Pub Date : 2024-04-03DOI: 10.56433/jpaap.v12i1.596
Sally Goldspink, N. van Veggel, H. Engward
The presuppositional interview in qualitative research requires the researcher to be interviewed about their thoughts, assumptions, and presumptions about their research. Its purpose is to recognise the impact of our thoughts, feelings, and actions in the ways in which we, as the researcher, exists in the research process. In earlier papers, we have discussed the purpose of the presuppositional interview, however, there is little attention in the literature about the person who interviews the researcher about their research, the presuppositional interviewer. The purpose of this paper is to discuss this unique role because the function and conversational structure differs from other types of interviewing. We propose the role of the presuppositional interviewer role is a reflexive advocate, as their engagement is intentionally directed toward supporting the researcher to develop insights about themselves, in the context of their research. The interviewer has no part in the interpretation. Instead, they are engaging in an activity which promotes the need to support and celebrate curiosity, but that remains in the domain of the researcher. To achieve this, we discuss the role and purpose of the presuppositional interviewer and offer practical guidance as to how to interview with presuppositional purpose.
{"title":"Reflexive advocacy: The role of the interviewer in presuppositional interviews in qualitative research","authors":"Sally Goldspink, N. van Veggel, H. Engward","doi":"10.56433/jpaap.v12i1.596","DOIUrl":"https://doi.org/10.56433/jpaap.v12i1.596","url":null,"abstract":"The presuppositional interview in qualitative research requires the researcher to be interviewed about their thoughts, assumptions, and presumptions about their research. Its purpose is to recognise the impact of our thoughts, feelings, and actions in the ways in which we, as the researcher, exists in the research process. In earlier papers, we have discussed the purpose of the presuppositional interview, however, there is little attention in the literature about the person who interviews the researcher about their research, the presuppositional interviewer. The purpose of this paper is to discuss this unique role because the function and conversational structure differs from other types of interviewing. We propose the role of the presuppositional interviewer role is a reflexive advocate, as their engagement is intentionally directed toward supporting the researcher to develop insights about themselves, in the context of their research. The interviewer has no part in the interpretation. Instead, they are engaging in an activity which promotes the need to support and celebrate curiosity, but that remains in the domain of the researcher. To achieve this, we discuss the role and purpose of the presuppositional interviewer and offer practical guidance as to how to interview with presuppositional purpose. \u0000 ","PeriodicalId":498818,"journal":{"name":"Journal of Perspectives in Applied Academic Practice","volume":"903 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140749206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.56433/jpaap.v12i1.568
D. Karadzhov, Laura Sharp, George Hatton, Fiona Stubbs, J. Langan Martin
While students tend to recognise the value of employability skills and training, they often do not prioritise this due to academic demands, lack of clarity regarding the most sought-after employment competencies, and challenges attaining these whilst studying. The benefits of tailored, discipline-specific employability training have been well documented. However, little guidance exists as to how to integrate employability within the core online curriculum, particularly in disciplines with highly diverse and rapidly evolving career landscapes. To address this gap, this postgraduate taught learning development project systematically identified discipline-specific employability competencies, and integrated them into the core online curriculum, which aimed to boost students’ employability skills, awareness and career management skills. The rich learning generated from this project is captured in a series of actionable prompts and recommendations for identifying and implementing meaningful and scalable employability practices.
