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1
Taylor, Jane Anne. „Transformative learning : becoming aware of possible worlds“. Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28548.
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Human learning is a complex multidimensional phenomenon many aspects of which continue to elude understanding and explanation. One facet of the learning puzzle that has not been adequately explored is the role that individual consciousness plays in human learning. Adult education has been instrumental in shifting the focus in studies of learning from an emphasis on the material to be learned to an emphasis on the experience of the individual in the learning transaction. This shift in focus has brought more attention to the processes of individual consciousness as a critical factor in the learning process. In adult education a sense of urgency about the importance of broadening the concept of learning, and a growing awareness of the importance of consciousness, and changes or transformations in consciousness as aspects of a more comprehensive concept of learning, are beginning to merge.
The course of human history and culture speaks eloquently of the transformative powers of the human mind to amplify and extend knowledge by transcending what is already known. While current learning literature stresses learning as the process of facilitating changes in behaviour or the acquisition, organization, retention and retrieval of knowledge, little attention has been given to learning as a process of creative transformation of knowledge. This study arose out of a desire to explore the ramifications of transformations within the consciousness of the individual as a major aspect of learning, and to integrate literature on this topic as a means of extending understanding of learning as a transformative process.
The study began with explorations in two directions stimulated and directed by the qualitative method of constant comparative analysis. One was the development of the case study of Sara which supplied a slice of experiential data. Sara's case illustrates learning experiences from a personal point of view which emphasizes changes in consciousness as a central dynamic of those experiences. The second direction for exploration was a search of the literature for sources which might account for this type of learning. An analysis and integration of the writings of selected authors supplied the foundation for the development of a model of transformative learning. Finally, this model was applied to Sara's case as a means of clarifying her personal learning experience and illustrating the usefulness of the model as a tool for understanding learning as a process of creative transformation of consciousness.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
2
Camilleri, Michelle. „Becoming a nurse : a process of learning“. Thesis, University of Surrey, 2008. http://epubs.surrey.ac.uk/804059/.
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3
Rasori, Tina Marie. „Becoming historians a project-based learning curriculum /“. Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p1467935.
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Thesis (M.A.)--University of California, San Diego, 2009.Title from first page of PDF file (viewed September 17, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 180-183).
4
Lines, David. „Becoming Musical: Creative Emergence, Cultural Identity and Learning“. Bärenreiter Verlag, 2012. https://slub.qucosa.de/id/qucosa%3A72050.
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5
Kohl, Kathleen Theresa. „Teachers' Perceptions of Becoming a Professional Learning Community“. ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/64.
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Professional learning communities (PLCs) have become popular in schools to help improve student achievement. One local middle school implemented a PLC community, yet experienced problems with sustaining the concept and moving forward. The purpose of this quantitative study was to examine the current state of the PLC at the middle school under study, how it functioned, and possible areas for improvement. The theoretical framework revolved around constructivist learning and the dimensions of a quality PLC: collaboration, shared mission, values, vision, and goals. Research questions addressed teachers' perceptions of PLC progress and differences in levels of development scores among the 5 dimensions of the PLC implementation. The School Professional Staff as a Learning Community survey was given to the 54 members of the faculty at the school. The survey measured the dimensions of shared power/decision making, shared vision, collective learning, supportive and shared practice in teaching, and support of teachers and school. Data were analyzed using repeated measures ANOVA. According to study results, there were significant differences among the dimensions, with shared vision scoring in the consistent range (M = 4.05) and supportive and shared practices in the never range (M = 2.32). Recommendations include strengthening the dimension of shared practice at the local site by supporting frequent observations of other teachers' classrooms with structured opportunities to provide feedback. Improving the functioning of the PLC will assist in sustaining the school learning community and ultimately improve student achievement.
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Howling, Sarah Elizabeth. „Learning, becoming, leading : the experiences of international school Principals“. Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40916.
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In recent years there has been huge growth in the number of international schools, both worldwide and in the Malaysian capital of Kuala Lumpur. International education may be an increasingly rich area for research, but leadership in international schools remains a relatively unexplored phenomenon. Our understanding of what constitutes successful educational leadership is derived mainly from national settings or comparative international research. This thesis shows that although there are similarities in experience the world over, leadership is deeply contextual. A core strand of this research is to identify and analyse the core leadership practices and styles of international school Principals in Kuala Lumpur and what knowledge and competencies they need to successfully lead. It explores how Principals develop their leadership, their self-concept and identity, including the interrelationships between the three key distinct but deeply interwoven concepts of learning, becoming and leading. The research adopts a qualitative, interpretivist epistemology and in order to generate answers to the research questions, I conducted twelve semi-structured interviews with international school Principals. The findings highlight two important and far-reaching themes that influence Principals’ experience in this context: impermanence and isolation. In addition to generic leadership strategies, Principals in this study navigate complex intercultural situations and acknowledge and embrace their role in creating a supportive community. They use a range of styles including learning-centred, transformational and distributed leadership, placing a very high value on relationships and demonstrating a significant ethic of care. They value reading, coaching, experience and reflection as means of learning, and also make use of social media, creating virtual communities of practice. Finally, a new model is presented to understand and analyse the dynamic and iterative interrelationships between learning, becoming and leading.
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Peseta, Tai L. „Learning and becoming in academic development : an autoethnographic inquiry“. Phd thesis, Faculty of Education and Social Work, 2005. http://hdl.handle.net/2123/5769.
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8
McHugh, Richard. „Educating 'gangsters' : social space, informal learning and becoming 'gang' involved“. Thesis, Sheffield Hallam University, 2017. http://shura.shu.ac.uk/19163/.
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This research focuses on the previously neglected topic of how people are educated into groups commonly described as ‘gangs’; in particular, this thesis outlines the role that social space plays in such educative processes. This focus enables both a new contribution to knowledge in the field of ‘gang’ studies and understandings of the way social space is used, understood and perceived by those involved in ‘gangs’. Much research exists in the field of ‘gang’ studies spanning various disciplines and sub-fields. The existing literature on ‘gangs’ predominantly engages with typographies, definitions and prevention; the majority of which stems from a criminological perspective. There has been no direct attempt to explore the ways in which people are educated into ‘gangs’ thus far. Rather than begin from any predetermined assumptions, this research centred on people who have been involved with or affected by ‘gangs’ in order to begin from the lived experiences of those involved or affected. In-depth interviews were carried out with twenty-two participants who are, or were: involved in ‘gangs’; family members of ‘gangs’; and professionals who work with ‘gangs’ (most of whom were previously involved in such groups themselves). Other ethnographic methods were utilised alongside interviews: primarily overt, with some covert participant observations. Ethnographic aspects of the research were undertaken during a twelve-month period in social spaces that were highlighted by participants as being synonymous with, and frequented, by ‘gangs’. This thesis highlights the conditions, structures, agentive responses and social spaces that form the educative processes for becoming involved in ‘gangs’. My contribution to knowledge herein demonstrates how: education within ‘gangs’ takes place through stories, social haunting and reflection within third places and the wider community; occurs under structural conditions but is mediated by agentive choice; social space fosters a community spirit and offers the opportunity to become someone.
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Lang, Megan Elizabeth. „Becoming HIP: discovering musical identities through engagement with music“. Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16325.
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Musical identities and musical engagement are inextricably entwined. Investment in musical pursuits leads to the formation of self-perceptions as a musician, performer, and learner, and these perceptions govern behaviour and development in the practice room and on the stage (Hargreaves, MacDonald, & Miell, 2012). This thesis examines musical identities among students involved with the department for Historically Informed Performance (HIP) at a tertiary music institution. It looks at which musical identities were relevant, how they were manifested, and how they interacted with musical engagement. HIP arose as a reaction against modern classical performance traditions (Haynes, 2007). It is focused on musical interpretation based on knowledge gained from historical sources and period instruments, with significant creative input from performers (Haynes, 2007; Peres Da Costa, 2012). The idealism and challenge inherent to HIP gives it the potential to support strong role and group identities. In addition, its close relationship to modern style supports comparisons of identification and approach which are not possible between different genres. These factors make HIP an ideal focal point for this study. The study consisted of 48 semi-structured interviews with 12 students in various levels of engagement with HIP. Interviews were conducted during the process of preparing, delivering, and evaluating a performance, and were situated according to activity. Through Interpretative Phenomenological Analysis (IPA), themes were identified and grouped into five chapters: ‘Me and Music’, encompasses individual engagement with music through life stories, possible selves, and role identities such as musician, performer, student, or instrumentalist; ‘The Musician in Me’, includes more personal components of musical identities, such as beliefs about the nature of knowledge and ability, and perceptions of skills, abilities, and personal characteristics.; ‘Music, Me, and Others’ considers identity in interaction with important others, particularly one-to-one teachers; ‘Music and Me’, is focused on significant behaviours which are influenced by musical identities; and ‘Becoming HIP’, which examines the interview data in relation to engagement with HIP, and discusses interactions of identification with HIP and musical approach. Identification with HIP was associated with a marked shift towards more positive musical identities. The HIP philosophy and approach supported students in taking greater responsibility for learning, decision-making, and performance. Student perceptions of control and competence were improved, resulting in greater autonomy and performance confidence. Conceptualisations of being a performer became more conducive to aiming for controlled performance, rather than automated delivery of prepared material. Developmental trajectories became surer and future options as performing musicians became more imaginable. Overall, HIP-identified participants began to engage in behaviours and develop skills recognised as conducive to successful transition into a career as a professional musician (Gaunt, Creech, Long, & Hallam, 2012). Importantly, there were also participants who did not fully respond to the HIP approach, in spite of professing their devotion to the style. Reasons for limited identification and engagement could be found in misalignment of self-perceptions and beliefs with the expectations of HIP, offering a potential point for intervention.
