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""不知道你知道什么":探索教育工作者对职业治疗中批判性思维的看法
Jemma Gilfillan1, Laura Irvine-Brown1, Amelia Di Tommaso2
1School of Health Sciences and Social Work, Griffith University, Queensland, Australia.
Scandinavian journal of occupational therapy
|September 20, 2024
概括
职业治疗教育工作者对教学批判性思维有不同的看法,面对模两可和不同的期望. 这影响了学生如何发展实践中必不可少的批判性思维技能.
科学领域:
- 职业治疗教育职业治疗教育
- 卫生专业中的教育学.
背景情况:
- 批判性思维对于职业治疗实践至关重要.
- 了解教育工作者对教学批判性思维的看法目前尚不清楚.
研究的目的:
- 探索职业治疗教师在教学批判性思维方面的看法和经验.
主要方法:
- 社会建设主义框架. 社会建设主义框架.
- 8名参与者参加了在线焦点小组和一个面对面的采访.
- 定性数据的内容分析.
主要成果:
- 在教育工作者对批判性思维的理解和教学方面存在显著的多样性.
- 教育工作者对批判性思维的不同解释.
- 关于教育工作者的角色和学生的准备能力的相互矛盾的期望.
结论:
- 存在一种悖论,即批判性思维受到重视,但教育工作者却面临着模两可和缺乏支持.
- 教育工作者经历了角色模两可,时间限制,以及缺乏正规培训.
- 需要进一步研究各种批判性思维概念化的影响.
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