{"title":"More than just an add-on: Enhancing discipline-specific employability skills and awareness via the virtual learning environment","authors":"D. Karadzhov, Laura Sharp, George Hatton, Fiona Stubbs, J. Langan Martin","doi":"10.56433/jpaap.v12i1.568","DOIUrl":"https://doi.org/10.56433/jpaap.v12i1.568","url":null,"abstract":"While students tend to recognise the value of employability skills and training, they often do not prioritise this due to academic demands, lack of clarity regarding the most sought-after employment competencies, and challenges attaining these whilst studying. The benefits of tailored, discipline-specific employability training have been well documented. However, little guidance exists as to how to integrate employability within the core online curriculum, particularly in disciplines with highly diverse and rapidly evolving career landscapes. To address this gap, this postgraduate taught learning development project systematically identified discipline-specific employability competencies, and integrated them into the core online curriculum, which aimed to boost students’ employability skills, awareness and career management skills. The rich learning generated from this project is captured in a series of actionable prompts and recommendations for identifying and implementing meaningful and scalable employability practices.","PeriodicalId":498818,"journal":{"name":"Journal of Perspectives in Applied Academic Practice","volume":"914 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140749199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.56433/jpaap.v12i1.598
Blair Carsone, Juliana Bell, Bryce Smith
Introduction: Students who develop resilience are more likely to sustain high levels of achievement, motivation, and performance despite the presence of stressful conditions. Method: Sixty-eight collegiate students completed pre- and post-Academic Resilience Scale-30 assessments before and after a brief, virtual educational program on common resilience strategies. Subjects then ranked the strategies in the educational program as “most helpful” and “least helpful.” Results: Data analysis revealed that there was a statistically significant difference between pre- and post- Academic Resilience Scale-30 scores, suggesting that the educational program improved resilience. Discussion: Subject ranking of strategies further revealed that the most helpful strategies were mantras and cost/benefit analysis while the least helpful strategies were mantras, writing down feelings, and cost-benefit analysis. Conclusion: Educational resilience programs have the potential to improve resilience amongst students enrolled in higher education. However, due to the conflicting opinions found in the rankings of strategies, future studies and resilience programs should focus on providing a variety of strategies to best support a diverse student population.
{"title":"Fostering academic resilience in higher education","authors":"Blair Carsone, Juliana Bell, Bryce Smith","doi":"10.56433/jpaap.v12i1.598","DOIUrl":"https://doi.org/10.56433/jpaap.v12i1.598","url":null,"abstract":"Introduction: Students who develop resilience are more likely to sustain high levels of achievement, motivation, and performance despite the presence of stressful conditions. \u0000Method: Sixty-eight collegiate students completed pre- and post-Academic Resilience Scale-30 assessments before and after a brief, virtual educational program on common resilience strategies. Subjects then ranked the strategies in the educational program as “most helpful” and “least helpful.” \u0000Results: Data analysis revealed that there was a statistically significant difference between pre- and post- Academic Resilience Scale-30 scores, suggesting that the educational program improved resilience. \u0000Discussion: Subject ranking of strategies further revealed that the most helpful strategies were mantras and cost/benefit analysis while the least helpful strategies were mantras, writing down feelings, and cost-benefit analysis. \u0000Conclusion: Educational resilience programs have the potential to improve resilience amongst students enrolled in higher education. However, due to the conflicting opinions found in the rankings of strategies, future studies and resilience programs should focus on providing a variety of strategies to best support a diverse student population.","PeriodicalId":498818,"journal":{"name":"Journal of Perspectives in Applied Academic Practice","volume":"47 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140750300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.56433/jpaap.v12i1.569
Kate Dunstone
This article provides an overview of relevant literature related to the broader research area of communities of practice, and indicates relationships between this literature and the disciplinary context of art and design teaching in Higher Education. Initially the rationale for selection of literature is provided, then the specific disciplinary context of the research area is indicated, through the lens of signature pedagogies, in order to situate the research in context and explore the use of these pedagogies in relation to learning and teaching art and design. Communities of practice, and developments within this concept, are explored, providing an understanding of how learning and teaching may occur in practically focused subject areas. Finally insights from both bodies of literature are synthesised to indicate implications for art and design in higher education, and opportunities for further research.
{"title":"Communities of practice in art and design teaching in higher education: Considering the literature","authors":"Kate Dunstone","doi":"10.56433/jpaap.v12i1.569","DOIUrl":"https://doi.org/10.56433/jpaap.v12i1.569","url":null,"abstract":"This article provides an overview of relevant literature related to the broader research area of communities of practice, and indicates relationships between this literature and the disciplinary context of art and design teaching in Higher Education. Initially the rationale for selection of literature is provided, then the specific disciplinary context of the research area is indicated, through the lens of signature pedagogies, in order to situate the research in context and explore the use of these pedagogies in relation to learning and teaching art and design. Communities of practice, and developments within this concept, are explored, providing an understanding of how learning and teaching may occur in practically focused subject areas. Finally insights from both bodies of literature are synthesised to indicate implications for art and design in higher education, and opportunities for further research.","PeriodicalId":498818,"journal":{"name":"Journal of Perspectives in Applied Academic Practice","volume":"18 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140746044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.56433/jpaap.v12i1.577
Micky Ross, Julia Bohlmann, Aneta Marren
Reflective Writing as summative assessment has gained popularity across a wide range of subjects in Higher Education. This systematic review searched three cross-disciplinary databases and analysed twenty-two primary research papers published between 2007 and 2022 to investigate (1) the reasons for setting reflective writing as summative assessment, (2) support offered to students engaging in this kind of assessment, (3) student and (4) staff experiences of reflective writing as summative assessment. Using descriptive coding methodology, the review found reflective writing to be used mainly as part of larger assessment tools in professional degree programmes to foster employability and encourage students to reflect on professional practice. Support was provided through specific frameworks, exemplars, feedback and workshops, and when used to foster the incremental development of reflective writing skills in students led to positive experiences. However, the review also highlights a number of issues relating to lacking assessment literacy among students and staff. Moreover, the personal nature of reflection and power dynamics between students and markers can lead to performative instead of genuine reflection and can call into question the validity of reflective writing as summative assessment.