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Anderson-Gough, Fiona Mary. „On becoming the new accountant expert : between formal and informal learning“. Thesis, University of Leeds, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403104.
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Smith, Veronika. „Becoming a Learning Organization in the Financial Industry| A Case Study“. Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841534.
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This study investigated the construct of the learning organization, providing a qualitative analysis of how learning occurs in financial organizations through the lens of Marquardt’s (2011) Systems Learning Organization Model. Data were gathered through five methods: the Learning Organization Profile survey, with 63 participants; document review; observation; focus groups with 10 participants; and one-on-one interviews with 10 participants.
Five conclusions were drawn based on the evidence gathered. (1) In a highly regulated financial institution, employees engaged in learning activities beyond the compliance and job-required training. (2) Organizational learning capability was increased through implementation of cross-functional programs and encouragement of informal dialogue across departments and multiple levels of management. (3) The leadership encouraged employees to create partnerships within and outside of the organization. (4) The financial organization was driven to innovate by reviewing customer/employee feedback, by monitoring trends outside the organization, and by examining changes mandated by new laws. (5) The organization used adaptive computer algorithms to enhance learning and on-the-job performance. Future research is needed to continue explore learning organizations and ways to modify existing learning organization models to capture the complexities of today’s business environment.
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Harvey, Louise. „Language learning motivation as ideological becoming : dialogues with six English-language learners“. Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/language-learning-motivation-as-ideological-becoming-dialogues-with-six-englishlanguage-learners(9bc63717-5705-4e2e-8f47-d6cca76daee3).html.
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The field of language learning motivation has traditionally been a 'self'-centred one, characterising the individual learner as subject to influence by, but essentially separate from, the sociocultural environment. Models of language learning motivation have been concerned with theorising the self, but have not fully accounted for the role of the other. The recent emergence of sociocultural approaches has seen a welcome move towards addressing this gap, theorising the language learner as engaged in complex relationships with various others, all constituted by and constituting their sociocultural contexts. Within this paradigm, researchers have begun to consider ways in which language learning motivation may be part of broader motivation for learning in various life domains - intellectual, social, emotional, ethical - though this is as yet an emergent area of scholarship. This study adopts one such sociocultural approach, namely Ushioda's person-in-context relational view (2009, 2011). Using a theoretical framework and innovative dialogical research design based on the work of Mikhail Bakhtin, I present dialogues describing the learning experience and motivation of six English-language learners, and create a definition and interpretation of language learning motivation as ideological becoming, a process of learning to be in the world. This definition and interpretation integrate the language learner and their social context in ways which understand language learning motivation as socially constructed, involving relations with many different others; which understand language learning motivation as part of motivation towards broader personal and social growth and development; and which foreground learners' own voices and perspectives. In accounting for the reciprocal influence between the language learner and the world as heard through learners' own voices, this study offers an important conceptual contribution to the language learning motivation field. Furthermore, it represents a methodological contribution to both the language learning motivation field and to qualitative inquiry more broadly. Finally, it offers political and practical contributions, and makes suggestions for future research and researchers.
13
Maxwell, Bronwen. „Becoming a teacher in the learning and skills sector : The trainee's journey“. Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527165.
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Cook, Vivien. „Becoming a teacher in medical settings : an enquiry into work-based learning“. Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020553/.
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15
Caudill, Matthew A. „Learning to dance while becoming a dancer identity construction as a performing art /“. [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001024.
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16
Stark, Mary Elizabeth Rae. „Learning from experience : the role of placement in becoming a reflective primary teacher“. Thesis, University of Strathclyde, 2000. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=23750.
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A longitudinal study followed a cohort of students through the Bachelor of Education (Honours) degree course, the main route to primary teaching at the University of Strathclyde. The main purpose was to determine the extent to which the school experience element met the expressed aims of the course, in particular, the aim of developing reflective practitioners, which is the model of the teacher that underpins the four-year course. In the first year of the study, baseline data was gathered from students in all four years of the course, their faculty tutors, supervising teachers and those members of staff in school holding the remit for students. First year students formed the basis of the longitudinal study, with data gathered through questionnaires and interviews over the subsequent three years. This data was supplemented by an analysis of students' self-evaluation reports and 'good practice' interviews with a sub-sample of supervising teachers. The findings indicate that the major ity of students experienced a primarily apprenticeship form of preparation for the teaching profession, rather than a reflective practitioner model. While considerable opportunities were provided within the structure of the course for the acquisition and exercise of skills of reflection and critical analysis, other factors influenced the extent to which these were realised. These included resources, and the ways in which teachers and tutors interpreted their roles and responsibilities as supervisors. Consideration is given as to how these might be addressed in order to provide a professional workforce of reflective practitioners might be realised within the current framework of pre-service primary education. More fundamentally, issues of professionalism, government policy changes and the changing context of professional education generally, support the argument that the Scottish BEd, in its present form, is unlikely to support the development of the reflective primary despite the professed aims of its designers.
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Krause, Nele, Tamie Kalmar und Cindy Ilmanen. „Växjö Airport - A Learning Organization? : What factors facilitate the becoming of a Learning Organization? What obstacles can arise?“ Thesis, Växjö University, School of Management and Economics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-716.
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This thesis deals with the need for development in contemporary organizations in order to stay competitive. Thereby, we focus on the concept of Learning Organizations, which is a well-known theory of developing for organizations. In the context of this thesis we identify the key factors for the becoming of a Learning Organization in the contemplated organization, which is Växjö Airport. However, this thesis also includes an attempt to improve the situation at the airport.
The thesis at hand is conducted with a qualitative approach due to the need of a thorough understanding about the procedures in the organization. It is important to mention that the thesis is based on a previous study, thus our pre-understanding was influenced by the empirical findings of this study. In this context the most suitable approach is the abductive method.
For the development of our conceptual model the pre-understanding was of utmost importance, since the results from the previous study made it possible to choose the key factors for the becoming of a Learning Organization in the special case of Växjö Airport. The model namely includes the factors systems thinking, groups and teams, shared vision, leadership style and communication. Another important component of this thesis is the practical accomplishment of several meetings, which attempted to improve the main obstacles in the organization.
The analysis capitalizes on the comparison between the model and the collected empirical data, which is based on the interviews with several employees of the organization as well as our observations of the conducted meetings. Thereby, we identify the special characteristics of each key factor. In addition, we highlight the possible obstacles or problems in the implementation.
Due to this analysis we can conclude that our model presents the most important key factors for the becoming of a Learning Organization in the contemplated organization. However, we also realized the difficulty of changing people’s mind and thus the complexity of the implementation. We also discovered that Organizational Learning is an ongoing process, which is never completed.
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Janssen, Jacqueline Jeannette Maria. „Becoming savvy : developing awareness of everyday politics“. Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/17116.
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This thesis explores the experiences of an educational project manager/team leader, and at some point job-seeker, mostly in foreign countries. The focus lies, in conclusion, on developing awareness of everyday politics, brought about mainly by a significant change in the understanding of three closely related concepts: culture, language and identity. The understanding of culture developed into a notion of culture of groups - part of complex networks of other groups - simultaneously formed by and forming interdependent people who are interrelating according to evolving/emerging, explicit/implicit customs, norms, values and ethics. The exploration of language revealed patterns of conversation, common to specific groups, allowing co-creation of significant symbols, of which appropriate use enabled communication, establishment and mutual recognition. Identity became recognised as a social construct - dynamically adapting to specific local circumstances (groups), to social acts, which it forms and is formed by at the same time. In researcher's management practice and career-coaching-trajectory rather abstract and idealised text and talk describing people and/in organisations was encountered frequently, seemingly aimed at reducing the inevitable uncertainty that results from the complexity of human relating. Attention is paid to ways in which people speak and write about them-selves and/at work and how this influences the experience of self and/at work, which revealed a relation between abstract and idealised conversational patterns and impacted sense of self. The career-coaching experience in particular exposed how these conversational patterns in/and the strategic construction of 'glossy' identities (of organisations and people) do not reflect everyday perception of self and/at work, as work is developed in social interaction, of which meaning is negotiated and evolves through people's differing intentions, expectations and emerging insights; through everyday politics. Becoming 'politically savvy', acquiring awareness of everyday politics, is necessary for our functioning in organisational life. The argument is that developing 'political savvy' - becoming self-conscious in complex organisational environments where strategically co-created idealised images of self, organisations and work are common practice - is increasingly taxing, as glossy identities 'airbrush' away the messiness of everyday work life. The challenge for managers is to endeavour to see beyond these images, explicit strategies and certain conversational patterns, and develop their ability to make sense - by reflecting and taking a reflexive stance - of what it is people are doing together. Taking seriously everyday experiences may provide choice, options to proceed, possibly to develop (trust in) 'political savvy', and may increase awareness of how people adapt, change and develop (in) social acts because of and despite this.
