The qualitative study has involved 100 novice teachers attending a two year training course in Teacher College at the Universities of Florence and Siena and has been focused on the analysis of transformative learning processes (Mezirow, 1990; 1991) occurring during the practicum within the interaction among novice and expert teachers using a narrative inquiry approach (Connelly & Clandinin, 1995).
Novice teachers have been asked to write a professional short narrative about a problematic experience in their training framed as “critical incident” (Brookfield, 1990). Narratives have been collected in order to identify transformative processes and turning points in the construction of teacher’s professional epistemology focusing on their epistemic and emotional involvement. Narratives have been processed both by statistic classification and qualitative analysis using a process of methodological and investigator triangulation.
This document summarizes a study that examined the emotional dimensions of transformative learning processes in novice teachers. The study involved 100 novice teachers writing narratives about critical incidents from their teaching practicums. The narratives were analyzed both quantitatively and qualitatively to identify transformative processes and turning points in developing professional epistemologies. A first quantitative analysis found that most narratives focused on relationships with students, with few focusing on relationships with expert teachers or personal and professional beliefs. A qualitative analysis then examined narratives through triangulation to understand the intersection of epistemic, psychological, and socio-linguistic perspectives and how they changed to construct professional identities. The analysis aimed to provide insight into the emotions involved in transforming frames of reference during practicum experiences
Objective of this assignment is to write a descriptive essay on six theories ...Mahazona
The document discusses several theories of learning and their implications for employee training. It describes experiential learning theory proposed by Carl Rogers, which emphasizes that learning is facilitated when students have control over their learning, directly confront real-world problems, and self-evaluate. It also outlines drive reduction theory, cognitive flexibility theory, transformative learning theory, subsumption theory, and social learning theory. For each theory, it provides principles, examples of application to training, and potential advantages and disadvantages. The document aims to help guide employee career development by giving staff access to courses informed by different learning theories.
An effective Mathematics teacher is a Reflective PractitionerchristopherOwuAnnan1
An effective mathematics teacher is a reflective practitioner who engages in continuous self-evaluation and analysis of their teaching practices in order to improve. Reflective practice involves deliberately reflecting on one's experiences to gain new understandings and inform future lessons. There are various reflective strategies teachers can use, such as keeping a teaching journal, collaborating with peers, and using student assessments to critically examine their practices. Being a reflective practitioner helps teachers develop deeper understanding, identify their strengths and areas for growth, and enhance their teaching skills.
Tugas landasan educational psychology terbaru200409190711
- Educational psychology focuses on understanding teaching and learning in educational settings. It helps teachers study students' abilities and needs to employ effective teaching techniques.
- Constructivist theories of learning emphasize that individuals actively construct knowledge and understanding. Teachers should support student exploration and provide opportunities for social learning.
- Recent research suggests teaching educational psychology concepts within realistic teaching problems or cases, similar to how problem-based learning teaches math concepts within story problems. This facilitates meaningful learning that applies to teaching practice.
Studying the Phenomenon of Early Burnout of Pedagogical University Students-C...CrimsonpublishersPPrs
Studying the Phenomenon of Early Burnout of Pedagogical University Students by Liliya A Belozerova, Larisa M Zakharova, Marina M Silakova and Inna A Semikasheva* in Psychology and Psychotherapy: Research Study
This document discusses integrating contemplation into mainstream education. It argues that contemplation is a fundamental way of knowing that complements rational and empirical thinking. The document provides evidence that contemplation can improve student performance, develop character, and promote deeper learning. It also outlines specific contemplative practices and exercises that can be incorporated into classrooms across different subject areas and grade levels.
This chapter discusses the field of educational psychology and how it relates to teaching. It defines educational psychology as applying psychological principles to education and understanding learners and the learning process. The chapter outlines several responsibilities of educational psychologists, including researching teaching effectiveness and how students learn. It also discusses the accumulated knowledge base in educational psychology around factors like environmental/cultural influences, cognitive development, and classroom management.
The chapter then explains that future teachers will need skills in areas like decision-making, serving diverse learners, and addressing traditional classroom problems, as well as using new technology and having knowledge of learning theories. It states teachers must be able to understand and connect with students from different backgrounds. Finally, it poses questions about what makes an
This document summarizes a study that examined the emotional dimensions of transformative learning processes in novice teachers. The study involved 100 novice teachers writing narratives about critical incidents from their teaching practicums. The narratives were analyzed both quantitatively and qualitatively to identify transformative processes and turning points in developing professional epistemologies. A first quantitative analysis found that most narratives focused on relationships with students, with few focusing on relationships with expert teachers or personal and professional beliefs. A qualitative analysis then examined narratives through triangulation to understand the intersection of epistemic, psychological, and socio-linguistic perspectives and how they changed to construct professional identities. The analysis aimed to provide insight into the emotions involved in transforming frames of reference during practicum experiences
Objective of this assignment is to write a descriptive essay on six theories ...Mahazona
The document discusses several theories of learning and their implications for employee training. It describes experiential learning theory proposed by Carl Rogers, which emphasizes that learning is facilitated when students have control over their learning, directly confront real-world problems, and self-evaluate. It also outlines drive reduction theory, cognitive flexibility theory, transformative learning theory, subsumption theory, and social learning theory. For each theory, it provides principles, examples of application to training, and potential advantages and disadvantages. The document aims to help guide employee career development by giving staff access to courses informed by different learning theories.
An effective Mathematics teacher is a Reflective PractitionerchristopherOwuAnnan1
An effective mathematics teacher is a reflective practitioner who engages in continuous self-evaluation and analysis of their teaching practices in order to improve. Reflective practice involves deliberately reflecting on one's experiences to gain new understandings and inform future lessons. There are various reflective strategies teachers can use, such as keeping a teaching journal, collaborating with peers, and using student assessments to critically examine their practices. Being a reflective practitioner helps teachers develop deeper understanding, identify their strengths and areas for growth, and enhance their teaching skills.
Tugas landasan educational psychology terbaru200409190711
- Educational psychology focuses on understanding teaching and learning in educational settings. It helps teachers study students' abilities and needs to employ effective teaching techniques.
- Constructivist theories of learning emphasize that individuals actively construct knowledge and understanding. Teachers should support student exploration and provide opportunities for social learning.
- Recent research suggests teaching educational psychology concepts within realistic teaching problems or cases, similar to how problem-based learning teaches math concepts within story problems. This facilitates meaningful learning that applies to teaching practice.
Studying the Phenomenon of Early Burnout of Pedagogical University Students-C...CrimsonpublishersPPrs
Studying the Phenomenon of Early Burnout of Pedagogical University Students by Liliya A Belozerova, Larisa M Zakharova, Marina M Silakova and Inna A Semikasheva* in Psychology and Psychotherapy: Research Study
This document discusses integrating contemplation into mainstream education. It argues that contemplation is a fundamental way of knowing that complements rational and empirical thinking. The document provides evidence that contemplation can improve student performance, develop character, and promote deeper learning. It also outlines specific contemplative practices and exercises that can be incorporated into classrooms across different subject areas and grade levels.