{"title":"Reflective writing as summative assessment in higher education: A systematic review","authors":"Micky Ross, Julia Bohlmann, Aneta Marren","doi":"10.56433/jpaap.v12i1.577","DOIUrl":"https://doi.org/10.56433/jpaap.v12i1.577","url":null,"abstract":"Reflective Writing as summative assessment has gained popularity across a wide range of subjects in Higher Education. This systematic review searched three cross-disciplinary databases and analysed twenty-two primary research papers published between 2007 and 2022 to investigate (1) the reasons for setting reflective writing as summative assessment, (2) support offered to students engaging in this kind of assessment, (3) student and (4) staff experiences of reflective writing as summative assessment. Using descriptive coding methodology, the review found reflective writing to be used mainly as part of larger assessment tools in professional degree programmes to foster employability and encourage students to reflect on professional practice. Support was provided through specific frameworks, exemplars, feedback and workshops, and when used to foster the incremental development of reflective writing skills in students led to positive experiences. However, the review also highlights a number of issues relating to lacking assessment literacy among students and staff. Moreover, the personal nature of reflection and power dynamics between students and markers can lead to performative instead of genuine reflection and can call into question the validity of reflective writing as summative assessment.","PeriodicalId":498818,"journal":{"name":"Journal of Perspectives in Applied Academic Practice","volume":"164 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140750692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.56433/jpaap.v12i1.595
Carrie Cargile, Stephanie Gollobin
After a rapid shift in instructional delivery during times of conflict, natural disasters, health crises, and other unprecedented circumstances, educators are often challenged to expeditiously shift from emergency remote teaching (ERT) back to in-person instruction when the instructional disruption abates. However, there is a dearth of support for practitioners about how to maximize ERT practices for post-ERT instruction. This paper proposes a Post-ERT Reflection Framework to guide practitioners in enriching their in-person courses based on ERT practices. The 4-step framework guides practitioners in examining their ERT practices to determine how they may be eliminated, adopted, or adapted for in-person instruction as part of the return-to-the-classroom process. The proposed framework embraces blended learning (BL) for enhancing post-ERT instruction and supports the development of instructional preparedness competencies. By emphasizing core teaching principles and individual experiences, this framework invites practitioners to reimagine their ERT practices while foregrounding the principles of accessibility, engagement, authenticity, and other influential principles through BL. Here, the authors describe their development of the Post-ERT Reflection Framework, the framework steps, and its implementation when reimagining an English for legal purposes course in a post-ERT context. The framework offers a practical and sustainable process for reimagining in-person instruction after ERT.
