健康促进的教育学:我们的重点是教与学的学术研究

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
C. Merzel
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This focus on the scholarship of teaching and learning (known as SoTL) in health promotion and public health guides the journal’s review and selection of submissions. We aim to publish high quality scholarly papers that inform teaching research and practice and provide replicable lessons for the community of health promotion and public health educators. A question many would-be SoTL scholars ask is: Where and how to start? Over the years, Pedagogy in Health Promotion has published a number of editorials and commentaries that offer perspectives for shifting teaching endeavors into the scholarly domain. I encourage would-be contributors to investigate this helpful archive. A good place to start is the piece summarizing the history and evolution of SoTL by McBride and Kanekar (2015) who provide a succinct characterization of the how and why of SoTL: “To be scholarly, good teaching must also include assessment and evidence gathering, be informed not only by the latest ideas in the field but also by current ideas about teaching the field, and be open to peer collaboration and review” (p. 10). They suggest that those new to SoTL can begin by incorporating results of pedagogical research into their courses and program curricula. For ideas on pursuing pedagogical scholarship to help advance the field of health promotion, read Glanz’s thoughtful commentary (Glanz, 2017). A defining element of all scholarship is the ability to make meaningful contributions to the existing knowledge base. This presents particular challenges for pedagogical scholarship, which often is based on (very) small numbers of students, courses, and institutions and relies on observational designs. We can look to qualitative research as a guide for surmounting some of these methodological hurdles. As discussed by Gambescia (2015b) and Cavalcanti de Aguiar (2017), rich qualitative descriptions of pedagogical contexts, settings, and processes are essential for helping other educators understand and master good teaching practice. Indeed, explanatory qualitative scholarship may be of greater relevance and utility than research focused mainly on measuring a narrow set of outcomes in a limited study population. This issue of Pedagogy in Health Promotion aims to contribute to the advancement of pedagogical scholarship in health promotion and public health by providing additional inspiration for engaging in SoTL. We lead the issue with an editorial by Henderson and Sendall (2022) from the Pedagogy in Health Promotion Editorial Board. They encourage us to think of ourselves as educational scholars and to recognize that most of us are already applying some form of scholarship in our teaching practice. They emphasize the importance of grounding pedagogical scholarship in existing theory, frameworks, and evidence, and exploring other disciplines to expand our worldview of how to engage in SoTL. The authors of the editorial describe the scope of pedagogical scholarship and provide references to examples previously published in Pedagogy in Health Promotion. They offer scholarly guidance to prospective authors on how to approach the journal’s various submission categories comprising Original Research, Descriptive Best Practices, and Perspectives on Pedagogy. 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We aim to publish high quality scholarly papers that inform teaching research and practice and provide replicable lessons for the community of health promotion and public health educators. A question many would-be SoTL scholars ask is: Where and how to start? Over the years, Pedagogy in Health Promotion has published a number of editorials and commentaries that offer perspectives for shifting teaching endeavors into the scholarly domain. I encourage would-be contributors to investigate this helpful archive. A good place to start is the piece summarizing the history and evolution of SoTL by McBride and Kanekar (2015) who provide a succinct characterization of the how and why of SoTL: “To be