descriptors: Teaching Methods, Physicians, Focus Groups, Social Cognition
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Butler, Deborah L.; Lauscher, Helen Novak; Jarvis-Selinger, Sandra; Beckingham, Beverly – Teaching & Teacher Education: An International Journal of Research and Studies, 2004
This paper describes a professional development model with promise for supporting meaningful shifts in practice. We begin by introducing the theoretical principles underlying our professional development model, with a focus on explicating the interface between collaborative inquiry in a learning community (Lave, 1991, In L.B. Resnick, J.M. Levine,…
Descriptors: Professional Development, Teacher Collaboration, Learning Processes, Teaching Methods
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Sargeant, Joan; Curran, Vernon; Jarvis-Selinger, Sandra; Ferrier, Suzanne; Allen, Michael; Kirby, Frances; Ho, Kendall – Journal of Continuing Education in the Health Professions, 2004
Introduction: Although research in continuing medical education (CME) demonstrates positive outcomes of on-line CME programs, the effectiveness of and learners' satisfaction with interpersonal interaction in on-line CME are lower. Defined as faculty-learner or learner-learner interpersonal interaction, this study explores physicians' perceptions…
Descriptors: Comparative Analysis, Physicians, Learning Theories, Interaction