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Volume 13, Issue 39 (2021)
JMED 2021, 13(39): 23-34 |
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Ramazanzade K, Ayati M, Abedi F, shokohifard H. Elaborating on the Pedagogical Knowledge Achievement in a Clinical training: A Grounded Study. JMED 2021; 13 (39) :23-34
URL: http://edujournal.zums.ac.ir/article-1-1317-en.html
URL: http://edujournal.zums.ac.ir/article-1-1317-en.html
1- Department of Education, Faculty of Education and Psychology, University of Birjand, Birjand, Iran
2- Department of Education, Faculty of Education and Psychology, University of Birjand, Birjand, Iran ,Mayati@birjand.ac.ir
3- Infectious Diseases Research Center, Birjand University of Medical Sciences, Birjand, Iran
2- Department of Education, Faculty of Education and Psychology, University of Birjand, Birjand, Iran ,
3- Infectious Diseases Research Center, Birjand University of Medical Sciences, Birjand, Iran
Abstract: (6053 Views)
Background and purpose: aside from professional and subjective knowledge effective education requires pedagogical knowledge, which educators need to acquire. The present study aims to explain the ways to achieve pedagogical knowledge by clinical educators in the field of medicine.
Method: in the present qualitative study–grounded theory– 27 clinical instructors of Birjand University of Medical Sciences, with enough experience or knowledge were interviewed (semi-structured interview). Based on Corbin and Strauss’s analytical approach (2008), along with data collection to reach theoretical saturation and grounded theory, constant data comparison was done. Finally, in order to ensure authenticity and consistency of the study Lincoln and Guba’s criteria were used.
Findings: The final findings of the research include category: contexts for acquiring and identifying pedagogical knowledge, knowledge acquisition strategies as a study phenomenon and limiting the acquisition and identification of pedagogical knowledge, and consequently the lack and dispersion of pedagogical knowledge as the most important concern. Acquisition and identification skills of pedagogical knowledge as a causal condition and finally improving the quality and development of education, improving student satisfaction and learning as a result.
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Conclusion: Acquiring teacher knowledge requires the benefit of individual learning strategies and professional development in the organizational, cultural and individual context. However, examining the results of using these strategies in promoting teachers' teacher knowledge is a starting point for future research.
Method: in the present qualitative study–grounded theory– 27 clinical instructors of Birjand University of Medical Sciences, with enough experience or knowledge were interviewed (semi-structured interview). Based on Corbin and Strauss’s analytical approach (2008), along with data collection to reach theoretical saturation and grounded theory, constant data comparison was done. Finally, in order to ensure authenticity and consistency of the study Lincoln and Guba’s criteria were used.
Findings: The final findings of the research include category: contexts for acquiring and identifying pedagogical knowledge, knowledge acquisition strategies as a study phenomenon and limiting the acquisition and identification of pedagogical knowledge, and consequently the lack and dispersion of pedagogical knowledge as the most important concern. Acquisition and identification skills of pedagogical knowledge as a causal condition and finally improving the quality and development of education, improving student satisfaction and learning as a result.
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Conclusion: Acquiring teacher knowledge requires the benefit of individual learning strategies and professional development in the organizational, cultural and individual context. However, examining the results of using these strategies in promoting teachers' teacher knowledge is a starting point for future research.
Article Type : Orginal Research |
Received: 2020/05/6 | Accepted: 2020/11/30 | Published: 2021/01/3
Received: 2020/05/6 | Accepted: 2020/11/30 | Published: 2021/01/3
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