Towards a Diagnostic Toolkit for the Language of Agency

Konopasky, Abigail; Sheridan, Kimberly

doi:10.1080/10749039.2015.1128952

Cited by 33 publications

(49 citation statements)

References 33 publications

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“…We found the following categories for ownership: supporting the design or ideas [17], mental/physical effort [62], identifying with the instruction [16] and need for change [18]. For agency we found categories: successes and failures [25], accommodation [14], autonomy [21] and feel of control [20,22]. [22] In addition to the content analysis of teacher data, we present the descriptive statistics from the students' evaluation questionnaire in the results to report how the students responded to the scenario.…”

Section: Discussionmentioning

confidence: 99%

“…The teachers perceived that it was easy to implement the scenario and it was successful [25]. Nevertheless, in such a co-design process teacher can lose some aspects, for example, feelings of control [20] and autonomy [21], but gain others such as a professional's viewpoint and new knowledge. In the end, the teachers appreciated that the learning unit was relevant and interesting for the students, but they were also interested in the students' perceptions.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers might see that educational innovations coming from the outside reduce their level of control [20] and limit their autonomy to define what and how to teach [21]. Therefore, teachers experiencing agency in their career means that they feel in control of their actions [22] and that their goals, interests and motivation guides their work-related choices [23].…”

Section: Ownership and Agencymentioning

confidence: 99%

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Teachers Co-Designing and Implementing Career-Related Instruction

2019

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Teachers encounter the challenge of how to provide students adequate awareness of science-related careers. Therefore, innovative teaching material for promoting science-related careers needs to be designed. Educational innovations can be successful if teachers experience ownership and agency towards the designed teaching material. In this case study, a multi-professional group of two science teachers, a researcher, and a dentist co-designed instruction including a career presentation and relevant information about field-specific education and skills needed by a professional in that field. We refer to this as career-related instruction. The designed learning unit includes a scenario, inquiries and career-related activities. Teachers' perceptions about co-designing and implementing the learning unit in science education are examined as well as students' perceptions about the scenario. Data consists of teacher interviews and discussions and student questionnaires. A content analysis reveals the teachers' high ownership and agency in co-designing the instruction, which was relevant, interesting and informative for students. It was easy for teachers to implement the learning unit even though they were not involved in every phase of the design process. We conclude that by strengthening teachers' ownership and agency through multi-professional co-designing, relevant and interesting career-related instruction can be designed and implemented.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Ownership and Agencymentioning

confidence: 99%

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Teachers Co-Designing and Implementing Career-Related Instruction

2019

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“…Although functional linguistic techniques hold great promise for HPE, like all analytic techniques, they offer only one perspective on a learning context. They are most rigorous when employed as ‘diagnostic tools’ pointing to potential conclusions rather than doing all of the interpretive work in an analysis. Like the use of natural language processing approaches in data mining, functional linguistic techniques hold the potential for bias and misinterpretation and should be used alongside other sources .…”

Section: Functional Linguistics and Hpe: Future Directionsmentioning

confidence: 99%

“…13 In research programmes stretching over the past 20 years, psychologists, learning scientists and discourse analysts have studied these stealth words, 13 finding them to be associated with numerous characteristics or states, such as achievement motivation, relative status and perceived agency (we identified a range of studies through a PsycInfo search for 'functional linguistics' and 'psychology' or 'education'; we cite only a handful of them here). [15][16][17][18][19] In contexts as diverse as those of mental health programmes, 20 youth and adult classrooms, 19,[21][22][23][24] formal and informal e-mail exchanges, 25 and multiplayer video games, 18 researchers have tracked seemingly inconsequential words, such as but, me, the and not, in participants' oral and written utterances with fruitful results. This research takes advantage of relatively authentic and natural uses of language to better understand individuals' implicit, and often unconscious, beliefs, values and emotions.…”

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confidence: 99%

Why health professions education needs functional linguistics: the power of ‘stealth words’

et al. 2019

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Context Language is one of the primary modalities for teaching and learning in the health professions in contexts ranging from the more formal teaching relationships of medical school to the guided practice of trainees through continuing education and the deliberate practice of lifelong learning. Yet linguistic analysis, with the possible exception of discourse analysis, has not become a core methodological tool in the field of health professions education (HPE). The purpose of this paper is to argue for the more widespread adoption of one particular approach to linguistics, one that examines less of what learners and instructors say and looks more at how they say it: functional linguistics. Functional linguistics: the power of ‘stealth words’ This approach theorises and structures the functions of language, regularly focusing attention on ‘stealth words’ such as I, but and was. Drawing on a rich body of literature in linguistics, psychology, the learning sciences and some early work in HPE, we demonstrate how functional linguistic tools can be applied to better understand learners’ and instructors’ beliefs, reasoning processes, values and emotions. Functional linguistics and reflection: an application of stealth words A brief qualitative analysis of one tool – analysis of the generic use of ‘you’ to mean ‘one’ or ‘anyone’ – demonstrates how functional linguistics can offer insight into physicians’ bids for credibility and alignment as they think aloud about their clinical reasoning. Functional linguistics and hpe: future directions Finally, we offer suggestions for how functional linguistic tools might address questions and gaps in four active research areas in HPE: reflection; emotion and reasoning; learning in simulated contexts, and self‐regulated learning. Conclusions We argue that the words used by learners, instructors and practitioners in the health professions as they move through undergraduate and graduate training into practice can offer clues that will help researchers, instructors and colleagues to better support them.

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Functional and corpus linguistics in health professions education research: the study of language in use

Konopasky¹,

Diaz²

2022

Researching Medical Education

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Towards a Diagnostic Toolkit for the Language of Agency

Cited by 33 publications

References 33 publications

Teachers Co-Designing and Implementing Career-Related Instruction

Teachers Co-Designing and Implementing Career-Related Instruction

Why health professions education needs functional linguistics: the power of ‘stealth words’

Functional and corpus linguistics in health professions education research: the study of language in use

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