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Ordaz, Sanchez Lucy. „A Mexican Woman's Journey in Becoming a Successful American Educator“. BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6044.
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This self-study explores the question of "What factors in my life shaped my journey in earning an American college degree and becoming a successful educator in the U.S.?" This question is explored in the context of my own lived experiences. Results contribute to the field of immigrant studies and may encourage others who wish to transition from first generation immigrant to successful professional educator in the U.S. This study employed hermeneutic phenomenology to answer the research question. It used in-depth narrative interviews to elicit my responses to lived experiences from growing up in Mexico to my current teaching position. Thematic analysis was used to summarize and interpret the data. Data analysis yielded six themes that describe my journey to becoming a teacher in the U.S.: family influence, vision of life, role models, challenges, sources of support, and inner strength. Findings reaffirm the belief that it is possible for an individual who has recently immigrated to the United States and who may have experienced aspects of structural inequality to surmount difficult circumstances and achieve important life goals.
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Osmundsen, Tonje. „Becoming global : The troublesome integration proces“. Doctoral thesis, Norwegian University of Science and Technology, Faculty of Social Sciences and Technology Management, 2005. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-580.
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Becoming global – the troublesome integration process.
The thesis is based on research in Kongsberg Automotive and its foreign subsidiaries in Mexico, U.S.A, Poland and South Korea. It is a study of how these foreign units were established and how the head office in Norway was able to integrate these units in the organization.
The purpose of the study is to improve understanding of the challenges involved in internationalization processes. To what extent are cultural, political and social differences factors to consider when creating the international organization? In what way do actors and structures influence the process and the practices that emerge?
In an international organization cultural, political and social differences may create barriers towards understanding the other. This may be further complicated by different languages, time and geographical distances. The local manager abroad is central to the development of relations between the head office and the local unit and his perception of what is appropriate and his ability to make others agree is central to understanding the various practices and solutions that emerge in the local organization.
The main motivation and challenge of the central management is to control and coordinate the international organization. The study emphasizes the usefulness of different control mechanisms and how these attempts for control were perceived locally. Through time there was a stronger reliance on mechanisms for socialization and enculturation, and while these are directed towards creating a larger consensus in the organization, these should also be seen as means for decentralized control and self-monitoring.
The various organizational entities in Kongsberg Automotive represent different communities-of-practice and to understand the interaction between these communities as learning processes is central to the study. This perspective also confers an understanding of power as a productive element in the interaction.
The implications of this study for theory and future research are in embracing the complex nature of internationalization process. Relevant for understanding internationalization processes are both actors and structures intertwined. Institutional environments are central to an understanding of how different actors perceive practices and structures, and what they see as viable solutions. Neither the international organization nor the learning processes these undertake can be torn loose from the local cultural, political and social context.
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Räisänen, S. (Sari). „Changing literacy practices:a becoming of a new teacher agency“. Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526208480.
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Abstract The general aim of this research was to explicate what kind of a process ‘doing things differently’ in the context of literacy practices is from the teacher agency perspective. The research was based on development work on literacy practices, which I as a teacher-researcher conducted in a Finnish first grade classroom during one school year. I based the new literacy practices on the concepts of a broad conception of text and the communicative view of language presented in the Finnish national core curriculum 2004. The new practices mirrored the affordances of ‘new literacies’ involving use of technology, diversified texts and collaborative learning. They deviated from the traditional Finnish ones, which are based on the use of text- and workbooks and teacher-directed interaction, and therefore their implementation brought forth a change process. The meaning was not only to challenge the prevailing practices content and mode wise, but also to transform the social structures of the classroom community towards being more pupil-centred. It became evident that my agency involved the change in organising the possibilities for new kinds ways of working. The change also influenced my subjective level of being a teacher. The act of ‘doing things differently’ became a reflective learning process for me involving a struggle against traditional practices. The social structures changed in connection with literacy practices towards increased pupil participation and emancipation. The teacher agency transformed from instructor to guide, offering the pupils opportunities for learning. The findings showed that the change in the literacy practices was based on the choices I as a teacher made during the process, creating in this way a style for it. The style was characterized by relativity and ‘becoming’, as well as by the need for both professional and personal support. The experiences of these kinds of change processes are currently topical in Finland. This is especially because there is a new curriculum coming out in 2016 and the principles and contents in it will emphasize the use of new technologies and their benefits towards practices and collaborative learning in even more extensive scale than the current one. Educators need knowledge of what kind of process the implementation of these principles and contents will be and what kinds of professional learning it involvesTiivistelmä Tämän väitöstutkimuksen tarkoituksena oli tarkentaa tekstitaitojen käytänteiden muutosprosessi opettajan toimijuuden näkökulmasta. Tutkimus perustuu kehittämistyölle, jonka minä opettaja-tutkijan roolissa toteutin suomalaisella ensiluokalla lukuvuoden ajan. Tekstitaitojen käytänteiden kehittämistyö perustui Suomen perusopetuksen opetussuunnitelman perusteiden 2004 laajaan tekstikäsitykseen ja yhteisölliseen näkemykseen kielestä. Tältä perustalta luodut käytänteet sisälsivät monilukutaidollisia ulottuvuuksia rakentuessaan erilaisten tekstien ympärille ja sisältäessään teknologian käyttöä ja yhteistoiminnallisia työskentelytapoja. Nämä käytänteet poikkesivat perinteisistä suomalaisista käytännöistä, jotka enimmäkseen perustuvat opettajajohtoiseen työ- ja oppikirjojen käyttöön. Tarkoituksena oli siis sekä muuttaa tekstitaitojen käytänteiden sisältöä ja välineitä, että myös vaikuttaa luokkahuoneyhteisön sosiaalisiin rakenteisiin oppilaskeskeisyyttä lisäämällä. Tutkimusprosessin aikana kävi selväksi, että toimijuuteni oli tärkeä osa työskentelytapojen mahdollisuuksien järjestelyissä, mutta muutos vaikutti myös subjektiiviseen käsitykseeni itsestäni opettajana. Muutostyöstä tuli minulle reflektiivinen oppimisprosessi, jossa pyrin pois perinteisistä käytännöistä. Prosessin aikana luokkayhteisön sosiaaliset rakenteet muuttuivat tekstitaitojen käytänteiden mukana kohti kasvavaa oppilaiden osallisuutta ja emansipatorista vuorovaikutusta. Opettajan toimijuus muuttui ohjaavaksi, tarjoten oppilaille mahdollisuuksia oppimiseensa. Tulokset antavat ymmärtää, että muutos muotoutui prosessin aikana tekemistäni valinnoista, jotka loivat muutokselle omaleimaisen toteutuksen. Tätä omaleimaista toteutusta karakterisoi monitasoisesti suhteellisuus ja ’joksikin tulemisen’ käsite sekä opettajan ammatillisen ja henkilökohtaisen tuen tarve muutostyössä. Kokemukset tekstitaitojen käytänteiden muutosprosessista ovat tällä hetkellä erittäin ajankohtaisia Suomessa, sillä uusi opetussuunnitelma tullessaan voimaan 2016 painottaa monilukutaitoa. Kasvatuksen ja koulutuksen ammattilaiset tarvitsevat tietoa siitä, millainen prosessi uusien käytänteiden toteuttaminen on luokkahuoneyhteisön tasolla ja millaista ammatillista oppimista prosessi opettajalta vaatii
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Fjellström, Magnus. „Becoming a construction worker : a study of vocational learning in school and work life“. Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-132075.