scholarly, good teaching must also include assessment and evidence gathering, be informed not only by the latest ideas in the field but also by current ideas about teaching the field, and be open to peer collaboration and review” (p. 10). They suggest that those new to SoTL can begin by incorporating results of pedagogical research into their courses and program curricula. For ideas on pursuing pedagogical scholarship to help advance the field of health promotion, read Glanz’s thoughtful commentary (Glanz, 2017). A defining element of all scholarship is the ability to make meaningful contributions to the existing knowledge base. This presents particular challenges for pedagogical scholarship, which often is based on (very) small numbers of students, courses, and institutions and relies on observational designs. We can look to qualitative research as a guide for surmounting some of these methodological hurdles. As discussed by Gambescia (2015b) and Cavalcanti de Aguiar (2017), rich qualitative descriptions of pedagogical contexts, settings, and processes are essential for helping other educators understand and master good teaching practice. Indeed, explanatory qualitative scholarship may be of greater relevance and utility than research focused mainly on measuring a narrow set of outcomes in a limited study population. This issue of Pedagogy in Health Promotion aims to contribute to the advancement of pedagogical scholarship in health promotion and public health by providing additional inspiration for engaging in SoTL. We lead the issue with an editorial by Henderson and Sendall (2022) from the Pedagogy in Health Promotion Editorial Board. They encourage us to think of ourselves as educational scholars and to recognize that most of us are already applying some form of scholarship in our teaching practice. They emphasize the importance of grounding pedagogical scholarship in existing theory, frameworks, and evidence, and exploring other disciplines to expand our worldview of how to engage in SoTL. The authors of the editorial describe the scope of pedagogical scholarship and provide references to examples previously published in Pedagogy in Health Promotion. They offer scholarly guidance to prospective authors on how to approach the journal’s various submission categories comprising Original Research, Descriptive Best Practices, and Perspectives on Pedagogy. 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引用次数: 0

摘要

随着这本书,健康促进教育学自豪地进入其出版的第八个年头。正如创始名誉编辑Stephen Gambescia所指出的那样,该杂志的创建是为了填补健康促进和公共卫生学术教学实践传播方面的重大空白(Gambescia, 2015)。该杂志的目标是通过“促进公共卫生和健康促进领域的教育学者和从业者之间的专业和科学交流”来推进教学研究和实践(Auld & Bishop, 2015,第5页)。我通过提醒读者和贡献者该杂志的副标题:教学和学习的奖学金来强调这一目的。简而言之,健康促进教育学旨在通过教学学术来改善教学实践及其成果。这种对健康促进和公共卫生方面的教与学学术(称为SoTL)的关注指导了该杂志对投稿的审查和选择。我们的目标是发表高质量的学术论文,为教学研究和实践提供信息,并为健康促进界和公共卫生教育者提供可复制的经验。许多想成为SoTL学者的人都会问这样一个问题:从哪里开始,如何开始?多年来,《健康促进教育学》发表了许多社论和评论,为将教学努力转变为学术领域提供了观点。我鼓励潜在的贡献者研究这个有用的档案。一个好的起点是McBride和Kanekar(2015)总结了SoTL的历史和演变,他们对SoTL的方式和原因进行了简洁的描述:“要有学术素养,好的教学还必须包括评估和证据收集,不仅要了解该领域的最新观点,还要了解该领域教学的当前观点,并对同行合作和审查持开放态度”(第10页)。他们建议那些刚接触SoTL的人可以从将教学研究的结果纳入他们的课程和项目课程开始。关于追求教学奖学金以帮助推进健康促进领域的想法,请阅读Glanz的深思熟虑的评论(Glanz, 2017)。所有学术的定义要素是对现有知识库做出有意义贡献的能力。这对教学研究提出了特别的挑战,因为教学研究通常是基于(非常)少数的学生、课程和机构,并依赖于观察设计。我们可以把定性研究看作是克服这些方法障碍的指南。正如Gambescia (2015b)和Cavalcanti de Aguiar(2017)所讨论的那样,对教学背景、设置和过程的丰富定性描述对于帮助其他教育工作者理解和掌握良好的教学实践至关重要。事实上,解释性质的学术研究可能比主要集中在有限研究人群中测量一组狭窄结果的研究更有相关性和实用性。本期《促进健康的教育学》旨在为促进健康和公共卫生的教育学学术发展提供更多的灵感。我们以亨德森和森达尔(2022)在《健康促进教育学》编辑委员会发表的一篇社论作为这一问题的头条。他们鼓励我们把自己看作教育学者,并认识到我们中的大多数人已经在教学实践中应用了某种形式的学术。他们强调在现有理论、框架和证据的基础上建立教学学术的重要性,并探索其他学科来扩展我们如何参与SoTL的世界观。这篇社论的作者描述了教育学学术的范围,并提供了先前发表在《健康促进教育学》上的例子的参考。他们为未来的作者提供学术指导,指导他们如何处理期刊的各种提交类别,包括原创研究、描述性最佳实践和教育学观点。这篇社论是健康促进和公共卫生教育工作者的必读读物,他们的目标是将自己的教学学术水平提高到一个新的水平。phpxxx10 .1177/23733799211070207健康促进教育学merzel research-article2022
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pedagogy in Health Promotion: Our Focus Is The Scholarship of Teaching and Learning
