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T2 (Teaching & Thinking)-in-Action Skills of Highly Rated Medical Teachers: How Do We Help Faculty Attain That Expertise?
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Bing-You, Robert G.; Blondeau, Whitney; Dreher, George K.; Irby, David M. – Innovations in Education and Teaching International, 2017
Prior to developing faculty development programmes to improve reflection-in-action abilities while teaching, we sought to elaborate how T2 (teaching & thinking)-in-action is perceived by teachers using the theoretical framework of metacognition. We interviewed seven highly rated clinical teachers. Qualitative analysis techniques were used to…
Descriptors: Expertise, Medical Education, Medical School Faculty, Faculty Development
Career Education - Needs Assessment. State of Maine. Report of Findings.
Zaner, John A. – 1978
To provide a basis for implementing the objectives of the Maine State Plan for Career Education, a study was conducted to determine Maine's teacher-perceived career education needs. The basic method used was a mailed questionnaire (appended) designed to assess public school teachers in terms of (1) their knowledge of career education; (2) their…
Descriptors: Career Education, Elementary Secondary Education, Needs Assessment, Questionnaires
The Specific Competencies of Bachelor Level Community Health Educators as Perceived by Maine Practicing Health Educators.
Sutherland, Mary – 1977
The importance of specific competencies and knowledge areas needed by bachelor level community health educators was examined through a survey of 67 practicing health educators in Maine who were members of public health educator associations. Respondents ranked 99 competencies in order of their perceived importance to professional practice. Results…
Descriptors: Allied Health Occupations Education, Community Health Services, Community Information Services, Education Work Relationship