Research lives of physical education teacher educators

peer-reviewed.This paper aims to provide insights into the research worlds of an international group of mid- and late-career physical education teacher educators. Specifically, it explores participants’ motives for research engagement and choices, and investigates what challenges and facilitates their research efforts. Two rounds of individual in-depth semi-structured interviews were conducted with 14 physical education teacher educators across 7 countries. Findings point to a distinction between research motives. Embarking on formal theses or specific funded projects was often motivated by practical and contextual drivers, such as job requirements or a wish for promotion, and was associated with feelings of frustration and stress. Motives for engaging in research in general, on the other hand, tended to be more personal or altruistic and elicited feelings such as enjoyment and passion. Time constraints, skill gaps and language barriers were all seen as challenges to research endeavours, while learning through doing, seeing and reading, and collaboration with others were seen as the main facilitators.ACCEPTEDpeer-reviewe

Pre-service teachers’ engagement in a cross-curricular television news project: impact on professional identity

This paper focuses on the impact of pre-service teachers’ engagement in the annual BBC News School Report project on their emerging professional identity and on the evidence they provide as part of the process of becoming qualified. The research reported on is drawn from three years of enquiry. Respondents included pre-service teachers themselves, their tutors as representatives of teacher education providers and their mentors as representatives of schools in which they were placed. The methodological approach was interpretative and phenomenological with qualitative and quantitative data being analysed for emergent themes. Two years of evaluations were followed by a third year in which a set of case studies were developed. The research showed that professional identity is enhanced through being in a leading role in respect of curriculum and working with other staff. Through engagement in such projects, this paper moots that preservice teachers develop richer evidence of emerging professionalism as defined by standards of initial teacher training. Moreover, self-perception of role was modified to one in which they saw themselves, and were seen, as equals to qualified staff rather than subservient to or dependent on them. A new more equal power relationship developed as they took on responsibility for the project. Preservice teachers’ move to become full members of the professional community for which they are training was accelerated

Theory and practice in Finnish teacher education : a rhetorical analysis of changing values from the 1960s to the present day

Our aim in this article is to examine the relationship between theory and practice in Finnish teacher education from the 1960s to the present. We identify four different periods to represent this relationship based on our analysis of national committee and evaluation reports. Theory and practice gradually converged, culminating in a research-based agenda that reflects the current situation. This relationship between theory and practice also reflects the ideal teacher of different times and what a teacher's working orientation should be. We use rhetorical analysis and the concept of a 'philosophical pair' introduced by Perelman and Olbrechts-Tyteca to interpret this development.Peer reviewe

STEM education in the twenty-first century: learning at work-an exploration of design and technology teacher perceptions and practices

Teachers’ knowledge of STEM education, their understanding, and pedagogical application of that knowledge is intrinsically linked to the subsequent effectiveness of STEM delivery within their own practice; where a teacher’s knowledge and understanding is deficient, the potential for pupil learning is ineffective and limited. Set within the context of secondary age phase education in England and Wales (11–16 years old), this paper explores how teachers working within the field of design and technology education acquire new knowledge in STEM; how understanding is developed and subsequently embedded within their practice to support the creation of a diverse STEM-literate society. The purpose being to determine mechanisms by which knowledge acquisition occurs, to reconnoitre potential implications for education and learning at work, including consideration of the role which new technologies play in the development of STEM knowledge within and across contributory STEM subject disciplines. Underpinned by an interpretivist ontology, work presented here builds upon the premise that design and technology is an interdisciplinary educational construct and not viewed as being of equal status to other STEM disciplines including maths and science. Drawing upon the philosophical field of symbolic interactionism and constructivist grounded theory, work embraces an abductive methodology where participants are encouraged to relate design and technology within the context of STEM education. Emergent findings are discussed in relation to their potential to support teachers’ educational development for the advancement of STEM literacy, and help secure design and technology’s place as a subject of value within a twenty-first Century curriculum

Species-specific, pan-European diameter increment models based on data of 2.3 million trees

