Performativity is both a methodology and in its complexity, phenomena. Understanding the concept, the evolution of the term and how performativity can open spaces for inquiry adds to knowledge about interprofessional healthcare teams. Distinguishing be…
Presented in this article is a reflexive analysis of how gender perspectives are included in social research. The research practices of the social sciences have been based on clearly androcentric and sexist reference patterns. This has a negative effect on female researchers engaged in the production and dissemination of knowledge in different fields of the social sciences: Dominant patterns and practices continue to keep women from the planning, production, and publishing of research. These gender biases are an ethical problem and, thus, play a key role in social research. Ethics, intrinsic to all inquiry behaviours, is connected to the decisions which, in turn, are marked by gender. In this sense ethics plays a key role in the processes aimed at promoting gender-sensitive research projects directed towards the elimination of gender discrimination and inequalities between women and men.
The aims of this article are: 1. to recognize and interpret the conceptions that instructors have about (personalized) learning and self-regulation, an approach that makes possible to address the students‘ needs and interests; 2. to reflect on the influence of these beliefs on the teaching and learning process, as well as on the bonds between instructors and students as these bonds are important for the students’ development. I have conducted a qualitative study drawing on grounded theory methodology. Between 2010 and 2012, 16 clinical course instructors in medical school at a private university and a state-run university responded to semi-structured interviews.
Preliminary data reveal the instructors‘ lack of awareness of the influence of their own pedagogical beliefs on their practice, particularly related to self-regulated and personalized learning. The analysis of data allowed identifying four different conceptions of learning: integral, cognitive-social, volitional, and constructivist, with differing properties that characterize them and that are reflected in the view that instructors have on self-regulated learning. These conceptions are implicit and reflect the philosophical and epistemological assumptions that instructors have.
The constructs of self-regulated and personalized learning were only defined and explicitly recognized by the instructors from the state run university. It should also be emphasized that the strategies instructors proposed to stimulate self-regulated learning are related to those raised in favour of personalized learning. Finally, it was possible to recognize another category of analysis called „involvement profile,“ which is made up of three subcategories (deep, slight, and low involvement profile) that indicate the degree to which instructors are involved with students and the teaching-learning process.
In 2005, Adele CLARKE first published her book on „Situational Analysis,“ a well-received elaboration of grounded theory methodology. Situational analysis (SA) combines older as well as more recent traditions of pragmatist sociology, especially those o…
Quelle: http://www.eurozine.com/journals/esprit/issue/2014-05-23.html
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Miscellaneous Journal of Global History, Volume 9 Issue 02, pp b1-b2Abstract
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