{"title":"Emergency remote teaching as an influencer: A post-ERT reflection framework","authors":"Carrie Cargile, Stephanie Gollobin","doi":"10.56433/jpaap.v12i1.595","DOIUrl":"https://doi.org/10.56433/jpaap.v12i1.595","url":null,"abstract":"After a rapid shift in instructional delivery during times of conflict, natural disasters, health crises, and other unprecedented circumstances, educators are often challenged to expeditiously shift from emergency remote teaching (ERT) back to in-person instruction when the instructional disruption abates. However, there is a dearth of support for practitioners about how to maximize ERT practices for post-ERT instruction. This paper proposes a Post-ERT Reflection Framework to guide practitioners in enriching their in-person courses based on ERT practices. The 4-step framework guides practitioners in examining their ERT practices to determine how they may be eliminated, adopted, or adapted for in-person instruction as part of the return-to-the-classroom process. The proposed framework embraces blended learning (BL) for enhancing post-ERT instruction and supports the development of instructional preparedness competencies. By emphasizing core teaching principles and individual experiences, this framework invites practitioners to reimagine their ERT practices while foregrounding the principles of accessibility, engagement, authenticity, and other influential principles through BL. Here, the authors describe their development of the Post-ERT Reflection Framework, the framework steps, and its implementation when reimagining an English for legal purposes course in a post-ERT context. The framework offers a practical and sustainable process for reimagining in-person instruction after ERT.","PeriodicalId":498818,"journal":{"name":"Journal of Perspectives in Applied Academic Practice","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140750615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.56433/jpaap.v12i1.594
Suzan Koseoglu, Angeliki Voskou, Stuart Sims
In this article, we reflect on our efforts supporting an institution-wide special interest group (SIG) on pedagogic research. Initiated by the Academic and Learning Enhancement at the University of Greenwich, the SIG serves as an interdisciplinary and collaborative space for the university community to develop skills and practice in this area. We discuss our practices around the structure and sustainability of the Pedagogic Research SIG, which are characterised by values such as openness, transparency, inclusion, and equity. In the current neo-liberal climate of Higher Education, we advocate for the humanisation of pedagogic practice through a recognition of staff agency, endorsed by a compassionate community of practice. As an antidote to the commodification of academic practice, we suggest a more holistic approach to academic development with an emphasis on authenticity and fulfilment. In the context of the Pedagogic Research SIG, we envision impact as a multidimensional and layered construct, which includes the intellectual, social and personal dimensions of education, emphasising transformation and change with a potential positive effect on individuals, communities and the society within and beyond academia. Our work makes a significant contribution to the scant scholarship on special interest groups in Higher Education with broader implications for academic development and practice.
{"title":"Humanising pedagogic research in higher education: A reflective commentary on a university-wide special interest group","authors":"Suzan Koseoglu, Angeliki Voskou, Stuart Sims","doi":"10.56433/jpaap.v12i1.594","DOIUrl":"https://doi.org/10.56433/jpaap.v12i1.594","url":null,"abstract":"In this article, we reflect on our efforts supporting an institution-wide special interest group (SIG) on pedagogic research. Initiated by the Academic and Learning Enhancement at the University of Greenwich, the SIG serves as an interdisciplinary and collaborative space for the university community to develop skills and practice in this area. We discuss our practices around the structure and sustainability of the Pedagogic Research SIG, which are characterised by values such as openness, transparency, inclusion, and equity. In the current neo-liberal climate of Higher Education, we advocate for the humanisation of pedagogic practice through a recognition of staff agency, endorsed by a compassionate community of practice. As an antidote to the commodification of academic practice, we suggest a more holistic approach to academic development with an emphasis on authenticity and fulfilment. In the context of the Pedagogic Research SIG, we envision impact as a multidimensional and layered construct, which includes the intellectual, social and personal dimensions of education, emphasising transformation and change with a potential positive effect on individuals, communities and the society within and beyond academia. Our work makes a significant contribution to the scant scholarship on special interest groups in Higher Education with broader implications for academic development and practice.","PeriodicalId":498818,"journal":{"name":"Journal of Perspectives in Applied Academic Practice","volume":"84 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140748860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.56433/jpaap.v12i1.566
Catriona Adano, Geoff Bunn
Students embarking on higher education confront many challenges. Particularly since the Covid-19 pandemic, universities have become increasingly concerned to address these challenges and to develop comprehensive strategies to nurture student wellbeing. Distance learning courses create additional pressures, however, and not only because online students tend to be older than typical undergraduate student cohorts and therefore present with an array of social and caring responsibilities at the point of enrolment. The present study’s objectives were to explore how distance learning students describe their experiences of online learning, with a particular focus on their engagement with their course, their lifestyle and wellbeing challenges, and their interactions with staff and fellow students. Developing Shinebourne and Smith’s (2010) innovative phenomenology coupled with experiential metaphor methodology, we employed a two-stage data collection methodology based on participant diaries and follow-up interviews. In Stage 1, diaries captured student experiences in real time. Diary entry data subsequently informed the schedules of the semi-structured interviews that followed in Stage 2. Metaphorical analysis provided insight into online students’ lifeworlds, in terms of the practical challenges of balancing roles with time pressures, the existential struggle of forging a new identity, and the search for meaningful interpersonal connections. Six inter-related metaphors were unearthed: ‘Plunging into the Deep’; ‘Impostor Syndrome’; ‘A Precariously Balanced Juggling Act’; ‘The Gift of Time’; ‘Hostile Territories and Friendly Fire’; and ‘House of Cards’. Confirming and extending previous work, our findings demonstrate that online distance learning is a journey of self-doubt and discovery interrupted by both traumatic and transformative moments as students strive to succeed against multiple existential threats. We recommend that universities devote resources to facilitating an understanding of online students’ unique circumstances to provide them with informed and effective wellbeing support at the start of and throughout their journeys.