ResearchBackground: Over the last decades, many forest simulators have been developed for the forests of individual European countries. The underlying growth models are usually based on national datasets of varying size, obtained from National Forest Inventories or from long-term research plots. Many of these models include country- and location-specific predictors, such as site quality indices that may aggregate climate, soil properties and topography effects. Consequently, it is not sensible to compare such models among countries, and it is often impossible to apply models outside the region or country they were developed for. However, there is a clear need for more generically applicable but still locally accurate and climate sensitive simulators at the European scale, which requires the development of models that are applicable across the European continent. The purpose of this study is to develop tree diameter increment models that are applicable at the European scale, but still locally accurate. We compiled and used a dataset of diameter increment observations of over 2.3 million trees from 10 National Forest Inventories in Europe and a set of 99 potential explanatory variables covering forest structure, weather, climate, soil and nutrient deposition. Results: Diameter increment models are presented for 20 species/species groups. Selection of explanatory variables was done using a combination of forward and backward selection methods. The explained variance ranged from 10% to 53% depending on the species. Variables related to forest structure (basal area of the stand and relative size of the tree) contributed most to the explained variance, but environmental variables were important to account for spatial patterns. The type of environmental variables included differed greatly among species. Conclusions: The presented diameter increment models are the first of their kind that are applicable at the European scale. This is an important step towards the development of a new generation of forest development simulators that can be applied at the European scale, but that are sensitive to variations in growing conditions and applicable to a wider range of management systems than before. This allows European scale but detailed analyses concerning topics like CO2 sequestration, wood mobilisation, long term impact of management, etcinfo:eu-repo/semantics/publishedVersio

Potilaiden ja läheisten kokemukset sairaanhoitajan palliatiivisen hoidon ja saattohoidon osaamisesta

Tiivistelmä Tutkimuksen tarkoituksena oli kuvailla potilaiden ja läheisten kokemuksia sairaanhoitajan palliatiivisen hoidon ja saattohoidon osaamisesta. Tutkimusaineisto kerätiin potilailta (n=10) ja läheisiltä (n=31) sähköisenä Webropol-kyselynä. Aineisto muodostui avoimesta kysymyksestä, jossa vastaajia pyydettiin kuvailemaan sairaanhoitajan osaamista palliatiivisessa hoidossa ja saattohoidossa. Aineisto analysoitiin induktiivisella sisällön analyysilla. Sairaanhoitajat tarvitsevat palliatiivisessa hoidossa ja saattohoidossa moninaisia potilaan ja läheisen kohtaamisosaamiseen ja vuorovaikutusosaamiseen liittyviä taitoja. Potilaan ja läheisten mukaan sairaanhoitajalla tulee olla vahvaa osaamista potilaan oirehoidon lisäksi palliatiivisen hoidon ja saattohoidon perusteiden osaamisesta. Sairaanhoitajat tarvitsevat myös ohjausosaamista sekä ihmislähtöisen palliatiivisen hoidon ja saattohoidon osaamista. Sairaanhoitajalla tulee olla myös juridista ja eettistä osaamista palliatiivisesta hoidosta ja saattohoidosta potilaan ja läheisten arvioimana. Sairaanhoitajat tarvitsevat laaja-alaista osaamista laadukkaan palliatiivisen hoidon ja saattohoidon toteuttamiseksi. Heidän osaamista palliatiivisessa hoidossa ja saattohoidossa voidaan tukea kehittämällä ammattikorkeakoulujen opetussuunnitelmia ja lisäämällä täydennyskoulutusta sairaanhoitajille sekä yhdenmukaistamalla palliatiivisen hoitotyön koulutusta kansallisella tasolla.Abstract Patients and relatives experience of nurse competence in palliative care The purpose of study was to describe patients and the nearby experiences of nurse competences in palliative care and end of life care. Data collected from patients (n=10) and nearby (n=31) by electronic questionnaire. Data consisted open question with palliative care and end of life care. Data were analyzed with inductive content analysis. Nurses need in palliative care and end of life care an extensive interaction of patient and nearby and encounters competence. In addition, nurses need deep competence of patients’ somatic symptoms management and competence of palliative care and end of life care in basic care. Also, competence of counselling and person-centered palliative care and end of life care, juridical and ethical competences were important. Nurse need an extensive competence of palliative care and end of life implementation. The nurse competence in palliative care and end of life can be supported by developing contents of palliative care in the curricula of Applied Science, increasing continuing education for nurses and unifying palliative care education in national level

