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Student Relationship (student + relationship)
Selected AbstractsThe Nature of the Gift: Accountability and the Professor-Student RelationshipEDUCATIONAL PHILOSOPHY AND THEORY, Issue 6 2007Ana M. Martínez-Alemán Abstract In this paper I introduce the theory of gift giving as a possible means to reconcile the contradictions inherent in accountability measures of ,faculty productivity' in the American university. In this paper I sketch the theory of gift economies to show how, given the historical ideals that characterize the faculty-student relationship, a theory of gift giving could help us better judge the labor of the faculty. I suggest that it is the relational character of teaching that frustrates accountability measures and that perhaps if viewed as a gift economy,and in particular an economy with ,reproductive' ends,we could better grasp the effectiveness of these relationships. [source] Knowledge is a Dangerous Thing: Authority Relations, Ideological Conservatism, and Creativity in Confucian-Heritage CulturesJOURNAL FOR THE THEORY OF SOCIAL BEHAVIOUR, Issue 1 2008DAVID YAU FAI HO ABSTRACT Throughout history, the generation, exercise, and dissemination of knowledge are fraught with dangers, the root causes of which are traceable to the definition of authority relations. The authors compare Greek myths and Chinese legends, setting the stage for a metarelational analysis of authority relations between teacher and students and between scholar-teachers and political rulers in Confucian-heritage cultures. These two relations are rooted in ideological conservatism. They are related in a higher-order relation or metarelation: Political control and the definition of the teacher-student relationship reinforce each other in consolidating authoritarian values. Thus, ideological conservatism shapes educational philosophy and socialization. It conflicts with present demands for creativity in the service of knowledge-based economies. Hence, a major issue in cultural change to be addressed concerns the dilemma between maintaining authoritarian control and enhancing creativity. [source] ,Can you take a student this morning?' Maximising effective teaching by practice nursesMEDICAL EDUCATION, Issue 5 2009Pat Smith Objectives, Little is known about the contribution nurses make to medical student learning. This study set out to explore the nature of practice nurse teaching during the general practice clerkship and to investigate ways in which the teacher and learner (the practice nurse and the medical student) can be best supported to maximise learning. Methods, Mixed focus groups were conducted with general practitioner educational supervisors and practice nurses. Further focus groups were conducted with students on completion of clerkships. Results, There is wide variation in the delivery, organisation and expectations of practice nurse teaching. Although there is some evidence of a passive learning experience, the learning dynamic and the student,nurse relationship are regarded highly. Conclusions, Time spent with practice nurses is an important part of the clerkship in general practice. The nature of the practice nurse,medical student relationship differs from that of the educational supervisor,medical student relationship and can be built upon to maximise learning during the clerkship. The experience for the practice nurse, medical student and supervisor can be enhanced through formal preparation for delivering teaching. [source] Professional identity as a resource for talk: exploring the mentor,student relationshipNURSING INQUIRY, Issue 4 2008Pam Shakespeare This paper discusses a study examining how mentors in nurse education make professional judgments about the clinical competence of their pre-registration nursing students. Interviews were undertaken with nine UK students and 15 mentors, using critical incidents in practice settings as a focus. The study was undertaken for the English National Practice-Based Professional Learning Centre for Excellence in Teaching and Learning. This paper reports on the conversation analytic thread of the work. The mentor role with pre-registration nursing students is not only supportive but involves formal assessment. Central to the relationship is communication. In professional education, communication is seen as a skill to be applied and assessed in practice settings but is also the medium mentors and mentees use to talk about the relationship. Analysis of excerpts of conversation in the interviews shows that episodes of communication are used as topics of conversation to establish professional identity. It also reveals that judgments about the extent of professional capacity of both students and mentors are grounded in everyday behaviours (for example, enthusiasm, indifference and confidence) as well as professional competence. In addition to focusing on clinical issues, mentors can and do use mundane communication as a resource for judgments about competence. [source] | ||||||||||