This chapter discusses the field of educational psychology and how it relates to teaching. It defines educational psychology as applying psychological principles to education and understanding learners and the learning process. The chapter outlines several responsibilities of educational psychologists, including researching teaching effectiveness and how students learn. It also discusses the accumulated knowledge base in educational psychology around factors like environmental/cultural influences, cognitive development, and classroom management.
The chapter then explains that future teachers will need skills in areas like decision-making, serving diverse learners, and addressing traditional classroom problems, as well as using new technology and having knowledge of learning theories. It states teachers must be able to understand and connect with students from different backgrounds. Finally, it poses questions about what makes an
Education psychology is the study of human behavior and learning in educational settings. It draws from the fields of psychology and education to understand how people learn and improve educational outcomes. Some key areas it focuses on are the learner/student, the teacher, and the teaching and learning process. Education psychology provides teachers with knowledge of learning theories and principles to effectively guide students' development and behavior in the classroom. It also gives insights into student nature and needs to help teachers motivate students and build positive relationships that support learning.
Educational psychology b.ed. evening-weekly planShah Muzaffar
1) This course covers topics in educational psychology including child development, learning, motivation, intelligence, and individual differences.
2) The course aims to help classroom teachers better understand child development and psychology to work more effectively. Key topics include types of psychological questions teachers address, child development from birth to adolescence, and factors influencing learning.
3) The course content is divided into 8 units that cover topics such as approaches to learning, learning theories and their impact on education, motivation, intelligence, and addressing individual differences.
1) The document provides an overview of the main theories of learning that have emerged from research, beginning with behaviourist theories based on conditioning principles from early 20th century experiments. 2) It then discusses criticisms of behaviourism, leading to new cognitivist and constructivist perspectives that view learning as an active process of constructing knowledge and developing more complex thinking over time. 3) The implications of these different theories for teaching practice are outlined, such as a shift from a teacher-centered approach based on reinforcement to one that facilitates active learning.
Educational psychology describes and explains the learning experience of an individual from birth through old age. It is the science of education that applies principles of psychology to understand how people learn. Educational psychology helps teachers understand student development, abilities and limitations, as well as the learning process. It provides knowledge and skills for teachers to effectively educate students and produce desirable changes for their overall development. The subject matter of educational psychology revolves around the learner, their learning experiences, processes and environment, as well as the teacher. It employs scientific methods to study behavior in educational settings.
There are several major theories of how people learn. Behavioral theories such as classical and operant conditioning focus on observable behaviors and reinforcements. Cognitive theories examine internal mental processes and view learning as connecting new information to prior knowledge. Social learning theory emphasizes imitation and observational learning from models. While each theory provides insights, they also have limitations and new theories continue to emerge.
This document discusses various topics related to assessing student reflections, including:
1. Criterion referenced assessment and identifying assessment resources for pass/fail grading.
2. Teaching students how to respond to feedback by using patterns found in assessment scenarios.
3. Assessment for learning by analyzing patterns in student work.
However, the document lacks a clear focus and does not identify a specific issue or experience for students to reflect on. It also fails to provide reasoning, literature citations, or strategies for improving practice.
This document summarizes a study on empathy among college students in urban areas of Mumbai, India. 190 students aged 18 and above across various colleges in Mumbai were surveyed using a combination of closed-ended, open-ended, and Likert scale questions about their empathetic feelings. The data was analyzed using descriptive statistics, chi-square tests of association, factor analysis, and path analysis. Previous research discussed in the literature review found that empathy is important for college students' interpersonal relationships and well-being, and that factors like self-esteem can impact empathy. The goal of this study was to assess empathetic feelings in this population and understand any underlying factors.
This document discusses key concepts in educational psychology. It begins by defining educational psychology as applying psychological principles to solve classroom problems. It then discusses opportunities and challenges teachers face, such as making a positive difference in students' lives but also being held accountable for their academic success. The document also addresses the importance of understanding diversity among students. Finally, it outlines the science of educational psychology, explaining that theories are formulated and research is conducted to test those theories. Research involves samples, measures, and designs to study variables and phenomena. Common research designs include descriptive, correlational, experimental, and quasi-experimental.
Introduction to educational psychology 1majid hussain
Educational psychology is the branch of psychology that studies how people learn in educational settings, both in and out of school. It aims to apply psychological insights and principles to understand and improve educational practice. Some key areas it covers are understanding learners, selecting learning experiences, teaching techniques to facilitate learning, and evaluating learning outcomes. It provides a scientific basis and practical guidance to help create effective learning environments and experiences for students.
Educational psychology is the study of human learning and involves understanding cognitive and affective processes, individual differences, and educational activities and learning processes. It draws from psychology and neuroscience and informs fields like instructional design, curriculum development, and classroom management. The field studies memory, conceptual processes, and individual differences to conceptualize new strategies for learning. It has seen rapid growth in the last 20 years and dates back to early thinkers like Plato and Aristotle who researched topics important to understanding cognition, learning, and social perception.
Theories of Teaching in Psychology -M.ed Levelfatima roshan
1) The document discusses different types of teaching theories including formal, descriptive, and normative theories. Formal theories are syntactic in nature while descriptive theories are based on observations of learner characteristics. Normative theories establish teaching standards based on human teachers and students.
2) Descriptive theories include theories of instruction like Gagne's hierarchical theory and Bruner's cognitive development theory. Prescriptive theories analyze teaching variables like teacher activities, educational objectives, and components of learning.
3) Normative theories include cognitive theory of teaching, theory of teacher behavior, and general theories of teaching. The cognitive theory addresses teacher roles and objectives. Theory of teacher behavior defines teacher acts that induce learning. General theories assume teaching produces student behavior
The document discusses the challenges of assessing reflective work. It notes that reflection encourages independent thinking without a set curriculum, so assessing it can be difficult. While reflection is increasingly included in education, outcomes must be attached to it if its value is to be recognized. Some propose assessing the language used in reflections to determine the depth and quality, but this favors those who recognize assessment rules over those who may reflect deeply in other ways. Overall, valid assessment of reflection is complicated and there are no simple answers, but the practice will continue growing in education.
Learning theories can be categorized into behavioral, constructivist, socio-cultural, and cognitive approaches. Behavioral theories such as classical conditioning and operant conditioning focus on the association between stimuli and responses. Constructivism posits that learning is an active process where learners construct new ideas based on past knowledge. Socio-cultural theory emphasizes the important role social interaction plays in cognitive development. Cognitive theories examine internal cognitive processes and believe that learning involves gaining insight. The different learning theories provide various perspectives on how learning occurs.
