University of Cumbria Open Access Journals
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From fast food to a well-balanced diet: toward a programme focused approach to feedback
Full text linkFeedback may be considered ‘good’ according to many of the criteria in the literature whilst still having little or no impact on students’ learning in the longer term. Here we argue for greater prominence for feedback in curriculum design. Clear principles for giving guidance on assessments and feedback at the programme level, which complement those already established and widely used for single assessments, would help curriculum designers consider communication to students about assessments in a broader context. These processes should create a dialogue that aids the students’ progression in their learning from one module to the next and encourages the development of autonomous learners. Based on a review of the literature on programme-focused approaches to teaching, assessment and feedback, the current paper delineates the benefits of a programme level approach to communication around assessments and proffers a list of broad principles that will help academics achieve a coherent and developmental approach to feedback
A Case for a Reflective Approach to Teaching ‘Practicum Debriefing’ with Implications for Teacher Educators and Education
Full text linkOver the past 30 years, the teaching profession has embraced the notion of the teacher as a reflective practitioner, which has led to an increased emphasis on teacher education programmes offering learning experiences that model and encourage reflective practice. This qualitative instrumental case study research explored the usefulness, benefits, and challenge of an innovative approach to teaching practicum debriefing—namely, an exercise called the reflective approach to teaching practicum debriefing (RATPD). Examples of the usefulness and benefits of the approach are (1) it encouraged student teachers to not only focus on observing the techniques and methods of teaching and the daily issues that teachers face in their practice, but to also consider self as a teacher and (2) it encouraged critical thinking, self-directed critical thinking, and self-awareness. The main challenge of the RATPD is that students are sometimes reluctant to share their perception and what they truly believe and feel about a particular issue or situation. Implications for teacher educators and education are discussed.
The self-efficacy and confidence of Initial Teacher Education (ITE) students in understanding the learning needs of children with autism: Findings from a focus group discussion
Full text linkThis research explored influences on self-efficacy and confidence for ITE students when teaching children with autism. Self-efficacy, defined by Bandura (1997), is a person’s perception of their capacity to carry out a course of action which will enable their attainment. The language of confidence was adopted when considering how ITE students experience self-efficacy. Qualitative data from interviews and a focus group discussion were analysed adopting an interpretative approach. Initial thematic analysis revealed the perceived importance of first-hand experience to develop knowledge and confidence, echoing Bandura’s (2006) argument that self-efficacy is developed through mastery experiences. The transversal influence of emotional competency was also identified as pervading the discourse (Bunăiaşu, 2018). Interpretative analysis of the group discussion identified an increase in the perceived confidence of participants. Findings therefore support Bandura’s claim that talking develops self-efficacy and confidence through vicarious and persuasive experiences (Bandura, 1997). The vicarious experience enabled through the focus group appears to have supported emotional competence. Consequently, confidence and self-efficacy appear to have increased, when reflecting on teaching children with autism. Further research is needed to explore whether such experiences in focus group discussion can potentially inform pedagogical approaches to develop self-efficacy, confidence and emotional competence
Transforming Pedagogies: Adapting art school peer group design critique (the ‘crit’) for the humanities
Full text linkThis article examines practice-based teaching methodologies found in the studio-based design critique (‘crit’), and how they can be adapted to essay-based modules in the Humanities. Based on a small case study of a masters level module on film theory at a British university, the group crit was introduced as a mode of experiential learning in order to improve formative feedback. Structural and methodological changes were made to the module to improve student engagement, student writing, and the overall research environment. Changes resulted in an improvement in the students’ essay-writing skills, and a high-level of student satisfaction in module feedback and quality, but the changes also increased student apprehension about the level of assessment as well as a fear for possible negative emotional responses in the crit environment. The article concludes with reflective strategies for mitigating challenges and future avenues of research into using the crit in the Humanities
‘Singing from the same hymn-sheet’: Exploring school-based mentors’ perceptions of the role of HEI subject tutors in ITE partnerships
