在加拿大教学和评估职业视角:一个描述性的定性研究
概括
加拿大职业治疗教育工作者使用动态,社区和批判的方法教授和评估学生的职业观点. 这种以过程为导向的教学需要创新的评估策略来捕捉其复杂的性质.
科学领域:
- 职业治疗教育 职业治疗教育
- 教学和课程开发教学和课程开发
- 职业身份的形成 职业身份的形成
背景情况:
- 职业是职业治疗 (OT) 实践的核心.
- 在OT教育中教学和评估职业视角需要特定背景的理解.
- 加拿大OT教育背景呈现出独特的能力,认证标准和概念模型.
研究的目的:
- 探索加拿大职业治疗教育工作者如何教学生职业观点.
- 调查教育工作者用来评估学生职业前景的方法.
- 了解在加拿大入门级的OT士课程中教学专业专注实践的细微差别.
主要方法:
- 具有解释性方法的描述性定性设计.
- 与来自加拿大入门级OT课程的12名教育工作者进行半结构化采访.
- 用于数据解释的反思性主题分析.
主要成果:
- 五个主要主题出现了:职业视角作为教学,将其视为一个过程,教育工作者社区,批判性思维和评估中的挑战.
- 教师认为职业发展视角是一个持续的过程,而不是一个静态的结果.
- 职业前景的评估被教育工作者认为是复杂和具有挑战性的.
结论:
- 职业视角是复杂的,动态的,并且取决于背景.
- 有效的教学和评估需要批判性的,反思性的,共同的和创新的教学方法.
- 未来的OT教育应该整合这些多方面的战略,以培养学生的强有力的职业前景.
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