Introduction to educational psychology & hgdHennaAnsari
Educational psychology deals with applying psychological principles to education. It involves studying human behavior and development in educational settings. There are three main schools of thought in educational psychology: structuralism, which analyzes the basic units of the mind; functionalism, which focuses on the functions and roles of mental processes; and behaviorism, which studies observable behavior and learning through conditioning principles like classical and operant conditioning. Educational psychology has a wide scope that includes understanding learners, designing learning experiences, studying learning processes, creating effective learning environments, developing teachers, and more.
This document discusses various theories of teaching. It defines theories of teaching according to different scholars and discusses the need for theories of teaching. It classifies theories of teaching into formal/philosophical theories, descriptive theories, and normative theories. Under formal theories, it describes the maieutic, communication, molding, and mutual inquiry theories. It provides details on Gagne's hierarchical theory of instruction, Atkinson's decision theory, and Bruner's cognitive development theory under descriptive theories. Finally, it outlines cognitive theory of teaching, theory of teacher behavior, psychological theory of teaching, and Clarke's general theory of teaching under normative theories.
Teaching and learning is a process that includes many variables. These variables interact as learners work toward their goals and incorporate new knowledge, behaviours, and skills that add to their range of learning experiences.
The document discusses several theories of learning: behaviorism, cognitivism, social learning theory, and social constructivism. Behaviorism views learning as observable changes in behavior and focuses on classical and operant conditioning. Cognitivism sees learning as the formation of mental connections between symbols. Social learning theory emphasizes observational learning and imitation. Social constructivism frames learning as an active, collaborative process where learners construct new understandings together.
The document discusses different conceptions of teaching:
1. Science-research conceptions focus on operationalizing principles from educational research, following tested models of effective teaching. Approaches include audiolingualism, task-based language teaching, and learner training.
2. Theory-philosophy conceptions are based on educational theories like communicative language teaching and values-based approaches focus on embedding values in the curriculum.
3. Art-craft conceptions view teaching as inventing personalized practices for each unique situation based on assessing learner needs and possibilities. A good teacher selects effective options for their particular class.
Teaching of psychology 2011-hughes-36-9Miguel Leal
This document summarizes a study that tested the effectiveness of an in-class activity to teach students about reframing negative thoughts compared to a lecture on the same topic. In the activity, students worked through scenarios involving stressful situations and challenged their own negative thoughts about the scenarios. They then provided advice to others experiencing chronic negative thoughts. Students who did the activity were more likely than those who received a lecture to suggest challenging negative thoughts or examining issues from multiple perspectives in their advice. They also reported learning coping skills better and finding the lesson more enjoyable. The activity is an engaging way to teach stress management and coping skills.
Education psychology is the study of human behavior and learning in educational settings. It draws from the fields of psychology and education to understand how people learn and improve educational outcomes. Some key areas it focuses on are the learner/student, the teacher, and the teaching and learning process. Education psychology provides teachers with knowledge of learning theories and principles to effectively guide students' development and behavior in the classroom. It also gives insights into student nature and needs to help teachers motivate students and build positive relationships that support learning.
Educational psychology b.ed. evening-weekly planShah Muzaffar
1) This course covers topics in educational psychology including child development, learning, motivation, intelligence, and individual differences.
2) The course aims to help classroom teachers better understand child development and psychology to work more effectively. Key topics include types of psychological questions teachers address, child development from birth to adolescence, and factors influencing learning.
3) The course content is divided into 8 units that cover topics such as approaches to learning, learning theories and their impact on education, motivation, intelligence, and addressing individual differences.
1) The document provides an overview of the main theories of learning that have emerged from research, beginning with behaviourist theories based on conditioning principles from early 20th century experiments. 2) It then discusses criticisms of behaviourism, leading to new cognitivist and constructivist perspectives that view learning as an active process of constructing knowledge and developing more complex thinking over time. 3) The implications of these different theories for teaching practice are outlined, such as a shift from a teacher-centered approach based on reinforcement to one that facilitates active learning.
Educational psychology describes and explains the learning experience of an individual from birth through old age. It is the science of education that applies principles of psychology to understand how people learn. Educational psychology helps teachers understand student development, abilities and limitations, as well as the learning process. It provides knowledge and skills for teachers to effectively educate students and produce desirable changes for their overall development. The subject matter of educational psychology revolves around the learner, their learning experiences, processes and environment, as well as the teacher. It employs scientific methods to study behavior in educational settings.
There are several major theories of how people learn. Behavioral theories such as classical and operant conditioning focus on observable behaviors and reinforcements. Cognitive theories examine internal mental processes and view learning as connecting new information to prior knowledge. Social learning theory emphasizes imitation and observational learning from models. While each theory provides insights, they also have limitations and new theories continue to emerge.
This document discusses various topics related to assessing student reflections, including:
1. Criterion referenced assessment and identifying assessment resources for pass/fail grading.
2. Teaching students how to respond to feedback by using patterns found in assessment scenarios.
3. Assessment for learning by analyzing patterns in student work.
However, the document lacks a clear focus and does not identify a specific issue or experience for students to reflect on. It also fails to provide reasoning, literature citations, or strategies for improving practice.
This document summarizes a study on empathy among college students in urban areas of Mumbai, India. 190 students aged 18 and above across various colleges in Mumbai were surveyed using a combination of closed-ended, open-ended, and Likert scale questions about their empathetic feelings. The data was analyzed using descriptive statistics, chi-square tests of association, factor analysis, and path analysis. Previous research discussed in the literature review found that empathy is important for college students' interpersonal relationships and well-being, and that factors like self-esteem can impact empathy. The goal of this study was to assess empathetic feelings in this population and understand any underlying factors.
This document discusses key concepts in educational psychology. It begins by defining educational psychology as applying psychological principles to solve classroom problems. It then discusses opportunities and challenges teachers face, such as making a positive difference in students' lives but also being held accountable for their academic success. The document also addresses the importance of understanding diversity among students. Finally, it outlines the science of educational psychology, explaining that theories are formulated and research is conducted to test those theories. Research involves samples, measures, and designs to study variables and phenomena. Common research designs include descriptive, correlational, experimental, and quasi-experimental.
Introduction to educational psychology 1majid hussain
Educational psychology is the branch of psychology that studies how people learn in educational settings, both in and out of school. It aims to apply psychological insights and principles to understand and improve educational practice. Some key areas it covers are understanding learners, selecting learning experiences, teaching techniques to facilitate learning, and evaluating learning outcomes. It provides a scientific basis and practical guidance to help create effective learning environments and experiences for students.
Educational psychology is the study of human learning and involves understanding cognitive and affective processes, individual differences, and educational activities and learning processes. It draws from psychology and neuroscience and informs fields like instructional design, curriculum development, and classroom management. The field studies memory, conceptual processes, and individual differences to conceptualize new strategies for learning. It has seen rapid growth in the last 20 years and dates back to early thinkers like Plato and Aristotle who researched topics important to understanding cognition, learning, and social perception.
