专业间实践中的认识工作和情感:专业间教育课程
Rebecca E Olson1, Alberto Bellocchi2, Louise Cooney3
1School of Social Science, University of Queensland, St Lucia, QLD, 4072, Australia. r.olson@uq.edu.au.
概括
跨专业实践和教育从了解知识如何被评估和案例会议期间的情感氛围中受益. 领导者培养开放的质疑和放松的气候鼓励多样化的贡献.
科学领域:
- 专业间教育 专业间教育
- 情感的社会学 情感的社会学
- 认识认知认识认知
背景情况:
- 越来越多地使用理论来概念化跨专业实践,并为教育提供信息.
- 使用新兴理论分析跨专业环境.
研究的目的:
- 分析辐射瘤病例会议中的知识评估和情感气候.
- 整合认识认知和情绪气候作为处境现象.
主要方法:
- 分析了9个案例会议 (3个会议x3个小组),使用视频数据转录,民族学实地笔记和反射采访.
- 检查知识的目标,理想和评估过程.
- 评估相关的情绪气候.
主要成果:
- 最近,关系或学科专业知识是判断知识要求的关键价值.
- 知识学风格和情感气候在案例会议中各不相同.
- 领导人鼓励提问和放松的气候可能会邀请更多多样化的认识论贡献.
结论:
- 将认识认知和情绪气候作为处境现象结合在一起.
- 为跨专业环境提供经验,概念和潜在的教学进步.
- 强调领导力和情绪气候对知识共享的影响.
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