Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
Articles 1 - 5 of 5
Full-Text Articles in Education
Centering The Teacher: How An Autonomy-Supportive Environment Impacts Arts Educators’ Sense Of Agency And The Collaborative Culture Of Their Education Networks, Kyle Andrew Anderson
Centering The Teacher: How An Autonomy-Supportive Environment Impacts Arts Educators’ Sense Of Agency And The Collaborative Culture Of Their Education Networks, Kyle Andrew Anderson
Theses and Dissertations
In this action research study, I adapted statewide systems of support for visual and performing arts educators in an effort to promote a positive sense of professional identity and strengthen the collaborative culture of the support systems. Prior to this study, the educator network met monthly for professional learning sessions planned and facilitated by a leader in a non-teacher role. As an action researcher, I restructured the sessions to create an autonomy-supportive environment to foster educators’ leadership skills and promote authentic collaboration. Study participants had autonomy over the planning, aims, content, and facilitation of the networking sessions. A basic qualitative …
Exploring Students’ Experiences In Occupational Therapy Education: A Phenomenological Study Of Professional Identity Development, Peter O. Ndaa, Katherine Wimpenny, Rebecca Khanna, Simon Goodman, Ajediran I. Bello
Exploring Students’ Experiences In Occupational Therapy Education: A Phenomenological Study Of Professional Identity Development, Peter O. Ndaa, Katherine Wimpenny, Rebecca Khanna, Simon Goodman, Ajediran I. Bello
The Qualitative Report
The existing literature on professional identity enactment and development, subscribes to students’ socializing in a learning environment, where they regularly encounter practicing professionals throughout their education period. However, in most countries with less resourced occupational therapists like Ghana, education in occupational therapy is fraught with inadequate number of same professionals to mentor undergraduate occupational therapy students. The students are thus faced with serious dilemma regarding their professional identity which tends to elicit a bleak perception of their chosen career. The present study was therefore envisaged to interpret and analyse the students’ lived experiences, with the view to capture the process …
Is This What Counselors Are? Conflict Stories In Multicultural Coursework, Lauren Melamed
Is This What Counselors Are? Conflict Stories In Multicultural Coursework, Lauren Melamed
Journal of Counselor Preparation and Supervision
Classroom-based conversations about multicultural issues can be difficult, ranging with various degrees of tension that span between affective stress to full on turbulent emotional exchanges. The purpose of this narrative inquiry was to better understand the student perspective of conflict in the classroom. Understanding conflict stories are imperative for the training of professional counselors bound to both cultural competency and professional growth. Findings reveal both content and structure of students’ conflict stories in multicultural counseling classes as they navigate the tasks of professional identity development. Themes of gatekeeping and collective accountability emerged, in addition to transformation and meaning-making.
Structuring A Short-Term Study Abroad Experience To Foster Professional Identity Growth In Undergraduate Education And Social Work Students, David M. Tack, Jeremy Carney
Structuring A Short-Term Study Abroad Experience To Foster Professional Identity Growth In Undergraduate Education And Social Work Students, David M. Tack, Jeremy Carney
Teaching & Learning Faculty Publications
This paper explores the emerging themes in the development and implementation of a short-term study abroad tour of Ireland and Northern Ireland by education and social work majors. The twenty-two student participants were invited to take part in a post-travel focus group process to discover how the experience impacted their developing professional identities. As the researchers reviewed the focus group transcripts and reflected on the experience, powerful ideas regarding the development of a successful study abroad experience emerged. The following four themes emerged: instructors need to purposefully schedule the experience to meet the social and learning needs of the students; …
Transforming Selves For Inclusive Practice: Experiences Of Early Childhood Preservice Teachers, Joseph S. Agbenyega, Sunanta Klibthong
Transforming Selves For Inclusive Practice: Experiences Of Early Childhood Preservice Teachers, Joseph S. Agbenyega, Sunanta Klibthong
Australian Journal of Teacher Education
In this paper we discussed the impact of ‘spaces of difference’ on teachers’ professional learning to embrace and celebrate diversity, as perceived by early childhood preservice teachers who share their opinions through online group discussions. Spaces of difference is a first year undergraduate course unit designed to support preservice teachers’ professional education to embrace and implement inclusive practice in early childhood education. Informed by Critical theoretical ideas of Bourdieu (Capital, Field, Habitus), we investigated early childhood preservice teachers’ concept of spaces of difference and their personal transformations. Results of this qualitative study suggested that teachers’ understanding of space extended and …