With this volume, Pedagogy in Health Promotion proudly enters its eighth year of publication. As noted by founding Editor Emeritus, Stephen Gambescia, the journal was created to fill a major gap in the dissemination of scholarly teaching practice in health promotion and public health (Gambescia, 2015a). The journal’s goal is to advance pedagogical research and practice by “catalyze[ing] professional and scientific exchange among education scholars and practitioners in public health and health promotion” (Auld & Bishop, 2015, p. 5). I underscore this purpose by reminding our readers and contributors of the journal’s subtitle: The Scholarship of Teaching and Learning. In short, Pedagogy in Health Promotion aims to improve teaching practice and its outcomes by means of pedagogical scholarship. This focus on the scholarship of teaching and learning (known as SoTL) in health promotion and public health guides the journal’s review and selection of submissions. We aim to publish high quality scholarly papers that inform teaching research and practice and provide replicable lessons for the community of health promotion and public health educators. A question many would-be SoTL scholars ask is: Where and how to start? Over the years, Pedagogy in Health Promotion has published a number of editorials and commentaries that offer perspectives for shifting teaching endeavors into the scholarly domain. I encourage would-be contributors to investigate this helpful archive. A good place to start is the piece summarizing the history and evolution of SoTL by McBride and Kanekar (2015) who provide a succinct characterization of the how and why of SoTL: “To be scholarly, good teaching must also include assessment and evidence gathering, be informed not only by the latest ideas in the field but also by current ideas about teaching the field, and be open to peer collaboration and review” (p. 10). They suggest that those new to SoTL can begin by incorporating results of pedagogical research into their courses and program curricula. For ideas on pursuing pedagogical scholarship to help advance the field of health promotion, read Glanz’s thoughtful commentary (Glanz, 2017). A defining element of all scholarship is the ability to make meaningful contributions to the existing knowledge base. This presents particular challenges for pedagogical scholarship, which often is based on (very) small numbers of students, courses, and institutions and relies on observational designs. We can look to qualitative research as a guide for surmounting some of these methodological hurdles. As discussed by Gambescia (2015b) and Cavalcanti de Aguiar (2017), rich qualitative descriptions of pedagogical contexts, settings, and processes are essential for helping other educators understand and master good teaching practice. Indeed, explanatory qualitative scholarship may be of greater relevance and utility than research focused mainly on measuring a narrow set of outcomes in a limited study population. This issue of Pedagogy in Health Promotion aims to contribute to the advancement of pedagogical scholarship in health promotion and public health by providing additional inspiration for engaging in SoTL. We lead the issue with an editorial by Henderson and Sendall (2022) from the Pedagogy in Health Promotion Editorial Board. They encourage us to think of ourselves as educational scholars and to recognize that most of us are already applying some form of scholarship in our teaching practice. They emphasize the importance of grounding pedagogical scholarship in existing theory, frameworks, and evidence, and exploring other disciplines to expand our worldview of how to engage in SoTL. The authors of the editorial describe the scope of pedagogical scholarship and provide references to examples previously published in Pedagogy in Health Promotion. They offer scholarly guidance to prospective authors on how to approach the journal’s various submission categories comprising Original Research, Descriptive Best Practices, and Perspectives on Pedagogy. The editorial is essential reading for educators in health promotion and public health who aim to advance their pedagogical scholarship to the next level. 1070207 PHPXXX10.1177/23733799211070207Pedagogy in Health PromotionMerzel research-article2022
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