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This thesis describes and analyses vocational learning in school and workplaces, particularly the vocational learning involved in becoming a construction worker in Sweden. This includes learning the trade in upper secondary school education and a subsequent apprenticeship. An underlying argument is that activities in these contexts enable a diverse vocational learning outcome. However, there are potential tensions and contradictions, especially between production- and education-oriented aspects of the learning activities in these settings. To address these and associated issues, two research questions were posed. First, how do work-based activities enable vocational learning? Second, what forms of learning are enabled in school and work life settings and how are these forms of learning constituted? These questions were addressed using information drawn from observations, interviews and a survey. Analyses of the data, using a theoretical framework based on activity and forms of learning theory, show that the school and workplace settings enable different types of learning that form a joint constructed object. Further, the contexts provide diverse tasks that, with guidance from more experienced persons, can enhance the learning outcomes. So, vocational learning is enabled through tensions in the activity systems that form a learning outcome. In project-based vocational education and training (PBVET) provided in upper secondary school, vocational learning is enabled through basic training and opportunities to learn key techniques. In subsequent apprenticeships, the transformation of basic knowledge into specialized knowledge is enabled through close guidance and by the apprentices performing complex tasks. There are also clear differences in the freedom allowed in the performance of tasks between the PBVET and apprenticeships. The PBVET does not allow students to develop and apply their own solutions, while apprentices are encouraged to discover and implement solutions that enhance the performance of tasks. So, different forms of learning are enabled in the two contexts; the PBVET largely promotes reproductive learning and the apprenticeships largely promote productive learning. Scope for improvement was detected, as the PBVET does not appear to provide knowledge that fully meets criteria in the syllabuses, and the apprenticeship does not fully meet the learners’ educational needs. However, the settings provide complementary vocational learning opportunities. Thus, tensions and contradictions can be identified in the activity systems in the school and workplace settings that collectively form the boundaries of a learning outcome that largely corresponds to what the learners need to know and (hence) become construction workers.
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Barnes, Margaret. „Becoming a midwife : a case study of a women-centred midwifery curriculum“. Thesis, Griffith University, 1998. http://hdl.handle.net/10072/380712.
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Midwifery education is in transition in Australia. Courses are being implemented in the university sector at a time when there is increasing debate and concern over the provision of maternity services. The idea of women-centred midwifery practice is developing as a guiding philosophy for midwifery, in order to focus the activities of midwifery practice on the needs of the childbearing woman. In response to these issues in midwifery, the Graduate Diploma Of Midwifery (Griffith University) was developed and implemented with an underpinning philosophy of women-centred practice and a commitment to teaching and learning approaches which emphasised self-direction, reflection and the idea of praxis. This research project has sought to under students' experiences of learning midwifery. In doing so, particulars of the curriculum are evaluated. The research approach draws on a feminist theoretical underpinning and uses processes and approaches congruent with qualitative evaluation.
The findings of this research are expressed in terms of students' experience of learning midwifery in this program but reflect broader concerns of the profession. These broader concerns include the potential of the relationship between woman and midwife and the issues of power in the progression. These issues have an impact on students' impressions of midwifery and their ability to interact with the midwifery community in the process of learning. The findings in relation to what helps students learn midwifery point to a different perception of clinical learning and have significance for developments of relationships between university and clinical agencies.
The findings of the study will contribute to midwifery knowledge as new insights, particularly in relation to the midwifery relationship and professional issues, are drawn. In considering the students experiences, professional concerns and the identified needs of childbearing woman, a theoretical framework for midwifery education is proposed. This theoretical framework has significance for the profession as it is applicable at the level of curriculum development, course planning or development of learning activities, and importantly, it contributes to knowledge in area of midwifery as a beginning theory of midwifery education.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Health and Behavioural Sc.
Griffith Health
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Robinson, Gillian Susan. „Knowing why and daring to be different : becoming and being teachers-as-learners“. Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5884.
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In Scotland, the interest and investment in the professional development of teachers is currently focused on the ongoing development and implementation of its new curriculum: Curriculum for Excellence. To cope with ever-evolving curricular and pedagogical demands and to be able to effectively identify and meet the needs of the students they teach, teachers need to become, and be, teachers-as-learners. Accordingly, teachers and those with responsibility for defining and supporting teachers’ development are likely to have a vested interest in identifying and understanding what might best facilitate teachers’ learning. Engaging with this agenda, the purpose of this study is to promote and inform dialogue within and between all those in the educational community who have responsibility for teachers’ continuing professional development (CPD), so that some of the complexity involved in becoming and being teachers-as-learners might be recognised and better understood. With the aim to explore what we can learn from teachers’ own accounts of becoming and being teachers-as-learners in Scotland today, this co-operative enquiry was conducted with nine Chartered Teachers (CT), six of whom were fully qualified CTs and three of whom were still en route to achieving full CT status. To meet the Scottish Standard for Chartered Teacher, teachers need to demonstrate that they are teachers-as-learners. Enquiring with these teachers was, therefore, seen as particularly apposite to this study’s chief aim. Attending to the personal, professional and political influences they perceived as significant, these teachers shared their views, when they looked inwards to their own feelings, reactions and dispositions; outwards, to the professional and political environments with which they interact and backwards and forwards, over time. This is the first study to carry out an inquiry with Chartered Teachers in a way that allowed them to explore this complexity, because it sought to explore all four dimensions, i.e. inward, outwards, backwards and forwards (Clandinin and Connelly, 2000:50) of their storied accounts. Storied accounts of the teachers’ learning journeys were co-created during a loosely structured, dyadic, in-depth interview. Integral to this process, was discussion about the artefact(s) that eight, of the nine, participants had created for this study, to represent, reflect upon and record aspects of their journeying. Thematic narrative analysis has illuminated the complexity and particularity of each teacher’s learning journey as well as some important commonalities across them. This thesis further explores the teachers’ accounts of their experiences, in depth, and the key issues these accounts raise. Through examination of individual accounts, we learn, for example, that the teacher’s own disposition to professional learning really matters but, importantly, that it does not necessarily define the outcome. Sometimes supported and sometimes inhibited by the professional and political contexts in which they work, these teachers, motivated by a powerful sense of moral purpose, report that they have made significant and apparently, sustainable changes to their thinking and practice. Postgraduate CT study proved crucial to their journeying because, for the first time since qualifying, they had been encouraged and supported to make sense of why and to what extent, their day-to-day practices would, or would not, meet the needs of their students. It is this understanding why that appears to have made the greatest difference to their practice and to the reconstruction of their professional identities. It emerged as one of the most significant influences to their becoming and being teachers-as-learners. To do so, however, the teachers felt they have had to ‘dare to be different’. Their ability, willingness and commitment to talk about, promote and evaluate learning, in critically informed ways has meant they have often felt isolated. Despite this, the perceived benefits of being a teacher-as-learner were seen to more than compensate for what might be viewed as negative experiences. The findings suggest significant implications for the provision of, and teachers’ participation in, CPD in Scotland. They indicate the need to establish a much clearer and more critically informed focus on developing teachers’ knowledge and understanding of why they do what they do to promote learning and to develop their professional enquiry skills and understandings. If this is to happen, it will necessitate systemic change and support, involving, individual teachers, teachers as collectives within school cultures, CPD facilitators/providers and policy makers at all levels.
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Wood, Shaunda L. „Becoming an engineer: Doctoral women's perspectives on identity and learning in the culture of engineering“. Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29182.
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Women face many obstacles in their academic careers but there is a gap in the research with regards to their perceptions of science and engineering education and how non/participation in the culture of engineering affects their identities. Moreover, little research has been conducted with female Ph.D. students especially with regard to the reasons they have continued their studies, and their level of satisfaction with their career and lives.
This study was guided by the sociocultural approach and theories of learning and identity. Methodologically, the design adopted is a naturalistic qualitative inquiry using two open-ended interviews with participant verification after the first interview. The life history narratives (Mishler, 1999) obtained from the seven doctoral electrical and mechanical women engineers, at various stages in their programs, were the primary source of data. By examining the path of becoming a doctoral woman engineer, this study makes the educational experiences of women intelligible to the general public as well as policy makers. It gives voice to the women engineers whose perspectives are rarely heard in academic settings or mainstream society.
The findings of the study lend insight to the importance and necessity of more inclusive engineering education, incorporating not only women's studies courses into the curriculum but anti-racism education as well as including the perspective of 'Other' people of difference. Moreover, multi-perspective approaches to increasing enrolment and retention of women in engineering were more effective and in keeping with addressing notions of 'difference' in engineering populations.
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Artemeva, Natalia. „Becoming an engineering communicator : a study of novices' trajectories in learning genres of their profession“. Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100312.
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The study presented in this dissertation focusses on the analysis of novices' trajectories in learning genres of their profession, engineering. The goals of the study are: (a) to refine the current understanding of what constitutes professional genre knowledge and of how novices learn and use genres of professional communication, and (b) to test the effectiveness of the suggested pedagogy for an Engineering Communication course. This qualitative longitudinal exploration includes ten case studies that span eight years and trace the participants' trajectories through the university and workplaces. I use a combination of three theoretical perspectives---Rhetorical Genre Studies, Activity Theory, and situated learning---as a lens for the analysis of novices' learning trajectories on their way to becoming professional communicators. The study demonstrates that in addition to the knowledge of genre conventions and understanding of an audience's expectations, genre knowledge is a result of a summative effect of such ingredients accumulated from different sources at different time periods as (a) cultural capital, (b) domain content expertise, (c) the novice's understanding of the improvisational qualities of genre, (d) agency, as reflected in the novice's ability to both seize and create kairotic moments in the chronological flux of time and enact genres in the ways that are recognizable by the community of practice, (e) formal education, (f) workplace experiences, and (g) private intention. The study indicates that the ingredients of genre knowledge accumulated in one context may be used in another, that is, that rhetorical strategy may be portable, thus allowing novices to adapt genres learned elsewhere to a new rhetorical situation. The study also shows that communication practices can be successfully taught outside of local contexts, for example, in the academic classroom. In addition I draw pedagogical implications of the inquiry for the communication classroom; for example, that communication instructors need to extend their pedagogies beyond teaching genre conventions and audience awareness and provide classroom contexts that would allow students to develop the understanding of genre as allowing for flexibility and educated intervention. The study also shows that the timing of the offering of domain-specific communication courses is crucial for the students to be able to develop the sense of connections among communication courses, subject matter courses, and professional practice.