Theories of Teaching in Psychology -M.ed Levelfatima roshan
1) The document discusses different types of teaching theories including formal, descriptive, and normative theories. Formal theories are syntactic in nature while descriptive theories are based on observations of learner characteristics. Normative theories establish teaching standards based on human teachers and students.
2) Descriptive theories include theories of instruction like Gagne's hierarchical theory and Bruner's cognitive development theory. Prescriptive theories analyze teaching variables like teacher activities, educational objectives, and components of learning.
3) Normative theories include cognitive theory of teaching, theory of teacher behavior, and general theories of teaching. The cognitive theory addresses teacher roles and objectives. Theory of teacher behavior defines teacher acts that induce learning. General theories assume teaching produces student behavior
The document discusses the challenges of assessing reflective work. It notes that reflection encourages independent thinking without a set curriculum, so assessing it can be difficult. While reflection is increasingly included in education, outcomes must be attached to it if its value is to be recognized. Some propose assessing the language used in reflections to determine the depth and quality, but this favors those who recognize assessment rules over those who may reflect deeply in other ways. Overall, valid assessment of reflection is complicated and there are no simple answers, but the practice will continue growing in education.
Learning theories can be categorized into behavioral, constructivist, socio-cultural, and cognitive approaches. Behavioral theories such as classical conditioning and operant conditioning focus on the association between stimuli and responses. Constructivism posits that learning is an active process where learners construct new ideas based on past knowledge. Socio-cultural theory emphasizes the important role social interaction plays in cognitive development. Cognitive theories examine internal cognitive processes and believe that learning involves gaining insight. The different learning theories provide various perspectives on how learning occurs.
Introduction to educational psychology & hgdHennaAnsari
Educational psychology deals with applying psychological principles to education. It involves studying human behavior and development in educational settings. There are three main schools of thought in educational psychology: structuralism, which analyzes the basic units of the mind; functionalism, which focuses on the functions and roles of mental processes; and behaviorism, which studies observable behavior and learning through conditioning principles like classical and operant conditioning. Educational psychology has a wide scope that includes understanding learners, designing learning experiences, studying learning processes, creating effective learning environments, developing teachers, and more.
This document discusses various theories of teaching. It defines theories of teaching according to different scholars and discusses the need for theories of teaching. It classifies theories of teaching into formal/philosophical theories, descriptive theories, and normative theories. Under formal theories, it describes the maieutic, communication, molding, and mutual inquiry theories. It provides details on Gagne's hierarchical theory of instruction, Atkinson's decision theory, and Bruner's cognitive development theory under descriptive theories. Finally, it outlines cognitive theory of teaching, theory of teacher behavior, psychological theory of teaching, and Clarke's general theory of teaching under normative theories.
Teaching and learning is a process that includes many variables. These variables interact as learners work toward their goals and incorporate new knowledge, behaviours, and skills that add to their range of learning experiences.
The document discusses several theories of learning: behaviorism, cognitivism, social learning theory, and social constructivism. Behaviorism views learning as observable changes in behavior and focuses on classical and operant conditioning. Cognitivism sees learning as the formation of mental connections between symbols. Social learning theory emphasizes observational learning and imitation. Social constructivism frames learning as an active, collaborative process where learners construct new understandings together.
The document discusses different conceptions of teaching:
1. Science-research conceptions focus on operationalizing principles from educational research, following tested models of effective teaching. Approaches include audiolingualism, task-based language teaching, and learner training.
2. Theory-philosophy conceptions are based on educational theories like communicative language teaching and values-based approaches focus on embedding values in the curriculum.
3. Art-craft conceptions view teaching as inventing personalized practices for each unique situation based on assessing learner needs and possibilities. A good teacher selects effective options for their particular class.
Teaching of psychology 2011-hughes-36-9Miguel Leal
This document summarizes a study that tested the effectiveness of an in-class activity to teach students about reframing negative thoughts compared to a lecture on the same topic. In the activity, students worked through scenarios involving stressful situations and challenged their own negative thoughts about the scenarios. They then provided advice to others experiencing chronic negative thoughts. Students who did the activity were more likely than those who received a lecture to suggest challenging negative thoughts or examining issues from multiple perspectives in their advice. They also reported learning coping skills better and finding the lesson more enjoyable. The activity is an engaging way to teach stress management and coping skills.
The annual salary audit of Beta Technologies found:
1) The company's workforce is 51.92% female and 48.08% male, indicating no gender discrimination.
2) Most employees (67.3%) are under 45, with the largest group (21.15%) between 32-38.
3) Over half (53.85%) of employees had 0-5 years prior experience, consistent with a younger workforce.
4) Salary increases with age and experience, with most (78.85%) earning under $55,000 and only 1.92% over $95,725.
The audit found Beta Technologies upholds fair hiring and compensation practices without discrimination by
의료민영화 쟁점 분석(1)
의료법인 자회사 허용의 수혜 기업은?
목차
Ⅰ
정부의 의료법인 자법인 허용방안
1.자법인의 허용과 부대사업 확대 계획
2.가능한 자법인의 형태
3.의료민영화는 괴담이 아닌 현실
Ⅱ
의료법인 자법인 허용 시 예상 수혜 기업은?
1. 차병원 그룹의 현황
2. (주)차바이오앤디오스텍
3.투자활성화 계획은 차병원 그룹의 성장 전략?
Ⅲ
의료법인 자회사 허용의 문제점
1. 의료에 대한 재벌의 지배력을 강화할 것
1) 민간의료보험이 병원에 투자하는 길이 열림
2) IT의료기기, 제약, 병원물류산업에 진출하는 재벌들
2.의료비 및 건강관련 지출을 확대
3.저질의 일자리를 확산시킴
요약
12월 13일 박근혜 정부는 4차 투자활성화대책을 통해 의료법인의 부대사업 목적 자법인 설립을 허용할 계획을 밝힘. 정부는 이를 통해 △ 의료기관과 의료연관사업의 융복합 촉진으로 새로운 부가가치, 시장 창출 및 일자리 창출을 기대할 수 있고, △의료법인의 수익기반 확대를 통해 건보료 경감이 가능할 것이라 기대하고 있음.
정부는 ‘영리병원 허용 아니다’, ‘정부도 의료민영화 반대한다’라고 주장했고, 심지어 박근혜 대통령은 의료민영화 논란을 유언비어라고 일축. 그러나 학계는 의료의 영리적 성격을 강화하는 것까지 민영화로 정의하고 있음. 병원이 부대사업을 통해 추가적인 의료외 수익을 창출할 수 있도록 규제를 완화해주는 투자활성화 대책은 의료민영화임.
게다가 의료법인 자회사 허용은 병원에 영리적 목적의 투자와 배당이 가능하게 하는 것이므로 그동안 국민들이 반대했던 영리병원을 허용하는 것과 마찬가지임. 특히 차병원그룹의 (주)차바이오앤디오스텍이 운영하는 차움센터의 사례를 통해 의료법인 영리자회사 허용이 영리병원 허용과 다르다는 정부의 주장을 실증적으로 반박할 수 있음. 성광의료법인이 (주)차바이오앤디오스텍을 자회사로 만든다면 기형적 형태의 차움센터는 합법적인 영리병원이 되는 것임. 향후 차움의 모델을 다른 병원도 벤치마킹하며 과잉경쟁하게 되면 의료비상승, 의료기관의 양극화 문제는 더욱 커질 것.
