A university supported social constructivist model of professional development

Balfe, Tish; Bhroin, Órla Ní

doi:10.1080/19415257.2019.1696875

Cited by 4 publications

(2 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One discrepancy was identified during cross-validating, which was resolved in a discussion among the authors. Following the instructions of the MMAT, one of the studies by Balfe and Ní Bhroin (2022) [36] was not further appraised since the study did not state a clear research question or the collected data did not address the research question, which are the first two screening questions in the MMAT. The first author compiled the results of the individual quality assessment in a sheet (File S2, Quality Assessment, MMAT).…”

Section: Data Extraction and Quality Assessmentmentioning

confidence: 99%

The Use of Professional Development to Enhance Education of Students with Autism: A Systematic Review

Petersson-Bloom,

Leifler,

Holmqvist

2023

Education Sciences

View full text Add to dashboard Cite

The study objective in this article was to present the state-of-the-art on teachers’ professional development to enhance educational quality for students with autism spectrum disorders (ASD) in primary and secondary education. A systematic review was conducted, following the PRISMA guidelines. Quantitative, qualitative, and mixed-methods studies were eligible for inclusion. Fifteen studies were identified and summarized. To identify the eligibility criteria, we applied the SPIDER framework. Quality appraisal was applied using the MMAT. A thematic summary and narrative synthesis of the included studies was conducted to establish a comprehensive understanding of what makes a difference in preparation for teachers of autistic students. Two key factors were found regarding the design of professional development for teachers to enhance their skills to teach autistic students. Firstly, teachers’ developed autism-specific knowledge, and secondly, the need for practice-based training with a focus on the challenges teachers meet at their own schools. Multiple ways of addressing teachers’ need for professional development regarding autistic students may further contribute to inclusive values and actions.

show abstract

Section: Data Extraction and Quality Assessmentmentioning

confidence: 99%

The Use of Professional Development to Enhance Education of Students with Autism: A Systematic Review

Petersson-Bloom,

Leifler,

Holmqvist

2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…This meant that rather than just provide resources and information, the workshops were designed to encourage the sharing of stories and experiences as well as to reflect upon self and think critically about how to approach employers through the lens of a neurodivergent graduate. Balfe and Bhroin (2022) have been the most recent advocates of such an approach, citing their experiences in adopting a social constructivist pedagogy in facilitating the learning of autistic students in Ireland. The SCP approach was also adopted in the design of the workshop to encourage participants to share their own experiences, challenges, and triumphs and to build a community of practice beyond the walls of the workshop facilitation space itself.…”

Section: Designing Pilot Program: Our Approachmentioning

confidence: 99%

More Career Development Learning for Neurodivergent Tertiary Education Students: A Case Study

Coffey,

Lovegrove

2023

JTLGE

View full text Add to dashboard Cite

All adults, regardless of neurodivergent condition, should have the opportunity to engage in meaningful and sustainable work. However, there are a range of unique barriers facing those with neurodivergent conditions which are critical to understand to successfully facilitate the career development learning (CDL) strategies that will enable job market entry and success. In this paper, we will discuss a pilot CDL program, founded on the principles of social constructivism and Students as Partners (SaP), which was developed to provide neurodivergent tertiary students with the necessary skills and information to establish meaningful careers and employment options. Through our study, findings underscored the anxiety many neurodivergent students experience around career development and the need for specialised support to build confidence. Significantly, the most impactful outcomes from the program were the ability for neurodivergent students to hear authentic and relatable stories from their peers. The opportunity to discuss both successes and obstacles through the lens of neurodiversity was a powerful mechanism within which to build a learning environment as well as a sustainable community of practice. The experiences in both designing and conducting the Students as Partners driven CDL workshops for tertiary neurodivergent students adds significant value to the existing body of literature in not only how we define and label disability but also how employability is interpreted, both from academic and industry perspectives. The observations and findings of such an approach also challenge the existing narrative embodied in many university graduate capability programs for a changing future of work landscape.

show abstract