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Kilty, Priscilla. „Being and becoming : a biographical study into the transformative learning processes of three trainee teachers“. Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/170455/.
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This study employs both biographical and autobiographical approaches in order to develop an understanding of the complex and developmental nature of adult learning as a way of being and becoming a teacher in further education. Learning as a way of 'being' provides a substantive and lasting learning which is essential in today's constantly changing and challenging world (Vaill, 1996). The process of 'becoming' is narrated in the autobiographical stories of the three trainees and highlighted as part of their transformative learning process. These stories written by each trainee provide insight into the interactional moments and perspective transformative changes experienced by the trainees. Data analysis comprised of a hermeneutical interpretation of the trainee's autobiographies, using Denzin's biographical method, and a mapping of Mezirow's Ten Phases of Transformative Learning. In addition the personal voices of each trainee as generated through in depth interviews were analysed using Mezirow's Five Stages of Perspective Transformation and Brookfield's Affective Domains of Adult Learning. This detailed analysis revealed the complexities of the transformative learning processes experienced by the three trainees. Thereby enabling conclusions to be drawn as to the extent to which they each followed Mezirow's stages of perspective transformation and Brookfield's affective domains.
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Castro, Julie Anne. „Becoming a Teacher Educator: A Self-Study of Learning and Discovery as a Mentor Teacher“. Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2472.pdf.
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Swarts, Gabriel Prasad Swarts. „BECOMING SERVANTS: EXPERIENCING DIFFERENCE WHILE FORMING COMMUNITY, SERVANT, & CIVIC IDENTITIES IN A SERVICE-LEARNING CLASSROOM“. Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1500129405245819.
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Cirillo, Michelle. „On becoming a geometry teacher a longitudinal case study of one teacher learning to teach proof /“. [Ames, Iowa : Iowa State University], 2008.
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Worswick, Louise. „Becoming part of behind the scenes : patients' experiences of co-learning with primary health care teams“. Thesis, Bournemouth University, 2013. http://eprints.bournemouth.ac.uk/21486/.
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Current debates about the involvement of health service users in service delivery, research and education focus on the purpose of their involvement, the methods of their involvement, barriers to their involvement and the impact of their involvement. There is little reported about the experience of service user involvement from the service user perspective although some reports are beginning to emerge. This research study explored the experiences of a group of health service users (patient representatives) who brought their experience of being a patient to contribute to an educational initiative about quality improvement and back pain. That study – the Learning to Improve the Management of Back Pain in the Community (LIMBIC) project, utilised a mixed methods approach to evaluate the impact of the educational initiative on clinical practice and patient outcomes for the management of back pain. Eleven patient representatives, uniquely placed as co-learners, participated with general practice teams learning about quality improvement principles and methods and implementing quality improvements in practice. To build on this learning initiative, the current study used semi-structured interviews to explore the patient representative experience and integrated the findings with existing LIMBIC data. The study illuminated aspects of the service user experience which led to the proposal for a model for co-learning with service users to bring about change. It contributes to the wider knowledge of service user involvement by identifying features of their experience that worked well for them and features that could be improved. The co-learner role is a new direction for service user involvement and represents a new movement in the field of inquiry about opportunities for service user involvement in the future. A debate has been opened about managing expectations of service users and about their potential for leadership and influencing change.
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Thorpe, Katrina Rose. „Narratives of Learning at the Cultural Interface: The Influence of Indigenous Studies on Becoming a Teacher“. Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17641.
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This research explores the ways in which three non-Indigenous preservice teachers’ life experiences prior to entering university and subsequent engagement in Indigenous Studies curriculum and pedagogy at university influenced their professional identity development. Drawing on the narrative inquiry methodology of Connelly and Clandinin, this study positions personal and professional experience as key to understanding teacher professional identity formation. Semi-structured interviews were conducted over one year with nine preservice teachers. Three participant stories were selected from the nine participants who volunteered. These narratives emerged as those ‘needing to be told’ because of the depth of insight they brought to the complex pedagogical space of the Cultural Interface. Nakata’s Cultural Interface was used as a theoretical framework to illuminate the influence of biography on the ‘locale’ of each learner as well as the agency and tensions they experienced over time in a range of social and educational contexts. The Cultural Interface provided nuanced insights to the experiences that supported or inhibited preservice teacher learning and development of a personal and professional commitment to Indigenous education. In the process of ‘storying’ their experiences, forward thinking aspirations and imaginings about the Indigenous Studies teacher they hoped to become also emerged. While each narrative is unique, common experiences were shared. Emotional labour was required to manage the tensions of being with university peers who were resistant or indifferent to Indigenous Studies. They experienced curriculum content and pedagogical approaches that were either tokenistic or misrepresented Indigenous knowledges. Professional Experience challenged preservice teacher confidence to teach Indigenous students or embed Indigenous perspectives. Sachs’ work on teacher activist identity formation guided findings that participants had developed an Indigenous education activist identity. This research has implications for teacher educators to build ‘communities of practice’ that nurture preservice teachers who are developing this activist identity. Authentic ways to embed Indigenous perspectives in university curriculum was also identified as requiring attention.
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Zheng, Qiuxian. „BECOMING A BI-CULTURAL TEACHER: A NARRATIVE INQUIRY INTO THE STORIES OF CHINESE TEACHERS IN AMERICAN SCHOOLS“. Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1478367884659309.
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Boyle, Joseph Edward. „Becoming Vegetarian: An Analysis of the Vegetarian Career Using an Integrated Model of Deviance“. Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27476.
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This dissertation attempts to explore the nature of a particular food consumption pattern using a number of different deviance theories in order to outline the career path of vegetarianism. Using semi-structured interviews with 45 practicing vegetarians from two regions of the United States, the career path of the vegetarians was developed around David Matzaâ s (1969) theory of becoming deviant. Within each stage of Matzaâ s classic work, more specific theories were applied to explain the friction between vegetarianism and the more socially-accepted practice of meat eating within the United States. The framework of the stages includes the affinity for, affiliation with, and signification of vegetarian ideology and practice. Each stage within the theory is also a stage in the development of the vegetarian identity. The more specific theories utilized to explain phenomena within each particular stage attempt to show a progression from initially being interested in the ideals and practice of vegetarianism to becoming and verbalizing as a mature, practicing vegetarian. Finally, the vegetarians interviewed were asked to give the prognosis for the future of vegetarianism.Ph. D.
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Norris, Judy Rae. „One-to-one teleapprenticeship as a means for nurses teaching and learning Parse's theory of human becoming“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35266.pdf.
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Farhat, Dima. „Becoming a doctor in Syria : learning and identity in English for specific purposes at a Syrian university“. Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3633.
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This thesis explores the teaching and learning of English for Medical Purposes (EMP) in a Syrian Arab university (Tishreen University). It investigates the inherent contradictions in the position of EMP in an Arab-medium university by drawing on the socio-political and economic factors shaping English language education policy in Syria. It also critiques “mainstream” ESP through examining the “purpose” in English for Medical Purposes. Rather than viewing learning as an end product, this study suggests that learning English is part of a dynamic process of learning to become a doctor in Syria and as part of constructing the 21st Century Syrian “doctor” identity. I draw on aspects of poststructuralism and complexity theory to take the analysis of English for Specific Purposes beyond issues of needs analysis, content, and materials development. ESP, from its outset, has been proposed for decades as a commodity that meets students’ linguistic and communicative needs. However important these concerns are for the development of the discipline, as I argue in this thesis, ESP seems to adopt a “mechanistic” approach by predetermining “needs” and “purposes” which fails to account for the complexity of human beings’ behaviours and responses in educational contexts. The deterministic conceptualisation of ESP places rigid boundaries between ESP and the reality of the medicine profession, therefore, fails to meet students’ needs which transcend boundaries of classroom in aspiration for recognition by the medical community worldwide. English for Medical Purposes, in this study, goes beyond “specific purposes” to account for the role of English as a foreign language in constructing doctor identity and in the process of becoming a doctor. Data in this qualitative research were collected through focus groups with students of medicine in Tishreen University, semi-structured interviews with medical tutors and management officials in the Faculty of Medicine and the Higher Institute of Languages, as well as ESP teachers. Policy documents were analysed, and field notes were taken in classroom and hospital observations. Based on the analysis of these sources, a deeper understanding of EMP at Tishreen University is reached through the lens of poststructuralism and complexity theory. Finally, this thesis ends by drawing an ESP/Applied Linguistics relationship among the implications the findings have for policy makers, teachers and medical students, alongside recommendations for future ESP research directions.
