This paper outlines selected results from a PhD study of the teaching experiences of police educators in Australian police academies. The purpose of this paper is to describe the variation in police ...educators' teaching experiences, with these results being used to identify effective teaching practice and discuss its impact on student learning. A qualitative research specialisation called phenomenography was used for the data collection and analysis process. Semi-structured interviews were conducted with 25 police educators from across five police academies. The interviews were analysed using comparative analysis to constitute a limited number of qualitatively different categories representing variation from less to more complete experiences. Discussion of the results highlighted ideal approaches to teaching and how these experiences compare to more traditional police academy teaching practices. The implications of these results were discussed in terms of improving learning in police academies.
Introduction
Teaching is an important competency in graduate medical education (GME). Many residency programs have implemented curricula to develop residents’ teaching skills and observed structured ...teaching experiences (OSTEs) have been used to assess these skills. There is an increasing focus on building teaching skills earlier in the medical education continuum, however, there is limited literature on assessing medical students’ teaching skills. The authors developed an OSTE for medical students enrolled in a students-as-teachers course to address this gap and provide formative feedback on teaching skills.
Materials and Methods
OSTEs were conducted for fourth-year medical students (M4s) enrolled in a Students as Teachers Advanced Elective at a US medical school. An M4 observed a first-year medical student (M1) during a simulated encounter with a standardized patient. The M4 gave feedback and a chalk talk. A physician observer assessed the M4’s teaching using the modified Stanford Faculty Development Program (SFDP) questionnaire. The M1s and M4s also completed the SFDP. The M4 completed pre- and post-OSTE self-efficacy surveys (score range 6-30) and a post-OSTE acceptability survey.
Results
All (30/30) M4s completed the OSTE. The SFDP identified common teaching strengths and areas for growth. ANOVA tests demonstrated significant differences between the mean (SD) scores from physician assessors, M1s, and M4s 4.56 (0.63) vs. 4.87 (0.35) vs. 4.08 (0.74), p<0.001. There was a statistically significant difference in mean (SD) self-efficacy scores pre- and post-OSTE 18.72 (3.39) vs. 23.83 (3.26), p<0.001. All M4s (30/30) somewhat or strongly agreed with all three OSTE acceptability questions.
Lessons Learned
The authors successfully conducted an OSTE in an M4 advanced elective. The OSTE was highly acceptable to participants, and M4s demonstrated improved teaching self-efficacy. Further research should explore the validity of the OSTE to measure medical students’ teaching skills and the long-term impact of developing teaching skills in medical school.
Higher education institutions are increasingly arranging international programmes to allow trainee teachers to spend periods abroad. In this way, teachers can compare diverse school systems and have ...the opportunity to reflect on their own teaching identity. This article focuses on trainee teachers' ideas and opinions that emerged during international mobility, underscoring their reflections on personal and professional aspects involved in their participation in internships at schools abroad. To investigate these reflections, the Department of Education at the University of Genoa designed a scoping study administering a questionnaire to 35 Italian trainee teachers who had an international teaching experience. The questionnaire was composed of closed- and open-ended questions to collect both quantitative and qualitative data. The findings emphasise that international experiences gave trainee teachers many opportunities to reflect deeply on several aspects of their personal and professional identities mainly related to their linguistic skills, teaching competencies and self-reflection attitudes.
Compartimos la experiencia conjunta entre las carreras de diseño de comunicación y diseño gráfico de la Universidad Nacional del Litoral y la Universidad de Ciencias Empresariales y Sociales de la ...Ciudad de Buenos Aires, en prácticas pedagógicas significativas de temáticas afines.
This reprint focuses on the impact of the global COVID-19 pandemic on STEM education and measures (teaching tools and research practices) taken to combat the learning gaps in STEM education in the ...post-pandemic era. Contributions were collected from researchers engaged in STEM education research, including the methods, pedagogical approaches, and environments they utilize in the post-pandemic era.
This study explored inclusion practices in general physical education (GPE) from the experiences and perspectives of elementary physical education teachers. The stories of four teachers (two females, ...two males) between 27 and 57 years of age were gathered using the phenomenological methods of semi-structured interviews, photographs, school documents, and field notes. Bandura's social-cognitive theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from the thematic analysis: engaging in learning; adapting strategies to meet students' needs; and moving beyond the educational goals. The findings suggest that inclusion practices (teacher's behaviours) in GPE were constructed by the dynamic interactions between teachers' knowledge of disability and motivation to learn about their students (personal factors) and children's needs and learning goals (environment).
Online education due to COVID-19 confinement impacted the use of the Information and Communication Technology (ICT) in Spain, where it was poorly implemented. The aim of this paper was to inspect the ...methodological changes in Physics and Chemistry teaching during the confinement as well as in the ICT use and the lockdown impact afterwards. For this purpose, an online survey was administered by email to the Physics and Chemistry teachers of three provinces of Spain. Based on the analysis, the most widely used methodology was the traditional one. Still, during the lockdown, its use decreased, and others, such as the flipped classroom, increased significantly. Other adaptations included increasing the use of virtual simulations and self-learning by the student. It can be outlined the incorporation of new tools such as WebQuests, the smartphone, or online education platforms, whose use has continued. The ICT was used for new functionalities such as evaluation or answering student questions. According to the respondents, the lockdown had entailed that they strengthen implementation of ICT. In conclusion, there have been changes that have remained in the Physics and Chemistry didactic and in the ICT use due to the lockdown situation.
Teachers’ psychological and social well-being has become a relevant concern for the educational community. Specifically, damage to it affects preservice teachers (PSTs) when confronting educational ...challenges during their initial teacher education. PSTs’ well-being is related to self-perceptions of professional worth, which impacts their emotional states, actions, and beliefs. Perceived self-efficacy is a well-known indicator to measure these self-perceptions, allowing us to explore PSTs’ valuation of their competence during experiential opportunities for professional development. The practicum is considered for investigating perceived self-efficacy predictors, since direct professional performance can be observed. This context also allows the exploration of their satisfaction with their competence development and the training environment. This study analyzes PSTs’ perceived self-efficacy predictors and job satisfaction during practicum experiences. A mixed methodological design was selected with 258 PSTs participating in the quantitative part and nine PSTs in the qualitative part. Descriptive, correlational, and inferential statistical analyses and two focus group sessions were conducted. The findings show changes in perceived self-efficacy are generated by social interactions and mastery experiences. Changes in perceived self-efficacy, satisfaction with one’s competence, and the school environment are related significantly. Our conclusions highlight the role of mentoring during the practicum in caring for PSTs’ self-perceptions and improving their satisfaction with the experience. The importance of caring for well-being to avoid stressful situations during the first training stages and prevent burnout in teachers in service is considered. Research implications in the lines proposed are further discussed.
In many countries, preservice teachers' (PTs) education programs neglect the importance of connecting research and practice. Reconciling training and research remains problematic for PTs, who often ...encounter difficulties in making connections between the academic knowledge acquired in university and their experiences in the classroom. This context inhibits the development of their professional skills. Taking this observation as our starting point, the aim of this article is to conceptualize and to illustrate an alternative approach in order to establish a reciprocal link between training and research, sketching the outlines of a developmental research-based program of teacher education. We begin by studying different training-based approaches to research and their respective limitations, identifying the key principles and steps of a developmental research-based approach to teacher education. Then, we illustrate these principles using data from empirical studies. Finally, we discuss the conditions required for the implementation of such an approach to the teacher education of PTs in France.
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