Search

Clinical reflection with a focus on student impact is now a mandated attribute for graduate teachers across Australia via the capstone teacher performance assessment task. This policy move is forcing teacher educators to examine their programs to find space for activities that help pre-service teachers to develop the skills and dispositions required for the teacher performance assessment. Some of the best opportunities for clinical reflection occur after pre-service teachers teach lessons during their professional experience in schools. The data for this study were generated during the trial of a lesson feedback and reflection form for pre-service teachers in NSW, Australia. This study examined 13 pre-service teachers' responses in 134 lesson feedback and reflection forms. A phenomenographic analysis was conducted on the responses to produce an inclusive and hierarchical four-level taxonomy of clinical reflection. These data showed that although all levels of the taxonomy were present in post lesson feedback and reflection forms, clinical reflection was less frequent than other categories of reflective practice such as causal. These findings have clear implications for the precision of the learning protocols deployed in professional experience experiences in teacher education for the purpose of fostering clinical reflection. [ABSTRACT FROM AUTHOR]

As digital technology has become indispensable, its overuse has resulted in mental health issues for many users. While it benefits people by providing fast and plentiful information, it also creates sadness, anxiety, and stress. This study aimed to assess the well-being of digital technology users before, during, and six months after attending a coaching session that was designed according to the International Coaching Federation (ICF) approach. Seligman's well-being model, consisting of positive emotion, engagement, relationships, meaning, and accomplishment (PERMA), was applied for the measurement, and then analyzed with descriptive statistics, repeated ANOVA, and paired-sample t-tests. The findings showed that coaching techniques can enhance well-being and that their results were maintained for six months after participation. In conclusion, coaching techniques should be promoted as a procedure for improving the well-being of digital technology users who face mental health issues. [ABSTRACT FROM AUTHOR]

Copyright of Experimental Technology & Management is the property of Experimental Technology & Management Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sosyal Bilimler Enstitüsü - Sosyal Bilimler Dergisi is the property of Karadeniz Technical University, Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)