Scope: Contemporary Research Topics (Work-based Learning 1)最新文献

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Developing evidence-based teaching practice 开展循证教学实践
Scope: Contemporary Research Topics (Work-based Learning 1) Pub Date : 1900-01-01 DOI: 10.34074/scop.6001007
D. Woodward, S. Booth, Sarah Redfearn, Elise C. Allen, D. Samarasinghe, Alexa Forbes
{"title":"Developing evidence-based teaching practice","authors":"D. Woodward, S. Booth, Sarah Redfearn, Elise C. Allen, D. Samarasinghe, Alexa Forbes","doi":"10.34074/scop.6001007","DOIUrl":"https://doi.org/10.34074/scop.6001007","url":null,"abstract":"feature in their practices. All the participants found that knowledge construction happened most efficiently in social settings where experiences, reflection and critical analysis could be shared with others and provide foundations for new learning. Biculturalism and M ä ori models were also consistent themes, with the concepts of ako (to teach and to learn) and tuakana/teina (relationship; older expert guides a younger novice) informing practice. Constructivism theory, including the use of experiential learning (Knowles Kolb, 2015) and scaffolding 1966), and social constructivism, using Vygotsky’s (1978) zone of proximal development, are the key theories that inform these teaching practitioners. Humanism theory, supported by Te Whare Tapa Wh ä (Durie, 1998), informed teachers of health and the online Leadership for Change course. Social cognitive theory informed teaching in construction technology, using observation, imitation and modelling (Bonner et al., 2017). Each teacher was drawn to pedagogical theories and models depending on the ‘fit’ with their individual specialist areas. For example, Sarah was drawn to andragogy and the experiential learning cycle because it could be applied to clinical practice learners in occupational therapy.","PeriodicalId":335540,"journal":{"name":"Scope: Contemporary Research Topics (Work-based Learning 1)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131221287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mai te kore ki te ao mārmama. A journey from the darkness toward the light 我把韩国打得很好mārmama。从黑暗走向光明的旅程
Scope: Contemporary Research Topics (Work-based Learning 1) Pub Date : 1900-01-01 DOI: 10.34074/scop.6001009
V. Murray
{"title":"Mai te kore ki te ao mārmama. A journey from the darkness toward the light","authors":"V. Murray","doi":"10.34074/scop.6001009","DOIUrl":"https://doi.org/10.34074/scop.6001009","url":null,"abstract":"tauparapara) as a prism for an autoethnographic discovery of professional practice through professional epochs of my life. It also uses footnotes as a way of bringing my bilingual scope into this narrative, at the same time considering the needs of non-bilingual and international readers. Metaphors (whakataukï) feature as a lens through which to accentuate learnings gained from my professional journey from darkness or uncertainty toward elucidation. Metaphorical sayings are also expressions that ‘restory’ elements of my practice in parallel with ancestral genres in the Mäori world. “A Chant to Ancestral Landscapes” 9 was composed while studying for the Bachelor of Te Reo Mäori. The chant is a collection of vignettes of Ngäti Awa ancestors told in poetry and traditional sayings. Each parable is grounded in wisdoms of foremothers and forefathers and together serve as character and performance blueprints for ensuing generations. A selection of photoscapes (photographed landscape portraits) feature as an elaboration of the artistic and poetic imagery presented here in order to convey my distinctive ancestral essence to my Scope audience.","PeriodicalId":335540,"journal":{"name":"Scope: Contemporary Research Topics (Work-based Learning 1)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133866230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A self-determined learning environment supporting change-makers 支持变革者的自主学习环境
Scope: Contemporary Research Topics (Work-based Learning 1) Pub Date : 1900-01-01 DOI: 10.34074/scop.6001004
M. Malcolm
{"title":"A self-determined learning environment supporting change-makers","authors":"M. Malcolm","doi":"10.34074/scop.6001004","DOIUrl":"https://doi.org/10.34074/scop.6001004","url":null,"abstract":"Otago Polytechnic’s Bachelor of Leadership for Change is an innovative leadership learning qualification that supports learners in their confidence and capabilities to make positive change in their communities and workplaces. This paper identifies learning from developmental evaluation of the first two years of delivery, sharing voices from a diverse community of learners and the responses of the staff team as they apply the heutagogy principles underpinning the programme. The programme’s successes and challenges highlight the transformative potential for culturally responsive, self-determined learning environments to nurture professional practitioners capable of navigating complex, disruptive times and situations.","PeriodicalId":335540,"journal":{"name":"Scope: Contemporary Research Topics (Work-based Learning 1)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115160107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Oral assessment as a strategy for decolonising education 作为非殖民化教育战略的口头评价
Scope: Contemporary Research Topics (Work-based Learning 1) Pub Date : 1900-01-01 DOI: 10.34074/scop.6001005
Tracy Te Wake
{"title":"Oral assessment as a strategy for decolonising education","authors":"Tracy Te Wake","doi":"10.34074/scop.6001005","DOIUrl":"https://doi.org/10.34074/scop.6001005","url":null,"abstract":"This paper was born out of my experience working within the compulsory education sector seeking to decolonise/ transform the education system, and as a learner on the Bachelor of Leadership for Change programme. After facilitating a kaupapa Mäori learning experience as part of my third-year project for the Bachelor’s programme, an opportunity arose to advocate for a more fitting assessment – one that acknowledged mätauranga Mäori and the various forms within which this knowledge can be expressed, and to make space for indigenous ways of capturing learning.","PeriodicalId":335540,"journal":{"name":"Scope: Contemporary Research Topics (Work-based Learning 1)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116486751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Self-determined Learning as a Response to Disruption in Post-secondary Formal Education 自主学习作为对中学后正规教育中断的回应
Scope: Contemporary Research Topics (Work-based Learning 1) Pub Date : 1900-01-01 DOI: 10.34074/scop.6001003
Steve Henry
{"title":"Self-determined Learning as a Response to Disruption in Post-secondary Formal Education","authors":"Steve Henry","doi":"10.34074/scop.6001003","DOIUrl":"https://doi.org/10.34074/scop.6001003","url":null,"abstract":"As the institutions of higher education strive to meet the challenges of a profoundly changing world (Friday & Halloran, 2020), questions about shape and purpose gain increasing urgency. The speed at which many institutions adjusted to the coronavirus pandemic sweeping the world in early 2020 illustrates that quick change is possible (Eisenstein, 2020; Hess, 2020). We have entered a new transformative age and, much like the industrial revolution before it, we can expect fundamental shifts in how we live, work and play (Friday & Halloran, 2020).","PeriodicalId":335540,"journal":{"name":"Scope: Contemporary Research Topics (Work-based Learning 1)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129441011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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