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Chat-sisältöä ei voida näyttää evästeasetusten vuoksi. Nähdäksesi sisällön sinun tulee sallia evästeasetuksista seuraavat: Chat-palveluiden evästeet.
Evästeasetuksetedagogical awareness is sometimes equalled either to knowledge of the contents and discipline or, more often, to pedagogical measures. It is much more: it refers to teachers' interpretations and transformations of subject-matter knowledge in the context of facilitating student learning, not to speak of adding the teachers' self-knowledge and self-development. In doing so it encompasses understanding of common learning conditions. Having those ideas as a starting point, this study tries to analyze the writings of university employed teachers to see how they experienced and recollected their actions during teacher education and after that. The aim was to add the knowledge of the effectiveness of university teachers' pedagogical education and consider the possibilities of continuous promotion of academic teaching competence in higher education communities. This report is based on the interviews of certified teachers (2017) and introduces some of their statements from 2008 and 2009 to provide material for a longitudinal study. The conceptions were examined through the domains of personal, task, process and professional awareness. The outcomes show that the teachers had even at the beginning a reasonable view of the profession. They began to understand their responsibilities to society and interest groups more consciously.
Kieli: | eng |
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Julkaisija: | Oldendorf/Luhe, Germany : Inter-Research [2000]- |
ISSN: |
1863-5415 |
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Kieli: | eng |
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Julkaisija: | [Amsterdam] : Elsevier, B.V 2021- |
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Kieli: | eng por |
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Julkaisija: | [Oporto, Portugal] : RICOT (Working Conditions Research Network), Institute of Sociology, University of Porto [2011]- |
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Teachers´ life-long learning and occupational well-being is significant in promoting educational goals and professional development. The aim of the study was to determine which factors contribute to teacher educators´ commitment to work and give them energy for work and self-development. The research data consisted of 24 teacher educators in Oulu University of Applied Sciences. The research method of this case study was a qualitative, thematic content analysis, the research approach phenomenography. The most important single factor seemed to be the community of teachers, students and the administrative staff which are included in dialogue and collaboration. Emotions, meaningfulness, and interaction play an important role, often via pedagogical fellowship. Committed teacher educators take responsibility for workplace culture and transformation of teaching. Positive attitudes, motivation, reflection, and dialogue seem to be connected to professional capability and the ethos of teacher educators´ work.
Kieli: | eng |
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Julkaisija: | Les Ulis Cedex, France : EDP Sciences 2011- |
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Kieli: | eng |
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Julkaisija: | Groningen : University of Groningen Press 2018- |
ISSN: |
2647-4832 |
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Kieli: | fra eng |
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Julkaisija: | [Montrouge, France?] : [Dunod?] [1993]- [Netherlands?] : [Nanterre Cedex] : Les Ulis Cedex, France : |
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1765-2979 |
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Kieli: | eng |
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Julkaisija: | [Hilversum] : [Bentham Science Publishers] [2007]-[2018] |
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Kieli: | eng |
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Julkaisija: | [Hilversum] : [Bentham Science Publishers] [2008]- |
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Kieli: | ita eng fra spa |
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Julkaisija: | [Place of publication not identified] : Dipartimento di Architettura e Disegno Industriale dell'Università della Campania Luigi Vanvitelli 2020- |
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2724-3192 |
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Abstract Introduction The aim of this study was to describe patients', radiographers' and radiography students’ experiences of the developed 360° virtual counselling environment (360°VCE) for the coronary computed tomography angiography (cCTA). Methods A descriptive qualitative approach was used. The participants were cCTA patients (n = 10), radiographers (n = 10) and radiography students (n = 10) who used the 360°VCE and visited or worked at a university hospital in Finland. The 360°VCE, resembling the authentic environments of a CT imaging unit, included digital counselling materials in text, image, animation and video formats. Data were gathered through thematic interviews individually to obtain an understanding of participants’ perspectives and analyzed by inductive content analysis. Results Five main categories and 15 categories were identified. Identified benefits of the 360°VCE for patients included improvements in knowledge, spatial and environmental orientation, and senses of security and self-efficacy, with reductions in fear and nervousness. Patients found the counselling materials engaging, and that the 360° technology conveniently provided reassuring familiarity with the environment before their visit. Identified benefits for radiographers and radiography students included improvements in patients' mental preparedness, knowledge, spatial and environmental orientation, and reductions in patients’ fear, which eased procedures and enhanced diagnostic success. The 360°VCE also provided useful information and familiarization with the cCTA unit for students during clinical practice and staff of referring units. Conclusion It seems that patients', radiographers' and radiography students' experiences of 360°VCE respond to patients’ needs by improved knowledge and reduced fears. Thus, current counselling practices can be usefully complemented with spherical panoramic imaging technology and online information delivery. Implications for practice The results may be used to improve patient counselling and care, thereby optimizing the cCTA examination procedure and reducing fear. However, further research is needed to characterize experiences of the 360° VCE more comprehensively. Keywords Counselling, Patient, Computed tomography, Radiographer, Digital, Virtual
The aim of this study was to analyse Finnish students’ perceptions of a positive learning environment. Because of the reform of Finnish vocational education and training (VET) and the recent decrease of students’ well-being, it is important to study how students’ well-being and learning can be enhanced. This study applied the PRIDE theory to describe the positive learning environment. The acronym PRIDE is derived from these words: positive practices, relationship enhancement, individual attributes, dynamic leadership, and emotional well-being. The data was collected with semi-structured student interviews (N=12) from a northern Finnish VET institution. The interviews were analysed with a theory-based content analysis leaning on the PRIDE theory. The research provided important information of the positive learning environment from the students’ perspective, through which learning environments that support students’ well-being and learning can be designed and developed in VET. In addition, the study provided an example of how to use the PRIDE theory for analysing positive learning environments and education.
Kieli: | spa |
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Julkaisija: | Medellín, Colombia : Centro de Investigación en Comportamiento Organizacional Cincel [1982]- |
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2500-5669 |
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Kieli: | eng |
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Julkaisija: | [London] : BioMed Central ©2005-©2011. |
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1746-1448 |
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Kieli: | fra |
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Julkaisija: | Paris : L'Harmattan 1999- Malakoff : Éditions Armand Colin Paris : Éditions La Découverte |
ISSN: |
2105-2174 |
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Sisältöä ei voida näyttää
Chat-sisältöä ei voida näyttää evästeasetusten vuoksi. Nähdäksesi sisällön sinun tulee sallia evästeasetuksista seuraavat: Chat-palveluiden evästeet.
Evästeasetukset