A revised model of cognitive apprenticeship: A qualitative study

IF 1.5 Q3 MANAGEMENT

International Journal of Training and Development Pub Date : 2024-06-21 DOI:10.1111/ijtd.12336

Makoto Matsuo

{"title":"A revised model of cognitive apprenticeship: A qualitative study","authors":"Makoto Matsuo","doi":"10.1111/ijtd.12336","DOIUrl":null,"url":null,"abstract":"<p>The six-phase model of cognitive apprenticeship (modelling, coaching, scaffolding, articulation, reflection and exploration) has been recognized as a useful and effective instructional method in educational research; however, only a few studies have investigated the structural relationships among the six phases at work. This study aimed to qualitatively examine the relationships among the six phases of cognitive apprenticeship. The study focused on the preceptorship of clinical nursing education in which an experienced nurse (preceptor) instructs a newly registered nurse (preceptee) during their first year of tenure. The grounded theory approach was used to analyse open-ended survey data from 41 nurses at a university hospital in Japan. Participants were asked to recall how they were instructed by their preceptors. The results indicated that preceptors used articulation and reflection during coaching, scaffolding, and exploration, and that scaffolding was closely associated with exploration. Based on these findings, a revised model of cognitive apprenticeship was proposed. This study contributes to the literature by proposing a revised cognitive apprenticeship model.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Training and Development","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ijtd.12336","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MANAGEMENT","Score":null,"Total":0}

引用次数: 0

Abstract

The six-phase model of cognitive apprenticeship (modelling, coaching, scaffolding, articulation, reflection and exploration) has been recognized as a useful and effective instructional method in educational research; however, only a few studies have investigated the structural relationships among the six phases at work. This study aimed to qualitatively examine the relationships among the six phases of cognitive apprenticeship. The study focused on the preceptorship of clinical nursing education in which an experienced nurse (preceptor) instructs a newly registered nurse (preceptee) during their first year of tenure. The grounded theory approach was used to analyse open-ended survey data from 41 nurses at a university hospital in Japan. Participants were asked to recall how they were instructed by their preceptors. The results indicated that preceptors used articulation and reflection during coaching, scaffolding, and exploration, and that scaffolding was closely associated with exploration. Based on these findings, a revised model of cognitive apprenticeship was proposed. This study contributes to the literature by proposing a revised cognitive apprenticeship model.

查看原文本刊更多论文

认知学徒制的修订模式：定性研究

认知学徒制的六个阶段模型（建模、辅导、支架、衔接、反思和探索）已被教育研究公认为是一种有用和有效的教学方法；然而，只有少数研究调查了这六个阶段在工作中的结构关系。本研究旨在对认知学徒制六个阶段之间的关系进行定性研究。研究重点是临床护理教育中的 "前导"，即有经验的护士（前导者）在第一年任期内指导新注册的护士（被前导者）。研究采用基础理论方法，分析了日本一所大学医院 41 名护士的开放式调查数据。调查者被要求回忆戒护者是如何对他们进行指导的。结果表明，指导者在指导、搭建支架和探索过程中使用了衔接和反思，而搭建支架与探索密切相关。基于这些发现，我们提出了一个经过修订的认知学徒模式。本研究提出了一个经修订的认知学徒制模式，为相关文献做出了贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Journal of Training and Development MANAGEMENT-

CiteScore

3.40

自引率

11.10%

发文量

期刊介绍： Increasing international competition has led governments and corporations to focus on ways of improving national and corporate economic performance. The effective use of human resources is seen as a prerequisite, and the training and development of employees as paramount. The growth of training and development as an academic subject reflects its growth in practice. The International Journal of Training and Development is an international forum for the reporting of high-quality, original, empirical research. Multidisciplinary, international and comparative, the journal publishes research which ranges from the theoretical, conceptual and methodological to more policy-oriented types of work. The scope of the Journal is training and development, broadly defined. This includes: The determinants of training specifying and testing the explanatory variables which may be related to training identifying and analysing specific factors which give rise to a need for training and development as well as the processes by which those needs become defined, for example, training needs analysis the need for performance improvement the training and development implications of various performance improvement techniques, such as appraisal and assessment the analysis of competence Training and development practice the design, development and delivery of training the learning and development process itself competency-based approaches evaluation: the relationship between training and individual, corporate and macroeconomic performance Policy and strategy organisational aspects of training and development public policy issues questions of infrastructure issues relating to the training and development profession The Journal’s scope encompasses both corporate and public policy analysis. International and comparative work is particularly welcome, as is research which embraces emerging issues and developments.