重新定义客座讲师的角色:在“新常态”下利用教育技术实现实习机会

Sarah Probine, J. Perry
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引用次数: 2

摘要

2020年第一学期的国际大流行和全国封锁意味着曼努考理工学院幼儿团队需要重新审视其课程的现有要求,特别是在实习方面。作为回应,这些团队开发了“虚拟”会议,以取代通常由客座讲师进行的观察访问。在这种修订后的方法中,学生和讲师每周进行一次对话,在这些会议中,客座讲师的作用发生了重大变化。通过使用沟通软件(微软团队与手机备份),学生和客座讲师进行批判性反思对话,指导学生思考他们的实践,设定工作目标并阐明他们的学习。通过这种方式使用软件,访问讲师的角色从单纯的评估实践转变为首先是导师和指导。在在线三位一体会议(也使用微软团队和手机备份)中,很明显,学生被告知评估员如何认为他们达到了实习标准的传统模式被学生能够自己表达的模式所取代。在学期结束时,学生和老师被邀请通过调查给出反馈。回答集中在深度学习经验、学习的所有权和学生对在线三合一的信心上。更令人意想不到的是,调查结果与许多文献之间的相关性。根据这些发现,本报告提出了一些可能性,即在“新常态”下,实习和重新定义的客座讲师、副教师和学生之间的关系可能是什么样子。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reconceptualising the Role of the Visiting Lecturer: Using Educational Technology to Enable Practicum Placements In The ‘New Normal’
The international pandemic and the national lockdown during semester one of 2020 meant the Manukau Institute of Technology Early Childhood teams needed to revisit the existing requirements of their programmes and particularly in terms of practicum. In response, the teams developed ‘virtual’ meetings to replace the usual observation visit by a visiting lecturer. In this revised approach, the students and lecturers engaged in weekly conversations and in these meetings the role of the Visiting Lecturer was significantly changed.  By using communication software (Microsoft Teams with cell phone back up) the student and Visiting Lecturer engaged in critically reflective conversations that mentored the student in thinking about their practice, setting goals to work on and articulating their learning.  By using the software in this way, the Visiting Lecturers changed their role from merely assessor of practice to firstly, mentor and guide.  In the online triadic meetings (also using Microsoft Teams and cell phone back-up) it became clear that the traditional model of the student being told how the assessor felt they had met the practicum criteria was replaced with one where the student was able to articulate for themselves.  At the end of the semester, students and lecturers were invited to give feedback via a survey. The responses focused on the deep learning experienced, ownership of learning, and the confidence the students felt at the on-line triadic. Much more unexpected was the correlation between survey responses and much of the literature. Drawing on these findings, this presentation poses some possibilities for what both the practicum and a reconceptualised relationship between visiting lecturer, associate teacher and students could look like in the ‘new normal’. 
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