의료법인의 자법인 허용을 통해 민간의료보험회사나 IT의료기기, 제약 산업에 진출하는 재벌들이 병원과 공동으로 출자한 자회사를 설립할 수 있게 됨. 민간의료보험-병원자본-의료연관산업을 포괄하는 의산복합체는 공동의 이해관계를 가지면서 환자 개개인의 의료비 및 부가적 지출의 확대, 건강보험 지출의 증가를 통해 수익을 추구하게 될 것임. 또한 광범위한 외주화와 단기적인 수익 추구 경향의 강화로 구조조정과 노동강도의 강화를 노동자들에게 요구하게 될 것임.
Ⅰ. 연구배경 및 내용
1. 연구배경
2. 연구목표 및 주제
3. 연구방법
4. 연구내용
5. 연구사업경과
Ⅱ. 노동재해·직업병 실태조사 및 분석
1. 설문 참여자의 인적 특성
2. 임금과 노동시간
3. 탈진정도
4. 근골격계질환
5. 질병 및 사고
6. 정신건강
7. 노동조건 관련 사항
8. 결론
Ⅲ. 우정노조의 노동재해·직업병 관련 사업 평가
1. 집배원노동자의 노동재해·직업병 실태
2. 우정노조의 노동재해·직업병 관련 사업
3. 우정노조의 노동안전보건사업 평가
Ⅳ. 제언
1. 집배원에 대한 과도한 물량 집중 문제 해결
2. 인력충원을 통한 노동시간·노동강도 완화를 원칙으로
3. 우정노조 노동안전보건사업의 혁신
[별첨] 우정사업본부 우편사업 경영분석 : 공공성 강화 전략으로의 방향전환이 필요하다
This document provides an overview of ascites, including:
- Ascites is an accumulation of fluid in the peritoneal cavity. It is usually caused by cirrhosis and portal hypertension which increases hydrostatic pressure in blood vessels in the abdomen.
- Diagnosis involves physical exam findings like abdominal distension. Imaging like ultrasound can identify fluid levels. Paracentesis analyzes fluid for causes like spontaneous bacterial peritonitis.
- Treatment depends on the underlying cause but may include dietary sodium restriction, diuretics, large volume paracentesis, TIPSS procedure to lower pressure, or liver transplantation for cirrhosis. Refractory ascites requires more aggressive management.
Pemerintah mengumumkan rencana untuk membangun pusat perbelanjaan baru di pusat kota untuk mendukung pertumbuhan ekonomi. Rencana ini mendapat dukungan dari kalangan bisnis tetapi ditentang oleh kelompok lingkungan karena khawatir akan mengganggu ekosistem setempat. Perdebatan masih berlanjut mengenai dampak sosial ekonomi dan lingkungan dari rencana pembangunan tersebut.
Il rapporto tra tecnologie, apprendimento e innovazione organizzativa è stato per molti anni un ambito di ricerca sviluppato soprattutto dagli studi organizzativi. Da anni a queste ricerche si affiancano indagini interessanti promosse anche da aree scientifiche apparentemente lontane per tradizione e interessi, evento questo che ha generato un ampliamento degli oggetti di indagine e l’adozione di prospettive di ricerca più interdisciplinari e multisettoriali. Per esempio, all’interno del dibattito pedagogico, la rinnovata capacità di produrre dati empiricamente fondati ha generato nuovi oggetti di indagine e una più attenta tematizzazione del rapporto tra lo sviluppo personale, le pratiche lavorative e l’apprendimento organizzativo.
All’interno di questo scenario le tecnologie vengono descritte sempre più come boundary object, come oggetti culturalmente situati che danno la possibilità alle persone di produrre una conoscenza nuova e non determinabile a priori. Da prospettive teoriche in cui la tecnologia veniva interpretata anche come un ostacolo all’apprendimento, si è passati ad approcci che ne enfatizzano la funzione performativa e generativa.
L’esperienza di ricerca-formazione presentata si inserisce dentro questo backgroud teorico e nasce da un’esperienza di indagine finanziata su fondi PAR-FAS dalla Regione Toscana. Nella presentazione del lavoro saranno illustrati i risultati intermedi su due aspetti particolari: le condizioni organizzative che possono agevolare o ostacolare lo sviluppo di nuove competenze attraverso i social media nei luoghi di lavoro; l’impatto potenziale che queste possono avere nel sostenere l’apprendimento riflessivo e l’innovazione organizzativa. L’obiettivo della presentazione e quello di rendere ragione delle modalità con cui una tecnologia può diventare un trampolino di lancio per l’apprendimento, uno springboard organizzativo.
In recent decades, the emphasis of the educational scientific debate has shifted to on-line learning experiences, highlighting their power and criticality. For example, on-line learning experiences in the workplace are often considered as a new way to promote innovation and organizational learning, decreasing the costs of the educational or training programmes. Blended education in schools, is considered a parallel teaching practice that can support all levels of learning too. In every day life people learn sharing information by and through the mediation of technological artefacts, social networks or smartphones. Any learning process is always a mediated experience (Engeström, Miettinen, Punamaki, 1999). However, what happens when learning is mediated by technologies?
This document discusses a dissertation examining the relationship between teacher habitus and reflection in Austria. It begins by defining habitus according to Bourdieu as internalized patterns influenced by social class. It then notes that schools tend to reproduce social hierarchies by benefiting middle and upper classes. The study operationalizes reflection among teachers into 5 levels of depth and uses semi-structured interviews of 15 teachers to identify 3 types of reflection practices related to social class habitus.
1. A study examined whether formative feedback on emotional intelligence could improve student teachers' classroom performance.
2. Four student teachers received two observations of their lessons, with feedback focusing on their emotional intelligence between lessons. Feedback addressed awareness of feelings, managing emotions, and social skills.
3. Results found improvements in student teachers' emotional intelligence scores and indications of better teaching performance. This suggests feedback on emotional intelligence may positively impact student teacher development. However, the small sample size limits generalizing conclusions.
Running head PERSONAL EPISTEMOLOGY .docxtoltonkendal
Running head: PERSONAL EPISTEMOLOGY 1
PERSONAL EPISTEMOLOGY 6
Personal Epistemology
Laurie Schaalma
PSY 620 Learning and Cognition
Instructor: Kelly Lauck
June 23, 2017
Personal Epistemology
Scholars concerned with student’s views on the nature of knowledge and the potential effect of such related views on the reasoning as well as learning have not yet reached a consensus on the best definition of personal epistemology. On the other hand, however, other such as Pintrich and Hofer argue that personal epistemology relates to views about the origin and nature of knowledge and knowing but not views on the nature of learning. In this commentary, however, it is important to point out that the scope of personal epistemology should not be exclusively decided on entirely a priori. Relatively, the decision should be hinged on theoretical and empirical developments. If an individuals’ view about the nature of knowledge turns out to be different from the view about the nature of learning, then it makes absolute sense to define the two areas of studies that correspond to the two separable sets of what is considered as psychological constructs.
