Metaleaming: PGCE students learning about learning

As students, trainee teachers are required to reflect upon and take ownership of their own learning, but because of their future position as teachers, they also have to understand the learning of others. Trainee teachers have many ideas about teaching, but unless they have previous experience in the field, it is likely that their main understanding of what constitutes teaching and learning will be from their experiences of themselves as students. Many trainee teachers follow an uninterrupted route from school to university and then straight onto a PGCE course and will throughout their time in education have been experiencing teaching only from one direction 一 that of a student. During this time, many will develop ideas about what teachers actually do, but since a lot of what teachers do is preparation outside of the classroom, can students really get a balanced idea of the working life of a teacher? Trainee teachers, and indeed all postgraduate students need to reflect on their own learning in order to maximise their ability to assimilate and understand new information. This is the idea behind the concept of metalearning. Metalearning is a comparatively new phrase and as such, its meaning is still evolving. Originally defined by John Biggs (1985) as a process of being aware, and taking control, of one's own learning, it has subsequently been revisited and redefined. Some authors equate the concept with a practical form of metacognition, others with ideas involving reflective practice whilst others consider the phrase to mean "learning about learning" (Jackson, 2004). In the text which follows, the word is taken to mean "learning about learning" which could, in many cases be shown to subsume both the metacognitive and reflective theories. In any case, it is a very apt description of the principal role of trainee teachers. This longitudinal study tracks a group of trainee teachers following a PGCE course in order to observe their development and understanding of learning, both their own and that of their pupils and also to gain some insights into the experience of being a PGCE student in the 21 St Century

Editorial: Concern for World Orthopaedics

No Abstract

Editorial

No Abstract

Everything in Moderation? A Review of the Organisational Success of Individuals with Personality Dysfunction

Possession of psychopathic, narcissistic and Machiavellian traits is related to attraction to organisations and job roles that provide opportunities for rewards, autonomy and stimulation. Such individuals are likely to appear as good candidates and therefore be selected. Different perspectives on performance reveal different relationships todysfunctional traits. Some aspects of performance (e.g. sales) appear to be aided by dysfunctional traits whilst others are hampered (e.g. contextual performance). Organisational structure also appears to impact upon the success of those with dysfunctional traits. These traits appear to be associated with a rise to leadership positions, but inbuilt character weaknesses are likely to become salient and may lead to career derailment

Editorial

No Abstrac

THE EFFECTS OF ELASTIC GROIN WRAPPING ON THE KINEMATICS OF ICE SKATING

Groin injuries are among the most common injuries seen in ice hockey, accounting for as many as 10-12% of total injuries sustained (Anderson & Strickland, 2001; Emery & Meeuwisse, 2001). The return to competition from a groin injury depends on the perceived pain, muscular strength and the ability of the athlete to skate. The application of an elastic groin wrap may allow the athlete to return to play at a quicker rate by limiting the player's range of motion (ROM) and thus preventing further damage. However, limiting a player's ROM may affect the skating abilities. The purpose of this study is to investigate the effects of elastic groin wraps on active hip ROM and the kinematics of ice skating. METHODS: Eighteen female NCAA Division 1 ice hockey players volunteered for this study. On two separate days, the subjects were tested on ice performing a 15.20m full-speed test, a 6.10m acceleration test, and the Gilling agility test (Gilling, 2001). Nine subjects were randomly chosen to wear elastic groin wraps during the first on ice testing day, the remaining 9 subjects wore the elastic groin wrap on the second testing day. The times to complete each test were recorded using an electric timing system. During the full speed test the subjects were video-recorded from the side and the back to obtain stride length, stride width, stride frequency, push-off distance and push-off width. Off ice, the subjects were video-taped while performing active ROM tests for hip abduction, extension, and flexion, with and without elasJic groin wraps applied. The Peak Motus System was used to determine the listed variables from the video recordings of the on-and off-ice testing. Paired samples t-tests were used to check for significant differences between the groin wrap and no groin wrap testing conditions