Now showing items 1-10 of 26
Using parent metaphors for learning about the neonatal care experience: an interpretive perspective
Aims and objectives; The study focuses on how metaphors are used to describe and understand the parent’s emotional experience of having a premature baby and in turn, how these have informed creation of storytelling resources ...
Self-Study Research in Europe
Listening to the parent voice to inform person-centred neonatal care.
Family integrated care (FIC), where parents are an integral part of their baby’s care and decision-making can enhance parental involvement and empowerment, contributing to decreased parental separation and stress. It follows ...
Self-study: a developing research approach for professional learning
In this article the authors consider the ‘self-study’ research approach that has been used particularly in teacher education contexts in North America and Australia. They explore the concept of self-study and its use as a ...
Understanding parents’ emotional experiences for neonatal education: A narrative, interpretive approach
Aims and objectives: To explore the emotional experiences of parents who have had premature babies to inform and educate neonatal nurses and health professionals in this field. Background: Parents find the neonatal unit a ...
Is teaching systemically frail in universities and if so what can we do about it?
This article explores the idea of ‘pedagogic frailty’ in relation to teaching systems in higher education. Using a model developed by Kinchin (2015) it explores four interconnected concepts: regulative discourse around ...
Core Story Creation: Analysing narratives to construct stories for learning
Abstract Background; Educational research uses narrative inquiry as an approach to gain and interpret people’s experiences. An integral component of this research approach is narrative analysis to organise and make sense ...
‘Find the Gap’: can a multidisciplinary group of university teachers influence learning and teaching practice?
This paper describes and analyses a year’s project undertaken by a small, multidisciplinary group of academic staff in a UK post -1992 university. The purpose of the group was to: take a scholarly and inquiring approach ...
Continuing development as a teacher - a China-UK example
In September 2016 14 award winning university teachers from Shanghai arrived in the UK to take part in a four month programme at the University of Hertfordshire designed to enhance their educational practice. In this ...
Using action, reflection and modelling (ARM) in Malaysian primary schools: connecting 'the ARM theory' with student teachers' reported practice
This article presents Malaysian student teachers' reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support ...