Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
721,946
result(s) for
"Student teaching."
Sort by:
Consent to medical student teaching: an observational, cross-sectional study exploring the patient view
Background
New Zealand guidelines stipulate that patient consent is obtained for medical student involvement in clinical care, however, patients’ preferences regarding consent for medical student teaching have not been widely explored. This study examined patient preferences for consent for medical student teaching with the aim to increase patient empowerment, to optimise care and to reflect societal expectations more accurately.
Method
Observational, semi-qualitative, cross-sectional study of in-patients. Each participant was presented with a series of nine hypothetical clinical scenarios and were allowed a limited number of responses. For each scenario the participants completed a short questionnaire about their preferences for consent. These included their preferred mode of consent (implicit, verbal or written), timing of consent, and who should take their consent. The analysis used descriptive statistics and ordinal logistic regression mixed models to investigate associations between patient characteristics and chosen mode of consent.
Results
There were 123 participants (50% male), median age was 64 years. Patients were admitted to either medical (69%), surgical (22%) or women’s health (9%). Increasing age was statistically significantly associated with a preference for verbal and implicit rather than written consent with the exception of ‘breaking bad news’ and ‘bedside teaching’. The majority of patients preferred verbal consent across all nine clinical scenarios (57–82%), including two surgical scenarios where verbal consent was preferred by 59%. Most patients preferred the supervising doctor to take consent, with no clear preference about the timing.
Conclusions
This study identifies the patient voice in the consent process for the involvement of medical students in clinical care. Although the patients’ views generally align with an existing national consensus statement, there is variability in the expectations of the patients suggesting flexibility in the consent process is still needed. The preference for older patients for verbal or implicit consent compared with younger patients for more invasive scenarios highlights the need for consideration of inter-generational differences. Most patients in this study were willing to contribute to student learning in all scenarios.
Journal Article
Mathematics teachers engaging with representations of practice : a dynamically evolving field
This book presents innovative approaches and state-of-the-art empirical studies on mathematics teacher learning. It highlights the advantages and challenges of such tools as classroom videos, concept cartoons, simulations, and scenarios. The book details how representations of practice encourage and afford professional development, and describes how these tools help to investigate aspects of teacher expertise, beliefs, and conceptions.In addition, the book identifies the methodological challenges that can emerge and the obstacles educators might encounter when using representations of practice. The book examines the nature of these challenges and provides suggestions for solving them. It offers a variety of different approaches that can help educators to develop professional learning activities for prospective and in-service teachers.
Book
Preparing Teachers
Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system.
Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs.
Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.
eBook
Intentional partnerships, lasting change: international student teaching and the development of culturally responsive pedagogy
PurposeThis study examined the impact of leveraging strategic partnerships with international schools to develop preservice teachers’ cultural competence during their full-time student teaching semester. It examined how international placements fostered practices consistent with culturally responsive pedagogy (CRP) with the goal of encouraging other educator preparation programs to create or strengthen similar initiatives.Design/methodology/approachThis sequential mixed-methods case study drew on data from 25 surveys and five semi-structured interviews. Survey results were analyzed for common themes, which informed the questions for subsequent semi-structured interviews. The interviews provided opportunities for in-depth explorations of participants’ long-term reflections on the impact of their international placements.FindingsThe findings demonstrated the program’s profound and complex impact in strengthening participants’ commitment to CRP and extending towards CSP. This growth was not simply the result of traveling abroad, but rather of intentional partnerships with international schools that celebrated diversity, effectively supported multilingual learners and modeled inclusive practices. These contexts empowered participants to affirm and sustain learners’ identities while also developing the confidence and skills to engage diverse classrooms.Originality/valueMuch of the literature related to preservice teachers’ international experiences is more than ten years old, based on a limited number of programs and/or focused on short-term (2–4 week) faculty-led trips. Additionally, most previous studies gathered qualitative data during or immediately after the experience. In contrast, this mixed-methods study followed up with alumni two to seven years after they completed an eight-week student teaching placement in an international partner school, offering new insights into lasting impact on CRP and extending to CSP.
Journal Article
Exploring the value of student teaching practice: insights from preschool student teachers in Kosovo
Research has shown that effective teacher preparation should include both theoretical knowledge and experience. This is becoming even more important at the early childhood-level as funding for programs that prepare people to work in preschool settings. There is evidence that experience gained during the student teaching practice is most effective when the theoretical part gained in university-based course is relevant and well-connected. An important investigation through some research questions related to the student teaching practice arose while trying to understand this importance. So, the aim was to find out if preschool student teachers enter the profession with high hopes and expectations, valuing their relationship with preschool mentor teachers, seeking support from university-based supervisors, whether the importance of student teaching is as a valuable preparation phase and to understand if their experiences and perceptions during this period can significantly impact their readiness and effectiveness as future preschool teachers. N = 65 preschool student teachers participated in this study. The survey was delivered both before and after their student teaching practice. A paired sample T-test was used to compare data before and after their attendance in a preschool class. Results show that preschool student teachers improved their understanding during their student teaching practice, both positively and negatively.
Journal Article
Exploring the effect of student-teaching on elementary student-teachers’ math anxiety
This mini-ethnographic study investigated the role of the student-teaching experience on removing student teachers’ math anxiety. Data were collected from four elementary student teachers using semi-structured individual and group interviews during the second phase of their student-teaching period. Thematic content analysis was used to analyze data. The findings of this study showed that a productive and satisfactory student-teaching experience could remove student teachers’ math anxiety. In addition, elementary student teachers’ poor student-teaching experiences negatively affected their motivation in teaching. This study also found that the mentors’ role was a vital part of student teachers’ success. This study concludes that the teacher education department and the school district need to work collaboratively to develop every elementary teacher’s math teaching skill.
Journal Article