In From the Margins: The Essential Role of Faculty in Transforming a Professional Studies Unit Into an Academic Department

Blair, Anthony L.

doi:10.1080/07377360903254579

Cited by 6 publications

(4 citation statements)

References 1 publication

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“…All participants stressed the importance of having a support system present at both the university and within the P -12 classrooms in which they complete their field experiences. This finding is supported and concurs with the results of previous research (Buglione, 2012;Blair, 2010;Ross-Gordon, 2003). They believe that supportive relationships are the key indicator of a successful teacher preparation program, as well as the foundation for effective teaching.…”

Section: Findings Theme 1: Supportive Relationships (Teacher Trainingsupporting

confidence: 93%

“…Nonetheless, Welcome (2014) identifies academic advisors as playing an important role in mediating the nontraditional student's successful progression through the multifaceted dimensions of earning a college degree. Furthermore, Blair (2010) found that members of the faculty of the nontraditional students' department can act as important change agents with regards to the development and use of learning environments suited to the needs of these adult learners. Indeed, research has shown that supportive relationships and environments that foster these relationships are key to meeting the needs of nontraditional students (Ross-Gordon, 2003).…”

Section: Nontraditional Studentsmentioning

confidence: 99%

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Clinical Field Experiences of Nontraditional Pre-service Teachers: Issues and Beliefs

DiLoreto¹

2018

JPR

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According to the American Association for Colleges of Teacher Education (AACTE, 2010), effective teaching practices and good clinical experiences share a mutually beneficial relationship. Additionally, according to research reported by AACTE (2010), an important link exists between future P-12 studentachievement and effective clinical practices experienced by pre-service teachers. This case study sought to determine experiences deemed effective or important by nontraditional pre-service teachers while engaged in fieldwork completed in an elementary and/or middle school classroom setting. Four themes were derived from the qualitative data obtained through semi-structured interviews of four junior or senior teacher education students engaged in clinical field experiences. These finding are discussed in this paper.

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Section: Findings Theme 1: Supportive Relationships (Teacher Trainingsupporting

confidence: 93%

Section: Nontraditional Studentsmentioning

confidence: 99%

Clinical Field Experiences of Nontraditional Pre-service Teachers: Issues and Beliefs

DiLoreto¹

2018

JPR

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“…Despite the fact that the number of non-traditional students significantly increased during the last decade, higher education institutions are yet to accept the challenge of thinking beyond the traditional ways of teaching and developing educational programs (Blair, 2010).…”

Section: Introductionmentioning

confidence: 99%

Narrative Mediation Path - An Innovative Tool for Developing the Reflective Function of Non-Traditional Students

Stănescu

2017

rrem

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Within the European funded project Innovative Solutions to Acquire Learning to Learn a qualitative methodology-Narrative Mediation Path (NMP) consisting in a group training process targeted to nontraditional students was developed. Based on the psychological concept of mentalization, this type of intervention combines into one methodology, four discursive modules (metaphoric, iconographic, written and bodily) in order to increase the understanding of the meaning of the university experience and foster the different levels of the reflective process. The use of a "multidimensional" narrative promotes a progressive cognitive and emotional involvement of the student; a gradual evolution from a reconstructive function of the formative experience to a planning function that allows students to act in an effective way in academic settings. The current study aimed at gathering first-hand information related to the lived experience of students involved in this formative experience using the interpretative phenomenological analysis (IPA). The emerging themes refer to the relational context of the training (common/shared experiences with other colleagues), the change as such (awareness about changes) and the impact of the NMP both in terms of academic and personal life (post training/secondary effects). The results suggest that the use of different discursive modules supports the students in developing their reflexive competence during a formative experience that enables them to better adjust to the university context.

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“…We have to admit the fact that some of the challenges are the same both for traditional and for non-traditional students -technological advances, student-centred approaches, active learning etc. It has been stressed that universities can play an important role as change agents in creating supportive learning environments for adult learners (Blair 2010).…”

mentioning

confidence: 99%

Giving Voice to Non-traditional Students “Walking” the Narative Mediation Path. An Interpretative Phenomenological Analysis

Stănescu

Iorga

Monteagudo

et al. 2015

The European Higher Education Area

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In From the Margins: The Essential Role of Faculty in Transforming a Professional Studies Unit Into an Academic Department

Cited by 6 publications

References 1 publication

Clinical Field Experiences of Nontraditional Pre-service Teachers: Issues and Beliefs

Clinical Field Experiences of Nontraditional Pre-service Teachers: Issues and Beliefs

Narrative Mediation Path - An Innovative Tool for Developing the Reflective Function of Non-Traditional Students

Giving Voice to Non-traditional Students “Walking” the Narative Mediation Path. An Interpretative Phenomenological Analysis

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