From a neutral perspective, however, empirical results support the interpretation that knowledge is inseparable with views on learning. Technically, psychological research on personal epistemology has not been efficient. However, from a conflation of beliefs on knowledge as well as beliefs about learning, they are typically related to an individual’s beliefs on the concept of knowledge is likely to influence the way through which one approaches learning (Alpaslan, 2017). One of the flaws associated with personal epistemology has been to infer expressed beliefs about how to productively learn to reflect epistemological beliefs. This is opposed to the other motives or beliefs. A comprehensive example can be derived from the story of Ellen. Ellen is presented as a university who had initially approached her pre-med physics course with a lot of expectations believing that the formula and concepts that could be used would make sense to her. Her expectations on the Course however soon changed. Relatively, she soon enough came to believe that the class laid emphasis on rote problem solving and that trying to force herself to understand the concepts more deeply would in contrary lower her grades. Technically, this was credited to the fact that the time spent on trying to figure out these concepts could be effectively used in memorization and practice. Consequently, Ellen abandoned her sense-making approach after a couple of weeks. On the other hand, however, she never abandoned her beliefs on what it means to know physics (Wang, Zhou & Shen, 2016). Simply put, although her expectations changed, her epistemology remained ...
Need for psychological knowledge & classroom interaction techniquesDrPPachaiyappan
This document discusses the need for psychological knowledge and classroom interaction techniques for teachers. It begins by defining psychology and outlining the historical understanding of psychology. It then discusses how psychological knowledge can help teachers understand learners, the learning process, evaluation, and how to teach effectively. The document also covers understanding individual differences in students, promoting positive mental health, motivation strategies, leadership styles, and Flanders' Interaction Analysis technique for observing classroom interactions. Flanders' technique involves coding verbal interactions between teachers and students into 10 categories to analyze classroom dynamics.
Educational psychology is the study of how individuals learn in educational settings. It draws from several branches of psychology, including developmental, cognitive, and social psychology. The document outlines the history and definitions of psychology and education, then discusses key topics in educational psychology like learners, learning experiences, processes, environments, and teachers. It explains that educational psychology helps teachers understand factors that influence learning and acquire strategies to improve instruction, solve problems, guide students, and better know themselves and their students. Overall, educational psychology aims to apply psychological research and theories to facilitate effective teaching and learning.
“Organizational Psychology Theoretical Presentation of Ethical principles for...JJ1968
This document provides an undergraduate thesis in psychology that examines organizational psychology theories and presents ethical principles for college/university students. It discusses topics like social psychology, educational psychology, teacher education, organizational behavior, and effectiveness. The thesis aims to answer five research questions regarding organizational problems affecting students, relevant fields of study, making student perceptions significant, presenting ethical principles, and how student perceptions understand school organizational effectiveness. It provides literature on identification with organizations and effectiveness, reviews related frameworks, and discusses the research methodology used to analyze data from colleges and universities in Camarines Sur, Philippines.
Teacher-student Relationships: The Meaning of Teachers' Experience Working wi...Mastura Kamal
This document summarizes a study that used phenomenological interviews to understand the meanings that teachers constructed when describing their relationships with underachieving students in South Africa, Russia, and the United States. The study found that positive teacher-student relationships were important for student achievement and that qualitative research was needed to better understand these relationships from the teacher's perspective. Interviews with 25 educators from the three countries revealed that building relationships with students was a fundamental part of the teaching experience. The interviews were analyzed to identify common themes and a "ground theme" representing the overall meaning of working with underachieving students from the teacher's point of view.
Psychological, Sociological, Economical foundations of education, and educati...HennaAnsari
Educational psychology deals with human behavior and learning processes in educational situations. It seeks to understand learning by applying scientific principles to describe, predict, and control behavior. Educational psychology aims to discover the nature of learning, individual differences, inner changes during learning, relationships between teaching and outcomes, and effective evaluation techniques. Educational sociology studies the relationship between education and society, analyzing how social factors influence educational systems and individual learning experiences. It applies sociological principles to understand the role of educational institutions in socializing individuals and promoting social progress.
1. Educational psychology is the study of learners, the learning process, and teaching. It examines topics like human development, individual differences, learning, motivation, instruction, and assessment.
2. Research in educational psychology carefully examines factors that may contribute to learning, such as different teaching methods and decisions teachers make. It studies learning processes from cognitive and behavioral perspectives.
3. Research is important for teachers because it provides valid information on best teaching practices, whereas personal experiences and expert opinions do not always agree and may be biased. Educational psychology helps teachers understand learning, create effective learning environments, and improve instruction.
Implications of a Reflective Framework on Student Teachers' Future PracticeMei Lick Cheok
This is my presentation of a small-scale study carried out on my students teachers' reflective practice process and how it had created an initial impact on their future role.
Maslow's humanistic theory focused on human potential and self-actualization rather than pathology. He believed humans are driven by their feelings more than external rewards or punishments. The humanistic theory in education emphasizes meeting students' needs, engaging multiple skills, fostering self-motivation, and creating a safe environment for learning. Teachers act as facilitators rather than authorities, while students take responsibility for their own learning through goal-setting, choice, and self-evaluation. Experiential learning engages students directly through experience, reflection, decision-making, and constructing their own understanding.
1. Educational psychology is the study of learners, the learning process, and teaching methods. It examines topics like human development, individual differences, learning, motivation, and instruction.
2. Research in educational psychology carefully examines factors that may contribute to learning, such as different teaching methods and theories. It aims to identify the most effective approaches.
3. Educational psychology helps teachers understand individual learner differences, create positive learning environments, select appropriate teaching strategies, provide student guidance, and evaluate learning outcomes. It also assists with establishing learning objectives, using educational tools, and lesson planning.
The document discusses a research study on how an interdisciplinary attitude emerges through logbook narratives in the online development of school managers. The study used an action-research approach to analyze content from three school managers' logbooks. The analysis revealed that the tutor's helpful guidance and each manager's reflections showed an attitude of partnership developed through their written interactions. This interdisciplinary approach was found to be valuable for online development environments by allowing each manager's unique perspective to be captured as part of their ongoing learning journey.
This document provides an overview of several theories of learning, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and examines key aspects of each theory, such as behaviorist concepts of classical and operant conditioning, cognitivist ideas of discovery learning and meaningful verbal learning, and social constructivist views of socially constructed knowledge. Critiques of each theory are also mentioned. Theories are compared and examples are given of how each informs classroom instructional practices. Source information is listed at the end.
