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Learning teaching from experience : multiple perspectives and international contexts
\"Draws on international research to addresses the current key question in teacher education policy and practice: what and how do teachers learn from experience?\"-- Provided by publisher.
Book
Indigenous Peoples and Professional Training in Psychology in Canada
With the release of the Canadian Psychological Association's (2018) response to the Truth and Reconciliation Commission of Canada (2015) there has been increased attention on the ways psychology in Canada might better serve the needs of Indigenous communities, in particular in terms of education and professional training. To date, there has been almost no research conducted at the intersection of Indigenous communities and professional training in psychology in Canada. This article examines this issue from the perspective of Indigenous psychologists who are working as scholar-practitioners in graduate level professional psychology training programs. Through first-person editorial reflections, the authors identify key challenges and opportunities in professional training in psychology relevant to Indigenous peoples; and the changes that are needed to advance Indigenous peoples in the field. Finally, the study identifies various paradigms of professional training that hold promise for serving the interests of Indigenous peoples in professional training in psychology.
La réponse en 2018 de la Société canadienne de psychologie au sujet du rapport de la Commission de vérité et réconciliation du Canada (2015) a attiré l'attention sur les différentes façons dont la psychologie pourrait mieux répondre aux besoins des collectivités autochtones, en particulier par l'éducation et la formation professionnelle. À ce jour, pratiquement aucune recherche canadienne n'a étudié la possibilité d'associer la formation professionnelle en psychologie avec les collectivités autochtones. Le présent article examine cette question du point de vue des psychologues autochtones qui travaillent en tant qu'universitaires praticiens dans le cadre de programmes de deuxième cycle de formation professionnelle en psychologie. Par l'intermédiaire de leurs réflexions décrites à la première personne, les auteurs définissent les possibilités et les principaux défis liés à la formation professionnelle en psychologie parmi les Autochtones ainsi que les changements nécessaires pour faire progresser ce segment de la population dans le domaine. Enfin, l'étude présente divers paradigmes qui sont susceptibles d'aider les Autochtones à répondre à leurs besoins en formation professionnelle en psychologie.
Public Significance Statement
This study identifies challenges, opportunities, and strategies for the advancement of Indigenous peoples in the field of professional psychology, particularly through the lens of professional training and education. In addition, the study considers how professional training can better support the preparation of Indigenous and non-Indigenous students and psychologists to address the mental health needs of Indigenous communities.
Journal Article
The Reimagined PhD
Long seen as proving grounds for professors, PhD programs have begun to shed this singular sense of mission. Prompted by poor placement numbers and guided by the efforts of academic organizations, administrators and faculty are beginning to feel called to equip students for a range of careers. Yet, graduate students, faculty, and administrators often feel ill-prepared for this pivot. The Reimagined PhD assembles an array of professionals to address this difficult issue. The contributors show that students, faculty, and administrators must collaborate in order to prepare the 21st century PhD for a wide range of careers. The volume also undercuts the insidious notion that career preparation is a zero sum game in which time spent preparing for alternate careers detracts from professorial training. In doing so, The Reimagined PhD normalizes the multiple career paths open to PhD students, while providing practical advice geared to help students, faculty, and administrators incorporate professional skills into graduate training, build career networks, and prepare PhDs for a variety of careers.
eBook
Analysis of Peculiarities of Using Digital Technologies in the University Professional Training Content
The relevance of the study is due to the increasing role of digital technologies in education. The abrupt shift of universities to distance learning during the COVID-19 pandemic has created new challenges. The purpose of this article is to analyze modern problems of traditional e-learning systems and identify the most effective digital technologies for improving the design system and implementing the content of professional educational programs at the university in the context of digitalization. Scientific articles in journals included in the Scopus database over the past five years, official websites of universities and their reports on the use of modern digital technologies were used as a statistical and empirical base for the study. Multiple comparative case studies and content analysis were ap-plied. To solve the identified problems, such modern digital technologies and methods as cloud computing, adaptive design, big data, 3D printing, wearable technologies and gamification were proposed. The paper proposes an updated digital education system model at the university consisting of such elements as Instructors & Students, Master Courses, Content Delivery, Courses Collaboration, Progress Tracking, Assignments, Practices and Exams. The conclusions and rec-ommendations formulated in this study can be used by different educational systems and universities.
Journal Article
Challenges of education scenarios in primary care in the light of the Previne Brasil neoselectivity
Primary Health Care (PHC) is considered a privileged space for the inclusion of students in the Unified Health System (UHS), which is most desirable the pedagogical scenario for the health course graduate education profile. However, its new financing model induces a neoselectivity that may mischaracterize UHS principles in primary care. This study is a qualitative meta-synthesis to understand the challenges of teaching practice scenarios in PHC, identified in the research, in order to discuss them in light of the limits imposed by the neoselectivity, induced by the Previne Brasil Program (Prevent Brazil Program). A search was conducted on the Virtual Health Library (VHL) portal. The search strategy was designed using the following keywords: ‘practice scenarios in higher education’ (object), ‘challenges’ (qualifier) and ‘PHC’ (amplitude/limit). The selection of publications was carried out using the PRISMA protocol by two independent reviewers, and data analysis was performed in the thematic modality. The quality analysis of the articles was based on the CASP protocol and the internal validation of the excerpts was done by a third evaluator. From the 17 articles included in the review, it was possible to extract 5 analytical dimensions of the scenarios' challenges, which are related to: ‘care’, ‘teaching’, ‘management’, ‘health professionals' attitude’, ‘community attitude’. All dimensions presented several sub-themes, except for 'community attitude'. Given the existing challenges, the neoselectivity induced in PHC tends to intensify most of the problems. It is assumed that the impacts on PHC settings may, in the future, place it as a non-viable practice scenario.
Journal Article
Mapping trends and framing issues in higher music education: Changing minds/changing practices
This article presents five case studies from within music in higher education programmes that collectively explore key questions concerning how we look at the challenges and trends, and the need for change to react to the recent higher education (HE) climate, through reference to teaching musicians the skills, knowledge and diverse career creativities that are valued in preparing musicians to enter sustained careers. In this article, the National Association for Music in Higher Education (NAMHE) elected committee members explore the emerging issues and agendas within the context of higher education, and the national and international policy shifts that are occurring. The case studies explore: (1) an inclusive curriculum and undergraduate student partner project; (2) employability skills and postgraduate courses; (3) digital creativities; (4) music career creativities and gender; and (5) an integrated student experience.
Journal Article