Autor/Autorin: Osteneck Ursula
PhD and Master of Education (Curriculum Studies) both from the University of Saskatchewan; Bachelor of Vocational/Technical Education from University of Regina and a DACUM Facilitator Certificate from the Canadian Vocational Association. She has wide experience with teaching and curriculum development; currently she is a program head at SIAST.
This study demonstrated the multiple values of reflective educational journals. First, for the post-secondary educator participants involved and secondly, for the educator facilitating the curriculum development project workshop. Additionally, the study demonstrated that reflective educational journalling is a method of learning and a method of assessment. A cohort of twenty Malawian nationals, adult educators, participated in the curriculum workshop held in Lilongwe, Malawi, Africa. The study used deillegalscriptive qualitative research methodology; informational questionnaires and life maps completed during the initial workshop days provided the researcher information about all workshop participants. The value of the journals for the participants and the facilitator were identified. For participants, values included: having a voice; establishing and nurturing collegial relationships; serving as a medium of learning. For the facilitator, values included: learning about the learners; learning which additional teaching strategies would clarify concepts; learning which teaching strategies worked best; learning about social issues associated with teaching/working within a foreign culture.
This study demonstrated the multiple values of reflective educational journals. First, for the post-secondary educator participants involved and secondly, for the educator facilitating the curriculum development project workshop. Additionally, the study demonstrated that reflective educational journalling is a method of learning and a method of assessment. A cohort of twenty Malawian nationals, adult educators, participated in the curriculum workshop held in Lilongwe, Malawi, Africa. The study used deillegalscriptive qualitative research methodology; informational questionnaires and life maps completed during the initial workshop days provided the researcher information about all workshop participants. The value of the journals for the participants and the facilitator were identified. For participants, values included: having a voice; establishing and nurturing collegial relationships; serving as a medium of learning. For the facilitator, values included: learning about the learners; learning which additional teaching strategies would clarify concepts; learning which teaching strategies worked best; learning about social issues associated with teaching/working within a foreign culture.
Über den Autor
Ursula Osteneck, PhD: Studied Curriculum Studies at University of Saskatchewan. Program Head at Saskatchewan Institute of Applied Scienceand Technology, Prince Albert, SK.
Klappentext
This study demonstrated the multiple values of reflective educational journals. First, for the post-secondary educator participants involved and secondly, for the educator facilitating the curriculum development project workshop. Additionally, the study demonstrated that reflective educational journalling is a method of learning and a method of assessment. A cohort of twenty Malawian nationals, adult educators, participated in the curriculum workshop held in Lilongwe, Malawi, Africa. The study used deillegalscriptive qualitative research methodology; informational questionnaires and life maps completed during the initial workshop days provided the researcher information about all workshop participants. The value of the journals for the participants and the facilitator were identified. For participants, values included: having a voice; establishing and nurturing collegial relationships; serving as a medium of learning. For the facilitator, values included: learning about the learners; learning which additional teaching strategies would clarify concepts; learning which teaching strategies worked best; learning about social issues associated with teaching/working within a foreign culture.