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Warhurst, Russell. „Becoming an academic-teacher : context and agency in new lecturers' pedagogic-learning at a research intensive university“. Thesis, Leeds Beckett University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424289.
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Fitzgerald, Martin. „Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners“. Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html.
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The current literature on critical thinking, critical reflection and critical action supports the view that higher education cannot be defined as such without the implicit existence of all three elements in the curriculum. There are many who suggest that, given the changing profile of those now engaging in higher education, these features need to be made more explicit. This study attempts to illustrate how these elements can be made more explicit within a unique teaching and learning context and with a specific non traditional group of adult learners. Barnett (1997) goes further and suggests that these features, which he refers to collectively as the practice of critical being, are an essential requirement for those engaging in higher education. He does not give specifics on how this practice can be taught or how it might find expression in the lives or educational understanding and knowledge of participating students, which is one of the issues this research will attempt to address.
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Ó, Lúanaigh Pádraig. „Becoming a professional : what is the influence of registered nurses on nursing students’ learning in the clinical environment?“ Thesis, Open University, 2011. http://oro.open.ac.uk/33365/.
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Aim: This thesis sets out to explore and understand how nursing students learn in the clinical environment, specifically through the influence of registered nurses. Background: At a time when public confidence in the quality of health and nursing care is called into question, the United Kingdom Nursing and Midwifery Council’s (NMC) new standards for pre-registration nursing education are intended to prepare the UK nursing workforce of the future to provide high quality nursing care across a range of health care environments (NMC, 2010b). While existing UK nursing research has examined learning in the clinical environment, little work has been undertaken to understand how nursing students on placement learn in the clinical environment and specifically the influence of others. Methods: Using Yin’s (2009) case study approach, this thesis explored the learning experiences of a group of five final year nursing students through descriptions of their learning within the clinical environment. In keeping with Yin’s (2009) case study approach of gathering a richness and depth of understanding, additional data were collected from a focus group with eight registered nurses. The collection of two types of data from both learners and registered nurses allowed for an exploration from both perspectives and experiences of these two groups. The interviews and focus group were conducted between October 2010 and January 2011. Findings: The study identified three specific overall themes relating to the influence of registered nurses on student learning in the clinical environment; responsiveness to student learning needs; creating a sense of belonging; and influencing professional identity development. A fourth theme identified was the importance of the clinical environment in that it allows students to learn what cannot be facilitated elsewhere. Discussion: The findings while supporting previous research also provide new understanding. The nursing student participants had and wanted to actively manage their learning in the clinical environment. As a result of this active management the students did not passively acquire knowledge or simply replicate what they observed from others. There was evidence that the students had strong and established perceptions of what constituted ‘good’ nursing and described an ability to discriminate between differing levels of nursing practice. Student nursing knowledge was gained from respected registered nurses who were best able to describe and demonstrate the ‘tricks of the trade’ and ‘little things that matter’ when providing ‘good’ nursing. Conclusions: The findings have informed a number of suggestions on how to support nursing students and clinical staff to enhance and improve the learning experience in the clinical environment. Curriculum design and preparation of registered nurses and mentors needs to stress the strong social aspects of clinical learning while raising awareness of the importance of creating a sense of belonging and respect for students as individuals. Pre registration curricula need to explicitly explore concepts such as caring, professionalism and support learners to articulate and examine their developing concepts of nursing and what constitutes ‘good’ and ‘bad’ nursing.
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Skon, Jane. „Becoming Culturally Relevant: A Study of Prospective Teachers' Conceptions of the Relevance of Culture to Teaching and Learning“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337897874.
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Leung, Pamela Pui-wan, und n/a. „On Becoming a Chinese Language Teacher: Pre-Service Teachers' Perceptions of Chinese Learning and Teaching, and their Classroom Practices in Hong Kong“. Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051103.122245.
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The continual decline of Chinese proficiency has caused serious concerns in Hong Kong. Although most Hong Kong people speak Chinese as their first language, they have not been strongly motivated to learn it in part because of the socio- economic status of English, and in part because of the discrepancies between the spoken and the written forms of Chinese. The absence of a link between the spoken dialect (Cantonese) and the written Modem Standard Chinese language (based mainly on the syntax of Mandarin) makes the learning of Chinese in the 'trilingual' (Cantonese, Mandarin and English) and 'biliterate' (Chinese and English) society laborious. The perception that Chinese proficiency is waning has led to criticisms of the quality of language teachers and language teacher education in the community. Hence, a study of the problems in Chinese language teacher education in Hong Kong is an indispensable step in improving the quality of Chinese language education in Hong Kong. This study takes pre-service teachers' (PST) perceptions as the predomhant factor in understanding how they learn to become a teacher of Chinese. As both students and teachers, the PSTs in this study provide insights into learning, teaching, and learning to teach, the Chinese language. Famous for its cultural tradition, Chinese teaching is typically transmissive. In particular, teachers of Chinese are expected to teach with a missionary zeal for 'educating' students by acting as exemplars. As a result, how a teacher teaches is often determined by how he or she was taught to interpret the nature of Chinese Language. The use of texts written by distinguished authors as teaching materials further encourages language teachers to give higher priority to literature, culture and moral education than language use. Inheriting such a tradition, modem Chinese language teacher education is faced with multiple challenges: to promote cognitive developments in teachers and cognitive teaching approaches to meet the needs of rapidly developing society, and to prepare teachers to maintain a proper balance between moral education and appreciation of culture and literature on the one hand, and teaching language use on the other. This study draws on the literature on Chinese language education, TESOL (teaching English to speakers of other languages), learning to teach, teacher knowledge, beliefs and perceptions, and develops a conceptual framework to interpret the relationships between perceptions and practices as a reciprocal cycle. Perceptions of self as a teacher, the subject matter, and teaching and learning of the subject matter are inseparable from the beliefs and knowledge of the PSTs, which affect how they prepare lesson plans to teach and actually teach in the classrooms. Planning and classroom practices are realised in teaching objectives, instructional strategies and evaluation of teaching effectiveness, which then reinforce knowledge, beliefs and perceptions. The cycle goes on as the PSTs learn more about teaching and accumulate teaching experiences. From this recurring cycle, the PSTs generate personal theories of teaching a specific subject. This study is longitudinal in design, which follows a logical procedure of inquiry. It first examines the PSTs' perceptions of teaching and learning Chinese on entry to, during and on exit from a.two-year teacher education program. Then it turns to the perceptual development and the sources of perceptions and perceptual changes, and how they impact on the PSTs. Finally, the complex relationship between perceptions, lesson planning and classroom practices are elaborated. In particular, data collected in some stages were dependent on the findings of the preceding stage. This adds complexity to the overall research desip of the study. This study uses a multimethod approach with two research populations -the questionnaire surveys of the entire cohort and qualitative data collection from twelve sub-sample participants. Because of the lack of well-established research instruments in the Chinese research context, all methods of inquiry have been revised according to the results of pilot studies. The multimethod approach in this study demonstrates how questionnaire surveys, repertory grids, individual interviews, focus groups, classroom observations and the analyses of lesson plans and reflective journals can be used in a complementary manner to assure the validity of the research. Questionnaire surveys yield the overall perceptions of the cohort on entry to and exit from the teacher education program. The perceptual development of the entire cohort is understood by the findings of the two surveys. Against the backdrop of the overall perceptions of the cohort, the qualitative methods are used to study the sub-sample. Repertory grids reveal the participants' views of teachers of Chinese from different perspectives, whereas individual interviews and focus group discussions tap more deeply into the participants' thinking about how they have learned to teach Chinese. Other qualitative methods such as classroom observation and the analyses of lesson plans and reflective journals provide compelling evidence for indicating the extent that the participants have grasped the craft of teaching. This study suggests from the persistent perceptions and perceptual development of the PSTs that Chinese language education in Hong Kong has been ineffective. Ineffective Chinese language education has a long-lasting negative impact on students including the PSTs. The strong emphasis on literature, culture and moral education, and the knowledge telling and teacher-led traditions have led to a low level of cognitive demand in Chinese teaching. The procedures recommended for teaching a text in Chinese and the assessment criteria of the teacher education program have encouraged the,PSTs to become more didactic in teaching, although they themselves are aware that they should pay more attention to the needs of students. This study argues that student teachers' perspectives form a critical element in reforming Chinese language teacher education in Hong Kong, and that language teacher education should first be ameliorated before language education can be effectively improved. Not only should PSTs of Chinese Language be equipped with better subject matter knowledge, general pedagogical knowledge and pedagogical content knowledge, but Chinese language teacher educators should also be cognisant of the necessity for change. Because learning to teach is often discipline-based, it is more cost-effective and consistent if the teacher educators' Chinese language classes also emphasise cognitive development in the PSTs. To be real exemplars for the PSTs, the Chinese language teacher educators should be involved in continuing critical evaluation of their own practices.
