A pedagogical model for integrative training in conservation and sustainability

Welch‐Devine, Meredith; Hardy, Dean; Brosius, J. Peter; Heynen, Nik

doi:10.5751/es-06197-190210

Cited by 27 publications

(12 citation statements)

References 30 publications

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“…The study was consistent with scientific research (Koehler, Mishra, & Cain, 2013;Ross & Millot, 2016;Welch-Devine et al, 2014). The scholars stated that in modern conditions the content of the university component of the curriculum is actualized on the basis of professional applied approach to stimulate students' mastery of the system of competencies, taking into account the specifics and variability of professional activities of future specialists, current and future market needs.…”

Section: Discussionsupporting

confidence: 85%

Psychological and Pedagogical Aspects of the Development of Integrative Readiness of Future Specialists for Professional Activity

Predyk

Shevchuk

Falynska

et al. 2020

Journal of Education and e-Learning Research

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The need to develop an integrative readiness of future specialists is a relevant scientific problem. The reasons for this could be based on the fact that that the specialists-to-be were expected to be involved in the fierce competition for vacancies and areas of activity, have modern information and communication tools, i.e. have an integrative readiness for professional activity. Institutions do not, however, have a single integration (interdisciplinary) framework for training, do not provide a comprehensive educational information, technical tools, strategies and technologies of education, reasoned psychological and pedagogical conditions. According to the author, the integrative readiness of future specialists for professional activity is a system-personality formation that reflects the unity of theoretical and managerial training and practical ability of students to comprehensively apply regulatory, socioeconomic , psychological and pedagogical methods and technologies for solving different problems. This readiness reflects the unity of the motivational inclination of future specialists to professional activity and knowledge of practical technologies for solving a wide range of professional problems in personal and business interactions. The research methodology is based on the concept of key competence, which provides systematization, classification of significant problems, development of a matrix of significant problems, and determination of overall strategy, management technology of professional training development process. Students and teachers can use research materials can be used by in educational and practical activities; developers of content, organizational forms and methods of professional training to improve the practical component of curricula and standards of their development.

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Section: Discussionsupporting

confidence: 85%

Psychological and Pedagogical Aspects of the Development of Integrative Readiness of Future Specialists for Professional Activity

Predyk

Shevchuk

Falynska

et al. 2020

Journal of Education and e-Learning Research

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“…Ergo, before interdisciplinary groups can produce integrated scholarship and educational experiences for others, those collaborators must first plan out their own pedagogical process: teaching and learning from one another. Guidelines for success emerging from interdisciplinary programs (e.g., Derrick, Falk-Krzesinski, & Roberts, 2012;Gilkey & Earp, 2006;Graybill et al, 2006;Welch-Devine, Hardy, Brosius, & Heynen 2014) consistently reflect the aforementioned interdisciplinary learning pitfalls: unexpected difficulty of explaining fundamental reasons behind their own practices, listening openly, and asking for clarification on basic issues when collaborating outside their realms of expertise. Methods for supporting such socio-technical integration within diverse groups commonly center around the elements of observation, dialog, and inquiry among participants (Fisher et al, 2015).…”

Section: Interdisciplinarity Magnifies the Difficulty Of Academic Collaborationmentioning

confidence: 99%

The Familiarity Trap: Collaborative Research and Teaching Lessons from 6 Interdisciplinary Projects

Kuntzman¹,

Hegarty²,

Genetti³

et al. 2021

Preprint

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Interdisciplinary projects can be surprisingly challenging for experienced academic collaborators socially, intellectually, and practically. Within disciplines, common sets of philosophical assumptions, practical knowledge-bases, and professional goals can help groups to wrestle though interpersonal differences in attitudes, ideas, priorities and work habits that each participant brings to the table. However, in projects that span disciplines, even those basic commonalities cannot be relied on as members coordinate their plans, integrate their approaches, and disseminate their findings. By creating an intensive one-year model for interdisciplinary research-into-teaching projects, UCSB's Crossroads program has been able to compare reported experiences from six groups progressing though common phases of interdisciplinary collaborations and the predictable challenges that arise during such work. Many of the groups' reported needs for dedicated planning and preparation may sound obvious or tedious to academics who have not experienced the unique demands of interdisciplinary research and teaching. That is the “familiarity trap” highlighted here: those communication and coordination pitfalls most likely to sneak up on diverse groups of experts, confident in their own fields, working under pressure.

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“… Increase learning opportunities: Recognizing many educational and training opportunities already exist, the ES community should evaluate potential areas of need and draw from other fields to guide future development of interdisciplinary courses, programs, and standards (Gustafsson, 2018;Welch-Devine et al, 2014). For instance, developing introductory-level modules for all ages-elementary through university-could introduce a wider range of students to the science and practice of ES.…”

Section: Commentarymentioning

confidence: 99%