Empowering learners: an exploration of mediating learning for care workers.
Care workers in learning disability services have welcomed the introduction of a university Certificate in Empowering Practice designed to meet their learning needs. An independent evaluation in 2001 confirmed students' and employers' satisfaction with the award. Subsequently, four colleagues--two e...
| Publicado en: | Learning in Health & Social Care Vol. 4; no. 4; pp. 180 - 192 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106396263&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106396263 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14736853 K8G jtl: Learning in Health & Social Care issn: 14736853 maglogo: Y pubinfo: dt: Dec2005 vid: 4 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106396263 2009074027 10.1111/j.1473-6861.2005.00101.x 106396263 ppf: 180 ppct: 12 formats: fmt: @attributes: type: P tig: atl: Empowering learners: an exploration of mediating learning for care workers. aug: au: Miers ME Coles JG Girot E Wilkinson G affil: Reader, Post Station 3, Faculty of Health and Social Care, University of the West of England, Glenside Campus, Blackberry Hill, Stapleton, Bristol BS16 1DD, UK; margaret.miers@uwe.ac.uk sug: subj: Empowerment Health Personnel Education Intellectual Disability Audiorecording Certification Faculty Funding Source Health Personnel Qualitative Studies United Kingdom Human ab: Care workers in learning disability services have welcomed the introduction of a university Certificate in Empowering Practice designed to meet their learning needs. An independent evaluation in 2001 confirmed students' and employers' satisfaction with the award. Subsequently, four colleagues--two evaluators and two lecturers on the empowering practice modules--engaged in a co-operative inquiry to explore lecturers' perceptions of the learning and teaching processes intrinsic to the success of the certificate. This article reports on the rationale, process and outcomes of the co-operative inquiry. Co-operative inquiry involves working with each other as co-subjects and co-researchers. The inquiry focuses on transfer of learning and on facilitating learning in groups. The study explores the significance of conceptual understanding; moving back and forth between theory and practice; lecturers' person and student-centred philosophy and practice; accepting emotional influences on learning; metacognitive control; and managing risk through relationships. It reviews ideas underpinning the development of the programme and design of the curriculum, including the situational model of curriculum development and the notion of constructive alignment. The outcomes of the co-operative inquiry include enhanced understanding of the importance of the nature of lecturer/learner relationships in empowering care workers to change practice. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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