This summary provides an overview of a discussion on conceptualizing teacher roles and post-method pedagogy in TESOL:
1) The discussion focuses on three roles for teachers: passive technicians who follow methods strictly, reflective practitioners who adapt methods, and transformative intellectuals who challenge sociopolitical assumptions.
2) Post-method pedagogy is presented as a more flexible framework than rigid language teaching methods, allowing teachers to develop context-sensitive approaches based on guiding principles.
3) While some argue methods are irrelevant concerns for practicing teachers, others note teachers have long blended techniques from different methods based on their expertise and classroom needs.
The document discusses several theories of teaching including formal, descriptive, normative, meutic, communication, moulding, mutual inquiry, cognitive, and general theories of teaching. It also covers instructional theories like Gagne's hierarchical theory of instruction and Atkinson's decision-theoretic analysis. Key aspects of theories like Bruner's cognitive developmental theory are outlined. The document provides an overview of different variables and components involved in theories of teaching and learning.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Convegno esrea
1. The emotional dimensions of
learning and researching lives:
a neglected species?
ESREA
Life History and Biographical Research
Network
Canterbury Christ Church University
Thursday March 6th to Sunday March 9th,
2008
Prof.ssa Loretta Fabbri - Prof.ssa Maura Striano 1
- Dott. Claudio Melacarne
2. Emotional dimensions in
transformative learning
processes of novice teachers.
A qualitative study
Loretta Fabbri & Claudio Melacarne, University of Siena -
Maura Striano, University of Naples Federico II.
3. Contents
l Scientific background
l Theoretical framework
l Study questions
l Research focus and objectives
l Methodology
l A first quantitative analysis: the focus of the reflective action
l The qualitative analysis
l Unsaid emotions. I do what I feel like doing. I learn as a professional by observation, by trial and
errors. Emotions are imbedded in the practices. No cognitive apprenticeship occurs
l Helplessness. I won’t do as you teach me.
l Emotions are an “individual thing”. I learn by opposition because I feel that what you propose is not
right
l Exploring reflectively emotional relationships with students and colleagues
l Socializing emotions
l Critical points
l Essential references
Prof.ssa Loretta Fabbri - Prof.ssa Maura Striano 3
- Dott. Claudio Melacarne
4. 1. Scientific background
In the last thirty years educational research has been
increasingly focused on the relationship among knowledge
construction processes, emotions and practices in
educational and professional contexts, according to a
constructivist paradigm.
Within this framework, a growing body of research has
examined the relationship between teachers’
epistemological beliefs and the practice of teaching
(King, Kitchener, 1994). The understanding of teachers’
beliefs systems about teaching and learning is particularly
informative about the manner in which their classroom
practice is constructed.
Prof.ssa Loretta Fabbri - Prof.ssa Maura Striano 4
- Dott. Claudio Melacarne
5. l In particular, some studies have been focused on teachers’
personal and “folk” epistemologies and psychologies,
(Brownlee, 2001, 2003; Olson and Bruner 1996).
l Within this framework, two conceptual constructs are
particularly relevant to the study and analysis of professional
practices:
1) the construct of “personal epistemology” (Hofer,
Pintrich, 2001)
2) the construct of “professional
epistemology” (Schön, 1983, 1987, 1991)
Prof.ssa Loretta Fabbri - Prof.ssa Maura Striano 5
- Dott. Claudio Melacarne
6. The construct of trasformative learning
(Mezirow, 1991) is particularly
relevant to give reason of the
epistemological changes occurring in
personal and professional
epistemology because these changes
involve trasfomation of frame of
reference and meaning perspectives
Prof.ssa Loretta Fabbri - Prof.ssa Maura Striano 6
- Dott. Claudio Melacarne
7. 2. Theoretical framework
Research framework:
l personal epistemology;
l professional epistemology;
l transformative learning.
Prof.ssa Loretta Fabbri - Prof.ssa Maura Striano 7
- Dott. Claudio Melacarne
8. Reasons
Teachers administrate learning and teaching
processes and these processes are influenced
by beliefs, representation, theories (tacit
theories, naïve theories, common sense
theories) teachers use to interpret their personal
and professional experiences and professional
practices change according to a transformative
process regarding the frames of reference of
these beliefs, representations, theories.
Prof.ssa Loretta Fabbri - Prof.ssa Maura Striano 8
- Dott. Claudio Melacarne
9. Reasons
Professional epistemologies are always linked to
personal epistemologies where emotions play a
central role in the construction of beliefs,
representations, theories regarding various
dimensions of teacher’s self; emotions, thus, are
deeply involved in the way teachers give
meaning to their professional practices.
Emotions are very different in novice and expert
teacher and have a central role in the
development of professional epistemologies.
Prof.ssa Loretta Fabbri - Prof.ssa Maura Striano 9
- Dott. Claudio Melacarne
10. Reasons
l The construction of a professional identity is strictly
connected to the construction/deconstruction of a
personal identity and in this complex process, epistemic
and socio-linguistic meaning perspectives change
together with psychological perspectives. Emotions play
a strong role in the construction and development of
professional epistemologies and personal growth and
changes have a deep impact in the framing and
reframing of professional identities and roles.
Prof.ssa Loretta Fabbri - Prof.ssa Maura Striano 10
- Dott. Claudio Melacarne
11. 3. Study questions
l Novice teachers participate to the classroom experience
and the training activity in school without any form of
previous professional knowledge and competences and are
challenged to develop a reflective competence. They use
their personal frames of references (Mezirow, 1991) and
personal epistemologies (Hofer & Pintrich, 2001) to frame
their first experiences of legitimate peripheral participation to
professional practices (Lave, Wenger, 1991) and this use
implies deep emotional involvement. Moreover, the
practicum experience and the challenges that the encounter
with a different frame of reference provided by the expert
teacher- whose practices are observed and reflected upon-
lead the novice teacher to a deep reframing of their meaning
perspectives, an poses a strong focus on their emotions.
Prof.ssa Loretta Fabbri - Prof.ssa Maura Striano 11
- Dott. Claudio Melacarne
12. 4. Research focus and
objectives
l The empirical research focus is on the interplay of the tacit
emotional dimension and the tacit knowledge and epistemology
involved in the development of professional identities and
epistemologies in novice teachers through transformative learning
and reflective processes.
l The unit of analysis is thus the practicum experience as it is framed
and reframed by novice teachers’ beliefs, epistemologies, feelings
and emotions.
l The objective is to understand which kind of emotions are involved
in the transformation of epistemic, sociolinguistic and psychological
frames of references in novice teachers’ practicum experiences in
order to support them with reflective devices useful to promote
transformative learning.
