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201.
A challenge experienced within teacher preparation programs is the ability to help preservice teachers connect educational theory with teaching practice. Guided by Dewey's phases of reflective thinking and Schön’s reflection on action as an ethic for inquiry, we embedded a systematic reflection of written responses, recorded in a private weblog over the course of a 15-week intermediate reading methods course. Inductive thematic analysis of responses revealed the following themes: visceral thought, vulnerability, interpretation of course content, and identity formation toward becoming a classroom teacher. Our findings exemplify how systematic reflection in a private digital space contributed to the development of preservice teachers’ professional identities. 相似文献
202.
Lucretia B. Yaghjian 《Teaching Theology & Religion》2018,21(3):162-176
A theological school's international students contribute to and are constitutive of its diversity. Yet while research on diversity in theological education is flourishing, the pedagogical challenges of international ESOL (English for Speakers of other Languages) theological students and of their teachers have received scant attention. This article probes the pedagogical challenges of international student writers in theological schools, and of their teachers and tutors, by (1) reflecting on those challenges, their context, and responses to them; (2) connecting contemporary theories of ESOL language learning with the practice of teaching and tutoring non‐native English writers in a theological context; and (3) proposing a discipline‐driven, writing‐centered ESOL pedagogy that I call “Writing Theology as a Common Language.” See as well “Responses to Lucretia B. Yaghjian's ‘Pedagogical challenges in teaching ESOL/multilingual writers in theological education,’ by Steed Vernyl Davidson, Sheryl A. Kujawa‐Holbrook (with Ahsah Kyuelna and Angela Wendy Tankersley), Hyo‐Dong Lee, and Carmen M. Nanko‐Fernández, published in this issue of the journal. 相似文献
203.
Objective: We investigated the feasibility, acceptability and preliminary effectiveness of a writing intervention for individuals with epilepsy or psychogenic nonepileptic seizures.
Methods: Individuals were randomised to write about potentially ‘therapeutic’ topics (n = 43) or about their daily events (n = 25). Participants were asked to write on four separate occasions for at least 20 min. Repeated-measures analysis of variance was used to investigate change in measures of health-related quality of life (NEWQoL-6D), depression (NDDI-E), anxiety (GAD-7) and illness perception (B-IPQ) from baseline to one and three-month follow-ups. Qualitative and quantitative data taken from a Writing Task Questionnaire was analysed between the two conditions.
Results: Recruitment was acceptable with 52% of those randomised completing the full writing intervention. In both conditions, participants wrote for longer than 20 min suggesting those who completed the study engaged well with the procedure. Greater benefits were observed in the ‘therapeutic’ condition (p < 0.05), which was associated with an improvement in health-related quality of life at one-month follow-up (p = 0.02). No differences were found in the other measures.
Conclusions: A writing intervention is acceptable in this population. Self-reported benefits were modest, suggesting therapeutic writing may be more suitable as a supplement to other therapies rather than a stand-alone therapeutic intervention. 相似文献
204.
Reflective journal facilitates teachers to reflect on their teaching and then generate feedback for the improvement of their classroom practices. This study examined how in-service English teachers in a MA Linguistics program at a US Mid-Western University perceived the influence of reflective journals toward their teaching attitudes. At the time of the research, participants were 25 years of age or older. The findings generated from interviews indicated that most participants were convinced that reflective journals help them become reflective teachers. It also found that most in-service teachers regard reflective journals as an effective tool to increase teaching awareness, and thus improve their performance during teaching. 相似文献
205.
Claire Goodley 《Reflective Practice》2018,19(2):167-178
This reflective study examines what effective means in terms of teaching in secondary schools in England. The article questions whether quality assurance and observations produce better teachers or better ‘fabricators’. The study explores the pressures of performativity and the resulting fabrication: the ‘ticking of boxes’ in order to be classed as ‘outstanding’ and ‘effective’. A journey to recapture the pleasure in teaching and learning through reflective diaries will be considered. Here the process leads to the outcome without an overemphasis on assessment criteria and performativity or extrinsic motivators which can counter intrinsic motivation and professional judgement. 相似文献
206.
Inner-city middle-school students encounter many intersections of the social determinants of health, while expected to learn and to excel academically. However, they lack skills to deal with stress, anger, frustration and sadness, often associated with their social context. To support student wellbeing, we developed a 7-week, 1-hour-session program, which took place during regular class time. Through use of creative reflective activities, namely, Schwind’s Narrative Reflective Process and mindfulness, students learned skills that help support their social and academic wellbeing. Student feedback reveals that creative reflective activities and mindfulness helped foster their inter-intra personal skills in class, enhancing their learning experiences. 相似文献
207.
The concept of evocative ethnography is described and contrasted with realist representation. Two examples of evocative ethnography are provided: the plight of women as they age and the impact of digital immersion on cultural life. Discussion focuses on the benefits of expanding the repertoire of writing in the social sciences. 相似文献
208.
Jennifer Crane 《Qualitative research in psychology》2018,15(2-3):260-266
The poem Analyse Me evolved from my desire to understand where and how the creative fitted into the scheme of military veteran mental health treatments in Australia. In 2016, as an Australian Army veteran and a creative writer, I undertook to conduct craft of writing workshops for veterans. However, I found creative arts, in all modes, were not as widely incorporated into treatments and research as I thought. The poem is a creative response to my frustration and disbelief of the results of my research and is a representation of my findings conceptualised to be the clinical and externally measurable treatment modes at one extreme, contrasted against the less definable use of the imagination or the creative at the other. The poem highlights the broad expanse between these extremes. It underlines a view on the difference of gender in treatment and the divide between the detached, clinical analysis and the more personal, intuitive creative response. Analyse Me does not deny the use of one modality over, or to the exclusion, of the other but rather indicates they both have purpose and can be mutually supportive and beneficial. 相似文献
209.
210.
现代性的基本矛盾是由其运作机制反思性唯我主义所导致的人类生存的具体性与抽象的客观体系的矛盾。重建现代性就需要克服反思性唯我主义。黑格尔的承认的辩证法、哈贝马斯的交往行动理论和马克思的实践的共同体,是现代性重建的三种不同路径。实践共同体就是马克思为之奋斗终生的人类理想社会自由人联合体的哲学表达。 相似文献