Potilaiden ja läheisten kokemuksia lääkärien palliatiivisen hoidon ja saattohoidon osaamisesta

Abstrakti Palliatiivinen hoito on parantumattomasti sairaan potilaan ja hänen läheisensä aktiivista ja kokonaisvaltaista hoitoa. Palliatiivisen hoidon tarve tulee kasvamaan väestön ikääntyessä ja pitkäaikaissairauksien lisääntyessä. Palliatiivisen hoidon saannin turvaamiseksi lääkärillä tulee olla osaamista palliatiivisesta hoidosta ja saattohoidosta kaikilla terveydenhuollon tasoilla. Tutkimuksen tarkoituksena oli kuvailla potilaiden ja läheisten kokemuksia lääkärien osaamisesta palliatiivisessa hoidossa ja saattohoidossa. Tutkimusaineisto kerätiin sähköisenä kyselynä ja tiedote kyselystä oli Palliatiivisen hoitotyön ja lääketieteen koulutuksen monialaisen ja työelämälähtöisen kehittämisen (EduPal) -hankkeen verkkosivulla. Avoimeen kysymykseen: Mitä mielestäsi jokaisen lääkärin tulee osata palliatiivisesta hoidosta ja saattohoidosta valmistuessaan? vastasi 41 potilasta ja läheistä. Aineisto analysoitiin induktiivisella sisällön analyysilla.  Potilaiden ja läheisten mukaan lääkärit tarvitsevat palliatiivisessa hoidossa ja saattohoidossa kivunhoidon osaamista. Lisäksi he tarvitsevat vuorovaikutusosaamista ja potilaslähtöisen hoidon osaamista. Potilaat ja läheiset arvoivat lääkärin tarvitsevan vahvaa kliinistä osaamista palliatiivisesta hoidosta ja saattohoidosta. Myös lääkäreiden kohtaamisosaamista sekä potilaan ja läheisten tukemisosaamista pidettiin tärkeänä. Lääkärillä tulee olla laaja-alaista osaamista palliatiivisesta hoidosta ja saattohoidosta. Potilaiden ja läheisten kokemusten huomioiminen lääketieteen perusopetuksessa ja täydennyskoulutuksessa vahvistaa ja tukee kliinistä osaamista sekä potilaan hoidon laatua. Lääketieteen koulutukseen tulee lisätä vuorovaikutus- ja kohtaamistaitoja kehittävää opetusta sekä turvata kaikille lääketieteen opiskelijoille osaaminen palliatiivisen hoidon ja saattohoidon perusteista.Abstract Patients’ and closed ones’ experiences on competences required from physicians in palliative care and end-of life care Palliative care is active and holistic care for incurably ill patients and their closed ones. The need for palliative care will increase as the population ages and the amount of long-term illnesses increase. The purpose of the study was to describe the experiences of patients and their closed ones physicians’ competence in palliative care and end-of-life care. The research data was collected as an electronic survey and a newsletter on the website of Developing palliative nursing and medical education-EduPal -project. An open question: What do you think every physician should know about palliative care and end-of-life care when graduating? responded to 41 patients and closed ones. The data was analyzed using inductive content analysis. According to patients and their closed ones, the physicians need competence in pain management in palliative care and end-of-life care. In addition, they need interaction skills and competence in patient-centred care. Patients and closed ones appreciated the physicians need for strong clinical competence in palliative care and end-of-life care. The competence in empathetic meeting of the patient and the competence in supporting of patients and closed ones were also considered important. The physician must have extensive competence in palliative care and end-of-life care. Considering patients’ and closed ones’ experiences in basic and continuing medical education strengthens and supports clinical competence and the quality of patient care. Medical education must be supplemented with a curriculum that develops interaction and communication skills, and all medical students must be provided with knowledge of the basics of palliative care and end-of-life care

Nursing and medical education through multidisciplinary cooperation and working life collaboration

info:eu-repo/semantics/publishedVersio