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13. 5. Methodology
l The research has been developed within a qualitative framework
using a narrative inquiry approach (Connelly & Clandinin, 2001).
l The qualitative study has involved 100 novice teachers attending a
two year training course in Teacher College at the Universities of
Florence and Siena and has been focused on the analysis of
transformative learning processes (Mezirow, 1990; 1991) occurring
during the practicum within the interaction among novice and expert
teachers.
l Novice teachers have been asked to provide narratives of their
practicum experiences; in particular, they have been asked to write
a short narrative about a problematic experience in their training
framed as “critical incident” (Brookfield, 1990). Critical incidents
have been used widely in educational research (Killen and McKee,
1983), ever since Flanagan's (1954) initial formulation of the
method.
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- Dott. Claudio Melacarne
14. 6. A first quantitative analysis: the
focus of the reflective action
About 59% of the total amount of problems and issues portrayed in
the professional narratives refer to the difficulty to establish a “good”
relationship with the students in the class, or with a single student,
with a little group of students. Learning
Relationship
Only 10% of the narratives collected is explicitly focused on teacher’s
Evaluation
professional and personal beliefs, emotions as well as on teachers’
Professional self
motivations which lead to the identification of a “professional self”.
We have used the construct of “professional self” in order to focus on
the difficult relationship occurring in the interplay of the perception of
the self and the representation of the professional role emerging
during the practicum experience as well as during reflective 10%
processes. 28%
3%
About 28% of the narratives are focused on the definition or
understanding of learning processes occurring in the classroom and
have a strong epistemological focus. Learning is a central issue in
teachers’ practice. Narratives are very useful to explore implicit
theories about learning which are deeply imbedded in the practicum
experience, in particular, the narratives analysed are mainly focused 59%
on the relationship between motivation an learning in different
educational contexts and have thus a strong focus on the emotional
dimension.
Only 3% of the narratives has been focused on the difficulties and
the problems in the practice of learning assessment and evaluation.
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15. l According to this first level of analysis, it is possible to
assume that professional identity and epistemology is being
constructed and developed within mainly three problematic
areas which lead to specific learning interests for novice
teachers.
l A didactical-relational-communicative area: here
teachers are committed to solve problems such as: “How
can I solve the problem to establish a good communicative
climate in order to mediate and transfer effectively new
knowledge structures?”; “Which kind of knowledge,
competences, strategies, tools do I need to manage
effectively a class of students?”.
l A personal-introspective area: “Why did I choose to
become a teacher?” - “What does it mean to be a good
teacher?”.
l Learning theories area: “What does learning mean?” -
“Which strategies ands methodologies should I use in order
to support learning?”.
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- Dott. Claudio Melacarne
16. 7. The qualitative analysis
The qualitative analysis shows how novice
teachers construct their professional identity
referring to their practicum experiences
where epistemological and emotional
dimensions are deeply interconnected.
Beliefs, representations, implicit theories,
emotions frame and reframe their
experiences and change as personal frames
of reference are being transformed.
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- Dott. Claudio Melacarne
17. 7.1. Unsaid emotions. I do what I feel like doing. I
learn as a professional by observation, by trial and
errors. Emotions are imbedded in the practices.
No cognitive apprenticeship occurs
A first theory about professional identity and epistemology
could be synthesized in the idea that training and practicum
are mainly to be understood as experiences which lead to
professional practices and not as a full immersion in
professional experiences and practices. The novice teacher
learns from experience but is not supported in reflecting on
the experience and in exploring different possible solutions
negotiated with the expert teacher. No discussion on the
episode has occurred. The emotions of frustration and rage
have a strong role in the construction/deconstruction of the
professional identity and epistemology but have not been
analysed in the practicum setting itself.
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18. 7.2. Helplessness. I won’t do as you teach me.
Emotions are an “individual thing”. I learn by
opposition because I feel that what you propose is
not right
A particularly interesting focus is on the relationship between novice perspectives and
export teacher perspectives. In some occasions the novice teachers does not agree
on the theoretical and methodological framework used by the expert teacher and
activates processes of construction of an individual professional point of view by
opposition, supported by emotions of dislike.
The first professional experiences mostly challenge personal and intimate dimensions
more than professional and practical competence which the novice teacher is not jet
provided with.
Narratives portray the practicum as an experience, and do not focus on the
professional problem through analysis of the different variables implied or with a deep
involvement and participation in the professional experience. Problems arise from
practice in two different forms: problems regarding emotional implications of didactics
(how should interact with students, how should I manage assessment? How can I
motivate the students?) and epistemological problems (should I revise my theories of
learning and teaching?).
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- Dott. Claudio Melacarne
19. 7.3. Exploring reflectively emotional
relationships with students and colleagues
Narratives have portrayed a widespread convincement that
a determining factor facilitating knowledge construction and
learning processes is the capability to manage relationships
with a particular focus on the emotional dimension. A good
relationship and a good “classroom climate” give the
opportunity to make mistakes and to be understood? From
the narratives collected novice students seem deeply
convinced of the necessity to develop a relationship
grounded on respect and reciprocal esteem. In cases
where novice teachers focused on the competence of
teachers for special needs students this factor is
considered to be essential to activate a good learning
process. Prof.ssa Loretta Fabbri - Prof.ssa Maura Striano
- Dott. Claudio Melacarne
19
20. 7.4. Socializing emotions
The novice teacher tells us how “aggressive behaviours”
are often the by product of a frenetic climate, with no
opportunity to exchange ideas, opinions, stories or
personal narratives. The implicit theory recalls a
vygotskijan view of learning processes and uses the
metaphor of the class as a “social” context. In particular,
class is understood as a space where it is not possible
anymore to tell stories, to meet different point of view and
narrative.
A strong attention for relational and emotional dimensions
of teaching is not accompanied by a reflection about
which strategies would be more useful to manage
learning-teaching processes besides “empathy” or
“grounding a good relationship”.
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- Dott. Claudio Melacarne
21. 8. Critical points
The study of novice teachers narratives has evidenced some
critical points that are extremely relevant in the development of a
multifaceted professional competence in Teacher College,
While there is a strong focus on the necessity that the teacher
builds up a competence useful to manage both personal
emotions in class as well as the emotions of the class and of the
single students, there is also the risk of misunderstanding of the
teacher’s role interpretation., also because teachers’ relational
competences are not clearly understood and focused on.
Moreover, a strong focus on relationship as the basis of learning
tends to minimize epistemological issues and problems related to
curriculum development and content mediation within learning/
teaching processes.
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- Dott. Claudio Melacarne
22. Critical points
Practicum experiences if not considered as professional competence
building setting both by novice as by expert teachers, and if not
provided of a reflective structure useful to confront, mediate,
negotiate meaning perspectives tend to confirm personal frames of
references or, when they are perceived as disorienting, there is not
the opportunity to activate critical reflective processes. Moreover,
novice experiment strong emotions but they have no opportunity to
make meaning of them.
The use of critical incidents and of professional narratives has shown
that whenever novice teachers are lead to reflect on their
experiences and practices they may become critically aware of their
beliefs, representations, theories, emotions and use them as a
pivotal device to build up reflective competence, which we can
consider as a core competence for teaching.
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- Dott. Claudio Melacarne