Author: Clinton, Janet, Anderson, Melody, McLean Davies, Larissa, Smyth, Kerry, Dawson, Georgia, Angelico, Teresa
Type of paper: Abstract refereed
This presentation reports on a case study that has tracked a group of education Interns who are undertaking an employment-based model of teacher education which combines academic study for a Masters level degree with part-time employment in secondary schools. This pathway combines intensive face-to-face study followed by greater elements of professional experience with enriched mentoring and additional support for interns. Open-text questionnaires were administered to the intern cohort at three points in time during the first year of their course of study and teaching to elicit interns’ broad conceptualisations of clinical judgment and to identify what knowledge, skills and understandings informed their practice.Developing the ability to make and act on evidence-informed clinical judgments is central to effective teaching. Clinical judgment develops through practice, experience, knowledge and continuous critical analysis (Kienle & Kiene 2011). It requires a suite of cognitive functions to develop essential skills and knowledge (Phaneuf 2008) as well as the use of clinical reasoning including decision making and critical thinking (Lasater 2007).Findings of the study show that interns’ responses indicate a strong acknowledgment of the centrality of a student centred approach. Interns’ responses indicated awareness of the importance of identifying a range of approaches to target identified learning need as well as recognition that pedagogic interventions need to be supported by latest research evidence and the theoretical literature. However comparatively limited mention was made in intern responses of evidence of impact of their own practice.