{"title":"Taking the plunge, juggling acts, and friendly fire","authors":"Catriona Adano, Geoff Bunn","doi":"10.56433/jpaap.v12i1.566","DOIUrl":"https://doi.org/10.56433/jpaap.v12i1.566","url":null,"abstract":"Students embarking on higher education confront many challenges. Particularly since the Covid-19 pandemic, universities have become increasingly concerned to address these challenges and to develop comprehensive strategies to nurture student wellbeing. Distance learning courses create additional pressures, however, and not only because online students tend to be older than typical undergraduate student cohorts and therefore present with an array of social and caring responsibilities at the point of enrolment. The present study’s objectives were to explore how distance learning students describe their experiences of online learning, with a particular focus on their engagement with their course, their lifestyle and wellbeing challenges, and their interactions with staff and fellow students. Developing Shinebourne and Smith’s (2010) innovative phenomenology coupled with experiential metaphor methodology, we employed a two-stage data collection methodology based on participant diaries and follow-up interviews. In Stage 1, diaries captured student experiences in real time. Diary entry data subsequently informed the schedules of the semi-structured interviews that followed in Stage 2. Metaphorical analysis provided insight into online students’ lifeworlds, in terms of the practical challenges of balancing roles with time pressures, the existential struggle of forging a new identity, and the search for meaningful interpersonal connections. Six inter-related metaphors were unearthed: ‘Plunging into the Deep’; ‘Impostor Syndrome’; ‘A Precariously Balanced Juggling Act’; ‘The Gift of Time’; ‘Hostile Territories and Friendly Fire’; and ‘House of Cards’. Confirming and extending previous work, our findings demonstrate that online distance learning is a journey of self-doubt and discovery interrupted by both traumatic and transformative moments as students strive to succeed against multiple existential threats. We recommend that universities devote resources to facilitating an understanding of online students’ unique circumstances to provide them with informed and effective wellbeing support at the start of and throughout their journeys.","PeriodicalId":498818,"journal":{"name":"Journal of Perspectives in Applied Academic Practice","volume":"20 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140746324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.56433/jpaap.v12i1.558
Di Cantali, Tracey Colville, Martin E. Purcell
This comparative study, conducted in a Scottish university, seeks to explore the role of professional values in children’s services qualifying courses in community education, social work and teacher education. Data from students and lecturers were analysed using thematic analysis. Participants recognised the importance of professional values as a central tenet of the courses, and most felt able to identify where these were addressed in teaching and learning opportunities. Key themes included tensions between professional and personal values; dilemmas of values in practice; and scope for enhancement of alignment between university values, professional learning and praxis.
{"title":"Aligning values in applied professional practice: a case study of children’s services qualifying programmes in a Scottish university","authors":"Di Cantali, Tracey Colville, Martin E. Purcell","doi":"10.56433/jpaap.v12i1.558","DOIUrl":"https://doi.org/10.56433/jpaap.v12i1.558","url":null,"abstract":"This comparative study, conducted in a Scottish university, seeks to explore the role of professional values in children’s services qualifying courses in community education, social work and teacher education. Data from students and lecturers were analysed using thematic analysis. Participants recognised the importance of professional values as a central tenet of the courses, and most felt able to identify where these were addressed in teaching and learning opportunities. Key themes included tensions between professional and personal values; dilemmas of values in practice; and scope for enhancement of alignment between university values, professional learning and praxis.","PeriodicalId":498818,"journal":{"name":"Journal of Perspectives in Applied Academic Practice","volume":"277 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140750016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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