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From Sign Language to Spoken Language? A New Discourse of Language Development in Deaf Children

. (2017). Discourses of prejudice in the professions: the case of sign languages. Journal of Medical Ethics , 43 (9), 1–5. Jackendoff, R. (1999). Possible stages in the evolution of the language capacity. Trends in Cognitive Sciences , 3 (7), 272–279. Johnson, R., Liddell, S., & Erting, C. (1989). Unlocking the Curriculum Principles for Achieving Access in Deaf Education . Washington, DC: Gallaudet University, Gallaudet Research Institute. Kegl, J. (1994). The Nicaraguan Sign Language project: An overview. Signpost , 7 , 24–31. Kegl, J

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The Role of Feedback in Developing Reflective Competence

Abstract

The role of feedback is unquestionably crucial in a teachers’ profession. In our context of teacher education giving effective feedback is also an essential skill and tool of pedagogical evaluation for developmental purposes when educating university students and future teachers. Effective feedback fosters development, gives guidance, opens windows and new opportunities. In addition, the descriptive nature of feedback has a lot more potentials and positive effect on the teacher-student relationship than traditional assessment. In addition, giving and receiving feedback can be considered the starting point of reflection. Only by having looked into ‘the mirror’ first can one face reality, review and analyse an experience and learn from it. As a result, teaching effective feedback skills through experiential learning is a very important element in reflective teacher education. Taking all the above into consideration, a lot of emphasis is put on teaching effective feedback skills at our Centre for Teacher Education of Károli Gáspár University. Moreover, we aim at changing our students’ perspectives in assessment practice through creating a more positive feedback culture. Giving and receiving feedback effectively can only be learnt by practice and reflecting on the experience. The ultimate aim is to develop our trainees’ reflective competence which serves as a basis for their continuous professional development. Our paper first aims at interpreting feedback from a pedagogical point of view and presenting our best practice in the context of developing trainees’ reflective competence. We shall also give details of everyday practice: how it is incorporated into the pedagogy, psychology and methodology seminars in preservice training. Finally, we shall discuss how and why developing feedback skills is also incorporated into our programme of school placement and mentor training.

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Can the Facilitated Communication Method Support Autistic People, According to Facilitators' Opinions?

communication]. Puheterapeutti [ Speech Therapist ], 1, 4-8. Levine, K., Shane, H. & Wharton, R. (1994). What If…: A plea to professionals to consider the risk ratio of facilitated communication. Mental Retardation , 32 (4), 300-304. Lincoln, Y. & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. Lindqvist, M. (1985). Ammattina ihminen [ To be a human being as a profession ]. Helsinki: Otava. Marcus, E., Shevin, M. (1997). Sorting it out under fire: Our

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Coping styles and empathy in professional burnout: A study of physical therapists

[Helping is knowledge and art. Introduction to the theory and practice of helping] In: W. Szewczyk (Eds.). Jak sobie z tym poradzić? [How to deal with it?] (pp.27‒35). Tarnów: Biblos. Okła W. & Steuden S. (1998). Psychologiczne aspekty zespołu wypalenia. [Psychological aspects of the burnout syndrome] Roczniki Psychologiczne , 1, 119‒130. Okła W. & Steuden, S. (1999). Strukturalne i dynamiczne aspekty zespołu wypalenia w zawodach wspierających. [Structural and dynamic aspects of professional burnout in the helping professions] Roczniki Psychologiczne , 2

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Family Life in Adolescence
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Spirituality and the negative and positive effects of traumatic experiences in a group of emergency service workers

−33. McIntosh, D.N., Poulin, M.J., Silver, R.C. & Holman D.A. (2011). The distinct roles of spirituality and religiosity in physical and mental health after collective trauma: a national longitudinal study in responses to the 9/11 attacks. Journal of Behavioral Medicine, 34(6), 497−507. Ogińska-Bulik, N. (2006). Stres w zawodach usług społecznych. Źródła. Konsekwencje. Zapobieganie. [Stress in social service professions. Sources. Consequences. Prevention]. Warszawa: Difin. Ogińska-Bulik, N. (2012). Kiedy łzy zamieniają się w perły - czyli o

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The role of personal resources in the relationship between job stressors and emotional exhaustion

, & Rial-Gonzales, E. (2000). Research on work-related stress. Luxembourgh: European Agency for Safety and Health Work. De Jonge, J., & Dormann, C. (2003). The DISC model: demand-induced strain compensation mechanisms in job stress. In: M. F. Dollard, H. R. Winefield, & A. H. Winefield (eds.), Occupational stress in the service professions (pp. 43‒74). London: Taylor and Francis. De Jonge, J., & Kompier, M. A. J. (1997). A critical examination of the demand–control–support model from a work psychological perspective. International Journal of Stress

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Obstacles to Personal Creativity Among Arab Women from the Gulf Cooperation Council Countries

in diverse creative women. Creativity Research Journal, 14, 305-316. Rickards, T., & Jones, L. J. (1991). Toward the identification of situational barriers to creative behaviors: The development of a self report inventory. Creativity Research Journal, 4, 303-316. Rosenberry, K. (2005). Organizational barriers to creativity in law schools and the legal profession. California Western Law Review, 41(2), 423-457. Runco, M.A., Cramond, B., & Pagnani, A. R. (2010). Sex differences in creative potential and creative

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Creative Personality Profile in Social Sciences: The Leading Role of Autonomy

-303. Jalan, A. & Kleiner, B. H. (1995). New developments in developing creativity. Journal of Managerial Psychology, 10, 20-30. Jellen, H. G. & Bugingo, E. (1989). Assessing creative problem solving potential in engineering students: The application of the Test for Creative Thinking - Drawing Production to pentathlon participants. Journal of Studies in Technical Careers, 11, 223-235. Kirsch, C., Houssemand, C. & Lubart, T. (2014, March). Creativity in Different Professions: The Role of an Autonomous Working Style. Paper presented at the

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