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Leung, Pamela Pui-wan. „On Becoming a Chinese Language Teacher: Pre-Service Teachers' Perceptions of Chinese Learning and Teaching, and their Classroom Practices in Hong Kong“. Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365523.
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The continual decline of Chinese proficiency has caused serious concerns in Hong Kong. Although most Hong Kong people speak Chinese as their first language, they have not been strongly motivated to learn it in part because of the socio- economic status of English, and in part because of the discrepancies between the spoken and the written forms of Chinese. The absence of a link between the spoken dialect (Cantonese) and the written Modem Standard Chinese language (based mainly on the syntax of Mandarin) makes the learning of Chinese in the 'trilingual' (Cantonese, Mandarin and English) and 'biliterate' (Chinese and English) society laborious. The perception that Chinese proficiency is waning has led to criticisms of the quality of language teachers and language teacher education in the community. Hence, a study of the problems in Chinese language teacher education in Hong Kong is an indispensable step in improving the quality of Chinese language education in Hong Kong. This study takes pre-service teachers' (PST) perceptions as the predomhant factor in understanding how they learn to become a teacher of Chinese. As both students and teachers, the PSTs in this study provide insights into learning, teaching, and learning to teach, the Chinese language. Famous for its cultural tradition, Chinese teaching is typically transmissive. In particular, teachers of Chinese are expected to teach with a missionary zeal for 'educating' students by acting as exemplars. As a result, how a teacher teaches is often determined by how he or she was taught to interpret the nature of Chinese Language. The use of texts written by distinguished authors as teaching materials further encourages language teachers to give higher priority to literature, culture and moral education than language use. Inheriting such a tradition, modem Chinese language teacher education is faced with multiple challenges: to promote cognitive developments in teachers and cognitive teaching approaches to meet the needs of rapidly developing society, and to prepare teachers to maintain a proper balance between moral education and appreciation of culture and literature on the one hand, and teaching language use on the other. This study draws on the literature on Chinese language education, TESOL (teaching English to speakers of other languages), learning to teach, teacher knowledge, beliefs and perceptions, and develops a conceptual framework to interpret the relationships between perceptions and practices as a reciprocal cycle. Perceptions of self as a teacher, the subject matter, and teaching and learning of the subject matter are inseparable from the beliefs and knowledge of the PSTs, which affect how they prepare lesson plans to teach and actually teach in the classrooms. Planning and classroom practices are realised in teaching objectives, instructional strategies and evaluation of teaching effectiveness, which then reinforce knowledge, beliefs and perceptions. The cycle goes on as the PSTs learn more about teaching and accumulate teaching experiences. From this recurring cycle, the PSTs generate personal theories of teaching a specific subject. This study is longitudinal in design, which follows a logical procedure of inquiry. It first examines the PSTs' perceptions of teaching and learning Chinese on entry to, during and on exit from a.two-year teacher education program. Then it turns to the perceptual development and the sources of perceptions and perceptual changes, and how they impact on the PSTs. Finally, the complex relationship between perceptions, lesson planning and classroom practices are elaborated. In particular, data collected in some stages were dependent on the findings of the preceding stage. This adds complexity to the overall research desip of the study. This study uses a multimethod approach with two research populations -the questionnaire surveys of the entire cohort and qualitative data collection from twelve sub-sample participants. Because of the lack of well-established research instruments in the Chinese research context, all methods of inquiry have been revised according to the results of pilot studies. The multimethod approach in this study demonstrates how questionnaire surveys, repertory grids, individual interviews, focus groups, classroom observations and the analyses of lesson plans and reflective journals can be used in a complementary manner to assure the validity of the research. Questionnaire surveys yield the overall perceptions of the cohort on entry to and exit from the teacher education program. The perceptual development of the entire cohort is understood by the findings of the two surveys. Against the backdrop of the overall perceptions of the cohort, the qualitative methods are used to study the sub-sample. Repertory grids reveal the participants' views of teachers of Chinese from different perspectives, whereas individual interviews and focus group discussions tap more deeply into the participants' thinking about how they have learned to teach Chinese. Other qualitative methods such as classroom observation and the analyses of lesson plans and reflective journals provide compelling evidence for indicating the extent that the participants have grasped the craft of teaching. This study suggests from the persistent perceptions and perceptual development of the PSTs that Chinese language education in Hong Kong has been ineffective. Ineffective Chinese language education has a long-lasting negative impact on students including the PSTs. The strong emphasis on literature, culture and moral education, and the knowledge telling and teacher-led traditions have led to a low level of cognitive demand in Chinese teaching. The procedures recommended for teaching a text in Chinese and the assessment criteria of the teacher education program have encouraged the,PSTs to become more didactic in teaching, although they themselves are aware that they should pay more attention to the needs of students. This study argues that student teachers' perspectives form a critical element in reforming Chinese language teacher education in Hong Kong, and that language teacher education should first be ameliorated before language education can be effectively improved. Not only should PSTs of Chinese Language be equipped with better subject matter knowledge, general pedagogical knowledge and pedagogical content knowledge, but Chinese language teacher educators should also be cognisant of the necessity for change. Because learning to teach is often discipline-based, it is more cost-effective and consistent if the teacher educators' Chinese language classes also emphasise cognitive development in the PSTs. To be real exemplars for the PSTs, the Chinese language teacher educators should be involved in continuing critical evaluation of their own practices.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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Sturge, Sparkes E. Carolyn. „Being and becoming an 'I want to learn person' : participating in an arts-oriented learning environment : perception and context“. Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85207.
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The push for educational reform in the province of Quebec, Canada has brought to the foreground many ideas about what needs to be done to improve the learning experience of students. While there has been some movement in the primary grade levels, change in the secondary level is still in its infancy. There are some teachers, however, in high schools who have been on the cutting edge of educational reform. The purpose of this study is to look at participation within a secondary classroom where the philosophy of the reform is being acted upon. The study, qualitative in design, is a type of ethnographic investigation of a teacher and students in a Grade VII language arts classroom. The classroom is a part of an exclusive program, namely the Alternative Learning Program, nested in a public high school in the Montreal area.Using various means of data collection such as field notes and interviews, the researcher examines the various dimensions of participation as it unfolds in this particular classroom. The researcher identifies these dimensions as assigned and shared participation. The data suggests that dynamics beyond assigned and shared participation are also evident. The dynamics, identified as participative tone, contribute to student views of the uniqueness of this particular learning environment. To present a trustworthy description of what is observed, however, the investigator shows situations in which participation is not apparent. These situations are identified as participative resistance. The researcher deduces that participation and participative resistance need to be viewed as context-bound and are, in many respects, points on a continuum.
Attempts have been made in the research to allow the study participants to express their views. Through interviews, students share in their own words what participation means to them. Their words add depth to understanding of what student participation is. The study suggests that notions of the child-centered or student-centered classroom, while commendable, are not necessarily an aspiration to strive for.
The study affirms that the teacher plays a key position in the classroom environment. The study begins by showing the various roles that the teacher assumes in her daily practice. Views of the teacher are presented along with perceptions of the students and the researcher to determine the various roles played out in this site. The study concludes that the teacher conducts her practice by exceeding the boundaries of her roles so identified.
The study shows that the classroom does not stand in isolation, but is subject to various influences from the school, as well as the community at large. The researcher identifies these influences as context and conditions using another site as a point of reference. The secondary sight brings clarity to what the researcher observes. The researcher concludes that in addition to communal influences, learning in the primary site takes place under the banner of what is defined as an arts-oriented curriculum. The arts-oriented curriculum contributes to the sense of community in the classroom. But data also suggest that the classroom does not always function as a community. In spite of the teacher's good intentions, tensions sometimes foster a competitive rather than collaborative spirit among the students.
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Jawitz, Jeffrey Paul. „Becoming an academic : a study of learning to judge student performance in three disciplines at a South African university“. Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/11132.
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Includes bibliographical references (p. 209-214).This study seeks to understand how new academics learn to judge student performance in complex assessment tasks, i.e. tasks that allow students substantial initiative and latitude in their response. It was conducted at a research intensive historically white university in South Africa and involved case studies in three academic departments. Thirty one academics were interviewed across the three departments. The analysis of these cases was conducted in two parts, using a framework developed from Bourdieu's theory of practice and Lave and Wenger's situated learning theory. In the first part, I analysed the academic workplace in each case and identified three different configurations of communities of practice that formed key dimensions of the fields within which these departments were situated. In the second part, I applied the concepts of habitus and legitimate peripheral participation (LPP) to understand how new academics engaged with the communities of practice in their departments and learnt how to judge student performance of complex assessment tasks. The study revealed limitations in the explanatory power of social learning theory in contexts where the stability of communities of practice was uncertain, where there were no opportunities for LPP and where knowledge was deemed to reside in the individual rather than to be distributed in the community. In contrast to the view that learning in the workplace is informal and unstructured, in each of the case studies it was possible to identify a learning to judge trajectory, which, in some cases more than others, provided a structured "learning curriculum" (Wenger, 1998) for new academic staff. Learning to judge student performance happened through participation in a series of assessment practices along this trajectory. The experience of following a learning to judge trajectory was closely associated with the identity trajectory of each individual academic and depended on three factors: the particular configuration of communities of practice within each field, the capital valued within this configuration, and the nature of the capital that the newcomer brings into the department. However, the existence of these trajectories did not mean that learning was unproblematic, as they appeared to support the dominant relationships of power within each field and posed particular challenges for those individuals who embarked on alternative trajectories.
