Take a look at the possible scholars and/or concepts/topics. Then, choose either a scholar or a topic/concept and begin to explore them/it. You might find a quote or an article that piques your interest. In your blog post, practice creating a summary of what you have found. Then, finish up your blog post by outlining some next steps and possible directions for your first assignment. For reference: You should spend about two paragraphs summarizing what you’ve discovered, and one short paragraph outlining your next steps.
Throughout the article that I chose, behaviors observed by students have a much higher impact than suggestions for behavior made in the classroom. While these authors emphasize the benefit of patient and colleague modeling of professional interactions, they occasionally fail to recognize the value of the ideals inherent in the profession of a professional educator. Prioritizing professionalism in medical training and professional practice. Many of these recommendations are predicated on the idea that medical professionals “grow” or “reform” their view of professionalism during their education and that different qualities can be taught, modeled, and institutionalized. Professional development is active, staged, and impacted by nurture. Those who agree with this developmental viewpoint favor a medical education curriculum that teaches professionalism across the board. They occasionally haven’t done a good enough job of recognising how important the principles that professional educators uphold are. The professionalism of teachers is a key issue in education reform, according to a 1992 report by the US Department of Education. In the past, elementary and secondary teachers have been the main focus of the professionalization drive in education. These professional standards are rarely written with teacher educators in medical school or college programmes in mind. The professionalism of all instructors is a crucial objective, nevertheless. Common ideas and actions related to the idea of professionalism in education include the assumption that members of a profession employ common standards of practise when applying their knowledge on behalf of clients and that they share a common body of knowledge.
Professionals also aim to improve their practises and increase responsibility. Few medical practitioners have received formal training in the information, skills, and attitudes necessary for teaching excellence, even if they all adhere to the same norms of medical practise while using their medical knowledge. Few would contest that the majority of instructors lack the rigorous training and socialising necessary to function as educators. The professionalization of medical educators as teachers is a process that must get attention since it often mirrors and intersects the values and behaviours of medical practice. Excitement for their profession, “pure” concern for students, the ability to make mistakes and accept them, responsibility to students, educational institutions, and society, a commitment to lifelong learning, and a dedication to improving clinical and educational skills are all desirable traits. Faculty frequently enter medical teaching having the knowledge and experience that determines what their students should know, but they frequently lack the knowledge of how to impart that knowledge, skill, or set of attitudes to their students. They frequently get experience in the “practise” of teaching by making mistakes while working with their pupils, who are frequently their finest teachers. Students closely study what faculty members do and act like in academic health centres, but they also actively take in what faculty members believe, say, and do in their daily contacts with students.
I think for my paper I am going to focus on the hidden curriculum. In the article I choose to focus my main objectives on is based on the effects of having a very old timey focused classroom settings compared to incorporating more relationship based classrooms. I am going to try and find more on effects on elementary students.
Anita Duhl Glicken & Gerald B. Merenstein (2007) Addressing the hidden
curriculum: Understanding educator professionalism, Medical Teacher
Hi Kelsey!
I thought your blog was very well written! I liked how you talked about the issues of professionalism and how you stressed the need for these issues to be recognized!
While reading I wondered what it means to be considered a professional educator, and all educators aren’t considered as such.
I agree that classroom settings have a major effect on students learning and that building a more relationship-focused classroom will improve the education system.