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81.
Learning Professional Ways of Being: Ambiguities of becoming 总被引:1,自引:0,他引:1
The purpose of professional education programs is to prepare aspiring professionals for the challenges of practice within a particular profession. These programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this paper reconfigures professional education as a process of becoming. Learning to become a professional involves not only what we know and can do, but also who we are (becoming). It involves integration of knowing, acting, and being in the form of professional ways of being that unfold over time. When a professional education program focuses on the acquisition and application of knowledge and skills, it falls short of facilitating their integration into professional ways of being. In addition, through such a focus on epistemology (or theory of knowing), ontology (or theory of being) is overlooked. This paper explores what it means to develop professional ways of being where the focus is becoming, not simply knowing as an end in itself. 相似文献
82.
This paper reports an intensive study of problem-solving activity of female students at the senior secondary level. The study focussed both on the mathematical processing and the underlying cognitive and metacognitive activities that led to that processing. Response maps were used to analyse and categorize the written responses from individual students while videotaped problem solving sessions and structured and free response interviews probed the students' metacognitive knowledge, strategies, decision making, beliefs and affects. Metacognitive activities were involved in all phases of the solution process with key points in students' solutions identifiable in terms of the cognitive-metacognitive framework of Garofalo and Lester (1985). On average more time was spent on orientation and execution activities with little time being spent on organisation and verification activities, however, the successful groups spent less time on orientation than the other groups. All successful groups displayed a high number of key points where metacognitive decisions could influence cognitive action. Success was accompanied by a tendency to engage in a high number of organisational activities, regulation of execution activities and evaluation activities particularly evaluation of execution but fewer opportunities where metacognitive decisions could influence cognitive actions during orientation. 相似文献
83.
84.
This article analyses the perception of conflict held by students in the Faculty of Education at the three campuses of the University of Granada, and evaluates the different notions held by those who have received specific training in this subject and those who have not during their initial training process. An ad hoc questionnaire has been developed, with an empirical-analytical study and Ex Post Facto correlational design. The sample covers 1,281 subjects. The results indicate a negative perception and conceptualization, poor realization of the educational guides on subjects that include competences related to the theme of Conflict and/or the Culture of Peace, and the influence of previous experiences. 相似文献
85.
Nathlie A. Badian Frank H. Duffy Heidelise Als Gloria B. McAnulty 《Annals of dyslexia》1991,41(1):221-245
Linguistic profiles of 60 boys with average intelligence were examined at kindergarten, grade 2, and grade 4. The subjects
were 7 dyslexic, 7 mildly dyslexic, 30 average, and 16 good readers, defined in terms of the discrepancy between standardized
reading and intelligence scores. Across the three ages, reader groups did not differ in language comprehension, but did differ
in confrontation and rapid automatized naming (RAN), three syntactic measures, and verbal memory. Group strengths and weaknesses
were, with few exceptions apparent in kindergarten and maintained throughout. The kindergarten tasks which most effectively
predicted reading group membership at grade 4 were giving letter sounds, and rapid naming; these predicted 4th grade reading
group at close to 100 percent accuracy. The study, together with a further comparison of average and high IQ good readers,
provides an interesting contrast between the role of RAN and Confrontation naming in reading.
This work was supported in part by NIHCD grants RO1HD18761 to F. H. Duffy, RO1HD18654 to H. Als, and the Mental Retardation
Grant P30HD18655 to C. F. Barlow. 相似文献
86.
87.
Gloria B. Wood 《Innovative Higher Education》1990,15(1):29-41
The Curriculum Committee of the General College (GC) at the University of Minnesota selected the ACT Objective Test to assess general educational outcomes, educational gains, and to provide an individual assessment of academic achievement for graduating Associate of Arts degree candidates.Data analyses to assess general educational outcomes revealed that GC Associate of Arts degree candidates scored significantly lower than an ACT national sample on total score and four out of six subscores.Data analyses to assess educational gains revealed no significant differences between three comparison groups of GC students: Associate of Arts candidates, GC sophomores, and GC freshman; although there was a significant difference on grade-point average (GPA).Finally, data analyses to assess ethnic group performance revealed significant differences between four ethnic groups, although there were no significant differences on GPA. In addition, it was discovered that the relationship between total score and GPA was strongly positive for the Black and Caucasian groups but was negative for the Asian and Other groups.Thus, since the ACT Objective Test did not provide an adequate measure of educational gains, and it appears that the ACT Objective Test might possibly be a culturally biased instrument, it was decided to discontinue use of the ACT Objective Test in the General College after the one-year experimental period.Gloria B. Wood received her Ph.D. in Counseling Psychology from the University of Minnesota. She teaches psychology and career planning to a predominantly nontraditional and under-prepared college population. Her research interests include: cognitive development and learning styles; the psychological and motivational variables related to academic performance; and variables related to career assessment and development. 相似文献
88.
This study investigates two questions key to academic library resources and services: Which sources are students most likely to use to begin their academic work? Whom do students tend to consult for research assistance? In-depth interviews conducted with 15 undergraduate and graduate students were thematically analyzed through a three-step process. The findings indicate that students are most likely to consult faculty and peers for assistance and are largely unaware of librarians' roles, while they tend to begin research using library databases and do not necessarily start with Google. In addition, student use of small study groups as learning networks and reliance upon alternate sites to conduct research emerged as unanticipated themes. 相似文献
89.
90.
Gloria Dall'Alba Eleanor Walsh John Bowden Elaine Martin Geofferey Masters Paul Ramsden Andrew Stephanou 《Research in Science Education》1992,22(1):409-409
This paper has been accepted for publication in theJournal of Research in Science Teaching. Copies are available from Gloria Dall'Alba, ERADU, RMIT, GPO Box 2476V, Melbourne. Vic. 3001. 相似文献