Learning Professionalism on the Touch-Line: Pedagogical Challenges and Recommendations

Autor/inn/en	Johnson, Colin; Hammond, Lucy
Titel	Learning Professionalism on the Touch-Line: Pedagogical Challenges and Recommendations
Quelle	In: Athletic Training Education Journal, 13 (2018) 3, S.290-298 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
DOI	10.4085/13032910
Schlagwörter	Professionalism; Team Sports; Foreign Countries; Faculty Development; Athletics; Therapy; Professional Identity; Hidden Curriculum; Role Models; Reflection; Teaching Models; Allied Health Personnel; United Kingdom + Suchen Sie Ihr Suchwort? Professionalität; Mannschaftssport; Ausland; Leichtathletik; Therapie; Heimlicher Lehrplan; Identifikationsfigur; Lehrmodell; Großbritannien
Abstract	Context: Professionalism education is essential for the professional development and workplace readiness of allied health care students across the globe, but it presents a pedagogical challenge for educators. Students' understanding of professionalism varies at different educational stages and across different disciplines. Objective: To conceptualize professionalism education, with a particular focus on the sports environment, and to apply pedagogical frameworks to professionalism education in this field. Background: Traditional approaches to teaching professionalism have focused on role models; however, poor role modeling and the ''hidden curriculum'' present a threat to student professional development. Specific challenges to learning professionalism become apparent in the sports environment where students are exposed to cultures and practices that may be discordant with what is taught in the classroom. Synthesis: The idea of threshold concepts provides a useful pedagogical framework for conceptualizing the challenge of learning professionalism for students and can help to uncover the hidden curriculum. The evolving professional curriculum provides a framework for student professional development, focusing on developing students as reflective practitioners, skilled communicators, and collaborative team members. Students need to learn the skill of reflective practice, which can be facilitated through structured reflective models, reflective journal writing, and critical reflective group discussions. Creating opportunities for authentic reflection and discussion can facilitate students linking theory to real-world practice and help to make sense of their experiences. Recommendation(s) and Conclusion(s): Pragmatic recommendations for curriculum planning, teaching, and learning activities; stakeholder engagement; and research are proposed to develop professionalism education in the sports environment and to mitigate some risks presented by the hidden curriculum. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01