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Churchward, Peter. „Early career teachers' experiences in the pursuit of quality“. Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205452/1/Peter_Churchward_Thesis.pdf.
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Early career teachers were asked to identify what impact policies for improving teacher quality had on their practice. Quality is hard to define, but can be understood by how it was talked about. In this qualitative study, 13 early career teachers from teacher education excellence programs in Queensland and Western Australia were interviewed. Discourse analysis, based on Archer’s theory of reflexivity and Bernstein’s concept of recontextualisation, highlighted that quality was recognised both individually and collectively, as being guided by relational knowledge of their students. A contribution of this study is an understanding of quality as a process of “always becoming”.
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Larocque, Leon. „Learning as a process of becoming within communities of practice: A multiple case study of moose hunters in northern Ontario“. Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/29300.
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In the last decade or so, the work of Lave and Wenger (1991) on situated learning has become increasingly popular: "Rather than asking what kinds of cognitive processes and conceptual structures are involved, they ask what kinds of social engagements provide the proper context for learning to take place" (p.14). Wenger (1998) extended his previous work with Lave by elaborating a conceptual framework called Communities of Practice. This framework presents a social theory of learning based on the following assumption: engagement in social practice is the fundamental process by which we learn and so become who we are. Up to now this conceptual framework has been mainly used in workplace and education settings. This research aims to derive from these settings by describing the process through which individuals learn and become moose hunters. The main question that guides our research is: How do individuals become moose hunters?
To answer this main question a qualitative research approach using a multiple case study design was chosen. Data were collected through open-ended and semi-structured interviews. The data were analyzed on an ongoing basis, throughout the process of data collection which took place over three distinct phases. Phase 1 consists of five cases each including an initial participant and a peer. This phase looks at the existence of communities of practice within the context of moose hunting, as well as documents the process of transformation of identity for the five initial participants. For phase 2, five more participants were added, increasing the number of cases to ten. During this phase, the focus was placed on childhood learning as a prerequisite for gaining access to a moose hunting group later on. For phase 3, 20 more participants were interviewed to complement and validate the findings of the previous phases.
The present research confirms the presence and formation of communities of practice in the context of recreational moose hunting. The research also demonstrates the process of transformation of identities as the participants learn from engagement within the context of practice. Moreover, the findings reveal an important period of learning during childhood, prior to engagement in practice. Consequently, the research shows that interest for the activity is developed at a young age and a considerable amount of learning occurs during childhood as children engage in various outdoor activities with parents.
The findings of the research contribute to both the theoretical and the practical levels by highlighting the versatility of Wenger's conceptual framework to study learning across various social contexts and by revealing that the current training strategies for hunters are not efficient and need to be revised.
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Berry, Leon. „Becoming an agile warrior : an examination of using a constructivist approach to learning during basic training in the British Army“. Thesis, Open University, 2018. http://oro.open.ac.uk/57160/.
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The British Army has been on the receiving end of Government cuts to numbers of full-time (regular) service personnel following the 2010 Strategic Defence and Security Review and proposed 2018 National Security Review. With numbers being reduced from 102,000 to 82,000, there could be a potential further reduction to 70,000 regular personnel, equivalent to two-thirds of the French Army. The challenge the British Army faces is maximising the performance of the organisation and the individuals who serve in it. As a result, the Agile Warrior concept was developed to promote thinking skills throughout all ranks. This was facilitated by the introduction of a constructivist approach, underpinning the way learning is conducted from a behaviourist, instructor-led style to a student-centred approach to learning. This method was to be trialled at Phase 1 training establishments. This EdD thesis sought to both unpack the current understanding of the complexities of Phase 1 training including its design and implementation, and evaluate a potential solution in linking the design, instructors, recruits and organisational aims of the British Army. In order to achieve this, the thesis was divided into two studies focussing on the training design and instructional methodologies respectively. Study 1 of this thesis initially sought to examine the training design for Phase 1 training delivered at the Army Training Centre (ATC) based in Pirbright. Interviews were conducted with staff members involved in the training design of Phase 1 and recruits in order to gauge the different sides. What emerged from the results was a friction between the standardisation of training design and the instructors want for flexibility to teach in ways they saw appropriate. This finding indicated a gap that could potentially be filled by employing the Present, Apply, Review (PAR) method as the constructivist vehicle for instructors. Study 2 sought to analyse the impact of PAR in bridging the gap between the standardised requirements of Phase 1 whilst providing flexibility for instructors to teach. A mixed method, quasi-experimental design was used for data collection in order to analyse the thoughts of 239 recruits during their Phase 1 training. The findings of a pre-post survey found no difference in regard to the impact of PAR compared with non-PAR instruction using motivation, self-regulated learning and reflection as measurable constructs. Follow-up semi-structured interviews were conducted with ten recruits in order to further unpack the findings. Overall, this research unpacked recruit experiences of Phase 1 training. The findings suggested that factors such as the impact of the instructor, time as a restrictive factor, and the motivational climate facilitated by Phase 1 training had a potentially overriding impact over the specific instructional method delivered by the instructors. It is suggested that the constructivist approach be employed in unit training within the wider army and that further studies should examine its impact within that context.
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Okland, Sheri Lynn. „Moving to the Other Side of the Desk: Learning Experiences of Preservice Teachers as They Transition to Becoming Professional Teachers“. Diss., North Dakota State University, 2013. https://hdl.handle.net/10365/27013.
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This study sought to understand learning through the lifeworlds of preservice teachers who are in the last semester of their elementary education program at a Midwest University. The research was an explorative study into preservice teachers' understanding of how they learn, how they define learning, and how their own experiences as students will transfer, as they become professional educators. This study addressed the overarching question: What does it mean to learn and think about learning through the lens of 21st century senior standing elementary education preservice teachers as they transition to the other side of the desk? This study employed a staged data gathering design in which 25 preservice teachers participated in an online questionnaire, a focus group session, and individual interviews. The data was analyzed systematically according to methodology outlined in transcendental phenomenology procedures. Two categories of themes were identified: (a) Preservice teachers' own learning, and (b) Preservice teachers' teaching. Within the categories, eleven themes were identified that addressed learning according to the lifeworlds and experiences of the preservice teachers involved with the study. The lessons learned through this study can be used to inform teacher education programs as more and more 21st century learners are taught to become teachers of other 21st century learners.
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Gartner, Vicki Sue. „Becoming a teacher : a case study of the mediated process of learning to teach as experienced by four beginning teachers /“. The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844948077498.
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Ferguson, Pauline Lynsay. „Becoming 'expert' : an exploration into the social conditions and effects of subjectivity formation within the Marketing Academy“. Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/395.
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The marketing academy arguably holds an influential position within society, yet culturally speaking, very little is known about it; its people, processes or knowledge. Regardless of its privileged situation, we remain reflexively impoverished in terms of disciplinary self-understanding. This study, in some small way, hopes to change that. Indeed espousing and pursuing import around its scholarly intervention, this research instigates questions of a reflective nature, around marketing academia. More specifically, taking an anti-foundational perspective, it seeks to explore processes of knowledge production within the discipline. Having reviewed current approaches to the evaluation of knowledge production from within marketing and beyond, this study comes to suggest a disciplinary lacking with regard to reflexive understandings, through marketing’s; (1) lack of consideration around knowledge as practice and (2) unsatisfactory consideration of the academic ‘subject’ therein. With this in mind, it located a more precise interest around ‘the marketing academic’ and specifically, subjectivity formation, within a doctoral process of a major UK University. It was believed that this focus would provide a potentially revelatory means for generating new and responsible understandings into the conditions and effects of our disciplinary (re)production. To this end, having theorised and analysed subjectivity formation through a Foucauldian lens (‘subjectification’, 1983) this study came to produce five main conclusions. These included suggestions that (1) ‘the self’ was constituted, not inherent (despite dominant evaluatory positions to the contrary), (2) subjective reproduction within the site included ‘independence’ and ‘knowledgability’ (3) the rhetoric of independence served to obscure power relations and everyday interactions within the doctoral process (4) problematic power relations, in part, defined the supervisory relationship, and that (5) effects of training were both positively and negatively experienced by informants.