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Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module.
- Source :
- Reflective Practice; Dec2023, Vol. 24 Issue 6, p721-735, 15p
- Publication Year :
- 2023
-
Abstract
- This action research study aimed to ascertain the usefulness of a modified version of the reflective approach to teaching practicum debriefing (MVRATPD) strategy in ascertaining the degree to which students in a United Kingdom university faculty of education achieved module learning outcomes (LOCs). Using purposeful convenient sampling, twenty-seven(n = 27) students on the education studies pathway at the university, studying the module entitled international and comparative education, participated. The usefulness of the MVRATPD is revealed in several ways. It is primarily a reflective assessment instrument as purported by Minott. It revealed a direct fulfilment of several module objectives linked to several LOCs. However, for this study, it was not useful in capturing data about all 4 LOCs. Specifically, it captured no data related to LOC 2. The conclusion is that the MVRATPD, in its present form should not be the sole determinant of the degree to which LOCs are achieved. It is however, a complementary indirect reflective instrument for assessing LOCs and a user-friendly, practical and uncomplicated data collection tool i.e. using three reflective questions. [ABSTRACT FROM AUTHOR]
- Subjects :
- NATIONAL competency-based educational tests
CULTURE
DIVERSITY & inclusion policies
PSYCHOLOGY of college students
TEACHING methods
ATTITUDE (Psychology)
GROUP identity
UNDERGRADUATES
MEDICAL preceptorship
ACTION research
QUESTIONNAIRES
COMMUNICATION
JUDGMENT sampling
STATISTICAL sampling
STUDENT attitudes
DATA analysis software
SOCIAL attitudes
REFLECTION (Philosophy)
EDUCATIONAL outcomes
EDUCATION
Subjects
Details
- Language :
- English
- ISSN :
- 14623943
- Volume :
- 24
- Issue :
- 6
- Database :
- Complementary Index
- Journal :
- Reflective Practice
- Publication Type :
- Academic Journal
- Accession number :
- 174172699
- Full Text :
- https://doi.org/10.1080/14623943.2023.2246909