This research highlights the pedagogical significance of dialogic spaces in supporting critical reflection and transformative learning among prospective teachers in the United States. It finds that, with elucidation of the multiple voices and texts from prospective teachers’ field experience, teacher educators can stimulate deep reflection to springboard transformative learning. It also finds that ePortfolios have strong potential to support a dialogic approach to reflection. However, it is also clear that, absent systematic observation and careful follow-up dialogue, the potential to move from reflection to transformative learning is limited. The findings will help teacher educators rethink the design and practice of supervision with ePortfolios, reinforcing that critical dialogue between the supervisor and the prospective teachers is key to supporting prospective teachers’ critical reflection and transformative learning, and to improving their teaching practice. 相似文献
ABSTRACTBeing fat is widely recognised as a stigmatised identity which disproportionately impacts women, both personally and professionally. Women are numerically dominant as therapy practitioners, and we use this group to explore the ways a “fat counsellor” is imagined in the context of counselling. A qualitative story completion task, about a woman starting therapy, was presented to 203 British young people ages 15–24. Participants were 75% female, 88% white, 93% heterosexual, and 98% able-bodied. The story stem did not specify the sex of the counsellor, who was identified as fat; the vast majority of stories assumed the counsellor was female. Overall, fatness was perceived as negatively affecting therapy and the counsellor’s professional credibility because fatness was equated with a lack of psychological health, which rendered fat counsellors professionally “unfit.” This finding extends the literature on “weight bias” in professional settings and has implications for counsellors of all body sizes. 相似文献
Objective: Oesophageal cancer is an increasingly prevalent disease with a demanding post-curative treatment recovery period and sustained longer-term effects. Although post-curative treatment is a key transitionary period, the process of psychological adjustment for the individual is under-researched which limits the evidence base to inform supportive care. The aim of this study was to understand the process of adjustment for oesophageal cancer patients post-curative treatment, in particular the beliefs participants hold regarding their condition and how these are appraised against their experience.
Design: Serial interviews were undertaken with six oesophageal cancer patients who have recently completed curative treatment, at baseline and at 6-month follow-up using interpretative phenomenological analysis.
Results: The findings demonstrate an effortful process of adjustment, including recognising and accepting a changed self, fostering control beliefs over the course of the illness and physical sequelae, searching for meaning, developing illness coherence and moving away from self-blame.
Conclusions: This study is the first to utilise a longitudinal qualitative design in oesophageal cancer, and provides an understanding of post-treatment adjustment over time for this clinical population through which to inform clinical practice and service development. 相似文献
ABSTRACTHow schools navigate between the demands presented by secularisation, and the increasing plurality of religious traditions has become a very topical issue in many European countries, including Finland, in recent decades. The question is both practical and philosophical by nature because the ways in which various beliefs and values are represented in school practices and teaching content profoundly concern the educational mission of the schools. However, despite the topicality of the issue, little attention has been given to teachers’ perceptions on whether public schools should, or should not, provide space for various religions and worldviews to become visible within the school life, and how schools should respond in practice to the perceived needs. In order to gain new knowledge on the topic, this study investigated Finnish teachers’ and university students’ (N = 181) perceptions of the representations of religions and worldviews, based on the perspectives of inclusion and exclusion. The statistical analysis revealed three factors titled as ‘Religiously responsive approach’, ‘Secularist approach’ and ‘Equal visibility approach’. According to the main findings, current and future educators show various degrees of inter-religious sensitivity but principally supported the equal visibility of various traditions, rather than favouring strongly inclusivist or exclusivist practices. 相似文献