Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module.
This action research study aimed to ascertain the usefulness of a modified version of the reflective approach to teaching practicum debriefing (MVRATPD) strategy in ascertaining the degree to which students in a United Kingdom university faculty of education achieved module learning outcomes (LOCs)....
| Publicado en: | Reflective Practice Vol. 24; no. 6; pp. 721 - 736 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Dec2023
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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=174172699&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174172699 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14623943 BCZ jtl: Reflective Practice issn: 14623943 maglogo: N pubinfo: dt: Dec2023 vid: 24 iid: 6 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 174172699 169964430 174172699 174172699 10.1080/14623943.2023.2246909 174172699 ppf: 721 ppct: 15 formats: tig: atl: Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module. aug: au: Minott, Mark A. affil: School of Education, Department of Teacher Education, University of Hull, Hull, UK sug: subj: Students, College Psychosocial Factors Preceptorship Education Reflection Teaching Methods Outcomes of Education Evaluation Competency Assessment Methods Human Action Research Purposive Sample Convenience Sample England Students, Undergraduate Male Female Adolescence Young Adult Student Attitudes Culture Social Identity Questionnaires Data Analysis Software Communication Social Attitudes Diversity, Equity, Inclusion Adolescent: 13-18 years Male Female ab: This action research study aimed to ascertain the usefulness of a modified version of the reflective approach to teaching practicum debriefing (MVRATPD) strategy in ascertaining the degree to which students in a United Kingdom university faculty of education achieved module learning outcomes (LOCs). Using purposeful convenient sampling, twenty-seven(n = 27) students on the education studies pathway at the university, studying the module entitled international and comparative education, participated. The usefulness of the MVRATPD is revealed in several ways. It is primarily a reflective assessment instrument as purported by Minott. It revealed a direct fulfilment of several module objectives linked to several LOCs. However, for this study, it was not useful in capturing data about all 4 LOCs. Specifically, it captured no data related to LOC 2. The conclusion is that the MVRATPD, in its present form should not be the sole determinant of the degree to which LOCs are achieved. It is however, a complementary indirect reflective instrument for assessing LOCs and a user-friendly, practical and uncomplicated data collection tool i.e. using three reflective questions. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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