Full text linkFollowing a decade of shift towards more school-led or school-centred initial teacher training it is time to assess the impact of this change on the roles of mentors and tutors in university based initial teacher education (ITE) partnerships. This paper therefore elicited the perceptions of school-based mentors’ contributions to the education of training teachers when working with a higher education institution (HEI) ITE partnership. During 2018/19, school-based secondary history mentors working with three university providers offering Postgraduate Certificate in Education (PGCE) and School Direct (SD) with Qualified Teacher Status (QTS) qualifications, were asked how they perceived the expertise brought to the role of teacher-educator when working in partnership with a university subject-tutor. Many school-based mentors involved in the study worked with a variety of training providers and routes, and university subject-tutors and school-based mentors were understood to have purposeful roles to play, bringing distinct and complementary expertise to a collaborative ITE partnership. The study identifies advantages in HEI ITE partnerships that could be lost if an understanding of the distinct contributions of the school-based mentor and university subject-tutor are not recognised. It offers suggestions as to how these advantages might be maximised to strengthen the quality of subject-specific mentoring in these partnership contexts
Misguided Tokenism: Issues of LGBTQ+ Inclusion at University
Full text linkOne in five LGBTQ+ (lesbian, gay, bisexual, transgender, queer, plus) people experienced a hate crime as a direct result of their sexual orientation and/or gender identity in the UK (Bachmann & Gooch, 2017). This has been explained in research to be more likely to happen in a society that is structured favourably for certain identities or characteristics over others (for example, white, male, heterosexual). LGBTQ+ people are often subjected to harassment and discrimination as a result of beliefs and traditions held by wider society (Kelleher, 2009; Subhrajit, 2014). LGBTQ+ youth, in particular are at greater risk of numerous health and wellbeing issues, including harassment and discrimination and face various barriers in education such as lack of staff LGBTQ+ knowledge and lack of social support (Munoz-Plaza, et al., 2002; Toomey, et al., 2013). The majority of research into LGBTQ+ student experiences has been conducted in the US and that there is little research into the topic for UK students. The current study asked 59 students from four university campuses in the UK to reflect on their perceptions of inclusion of LGBTQ+ students at their campus. Data revealed the strengths and weaknesses that universities exhibit in the inclusion and treatment of these students including a need for staff training into LGBTQ+ issues, better gender-neutral facilities, and more effective recognition of LGBTQ+ events. Recommendations for improvements are made and future research is also discussed
Maximizing trainee Cognitive Behavioral Therapists use of clinical supervision: Can a bespoke workshop help to broaden their horizons?
Full text linkPrevious research in the field has consistently found that the use of Cognitive Behavioral Therapy (CBT) supervision is often limited to case discussion. This potentially limits supervisee exposure to wider methods such as self-practice and self-reflection. At present, little is known about how CBT therapists use supervision and the decisions that underpin these choices. It is therefore important to gain a better understanding of supervisees’ beliefs about what supervision can be used for so that barriers to broadening supervision topics can be identified. CBT training is a critical time when career long habits could be formed therefore it is appropriate to investigate the role that specific training methods play in their use of supervision. This action research study set out to establish whether a bespoke workshop delivered to a cohort of (N=13) trainee CBT Therapists would change how trainees think about and use supervision. Trainees attended an optional workshop ‘Models and Modes of Supervision’. Feedback was elicited via a brief online questionnaire one month later. Thematic Analysis was applied to participant responses (n=9) following the steps outlined by Braun and Clarke (2006) with three themes identified – “Understanding of the breadth of supervision”, “Meta-cognitive awareness” and “Opportunity to make changes”. Overall, these themes suggested that following the workshop, trainees had a deeper understanding of supervision and had begun to consider expanding its use by bringing more interpersonal and self- reflective issues. The findings indicate that future cohorts may benefit from this workshop being integrated within the course structure. Further research is also required to understand if qualified therapists hold similar views about supervision and to investigate the role that supervisors have in influencing the topics and techniques that are utilized within clinical supervision
Investigating experiences of regularly playing online video games
Full text linkThe aim of this research was to investigate the experience of regularly playing online video games (OVG) in order to improve understanding of behaviour in OVGs. Three participants were recruited from two universities. Participants were interviewed using a semi-structured format, the recordings were transcribed verbatim and analysed using Interpretative Phenomenological Analysis (IPA). Analysis revealed eight emergent themes from the data, encapsulated in three master themes: 1) The importance of the social experience in online video games; 2) Issues within the culture of OVG’s; and 3) Versatility and importance of the OVG experience, with the latter being the most prominent theme throughout. Regular play in OVGs was interpreted as: facilitating social interaction; giving players a sense of community; developing social skills; creating a unique identity and image and providing a competitive release and immersive experience. Negative outcomes and experiences were interpreted, such as toxicity in OVG, potential negative behavioral outcomes and strained relationships as a result of regular play. In conclusion, OVGs provide an opportunity for immersion, social development, competitive release, but importantly present some issues for the individual experience. Future research should focus on the social and problematic aspects of the OVG experience
