Improvisation in Teaching and Teacher Education

Maheux, Jean-François; Lajoie, Caroline

doi:10.29173/cmplct11157

Cited by 16 publications

(9 citation statements)

References 7 publications

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“…Presence includes mindful awareness of and engagement with all the elements of classroom life [ 13 ], reflecting in action [ 104 ] to respond adaptively and flexibly to student needs as they emerge through interactions [ 102 , 105 , 106 ]. This ability to improvise [ 107 ] requires the practical wisdom to know when and how to act [ 18 , 39 ], a finely tuned contextual expertise necessarily borne of experience [ 11 , 75 , 108 ].…”

Section: Discussionmentioning

confidence: 99%

Remediation of at-risk medical students: theory in action

2013

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BackgroundPrevious work has shown that a programme that draws on a blend of theories makes a positive difference to outcomes for students who fail and repeat their first semester at medical school. Exploration of student and teacher perspectives revealed that remediation of struggling medical students can be achieved through a cognitive apprenticeship within a small community of inquiry. This community needs expert teachers capable of performing a unique combination of roles (facilitator, nurturing mentor, disciplinarian, diagnostician and role model), with high levels of teaching presence and practical wisdom. Yet, despite participants’ convergent opinions on the elements of effective remediation, significant differences were found between outcomes of students working with experienced and inexperienced teachers. The current study explores the actual practice of teachers on this remediation course, aiming to exemplify elements of our theory of remediation and explore differences between teachers.MethodsSince it is in the classroom context that the interactions that constitute the complex process of remediation emerge, this practice-based research has focused on direct observation of classroom teaching. Nineteen hours of small group sessions were recorded and transcribed. Drawing on ethnography and sociocultural discourse analysis, selected samples of talk-in-context demonstrate how the various elements of remediation play out in practice, highlighting aspects that are most effective, and identifying differences between experienced and novice teachers.ResultsLong-term student outcomes are strongly correlated to teacher experience (r, 0.81). Compared to inexperienced teachers, experienced teachers provide more challenging, disruptive facilitation, and take a dialogic stance that encourages more collaborative group dynamics. They are more expert at diagnosing cognitive errors, provide frequent metacognitive time-outs and make explicit links across the curriculum.ConclusionsRemediation is effective in small groups where dialogue is used for collaborative knowledge construction and social regulation. This requires facilitation by experienced teachers who attend to details of both content and process, and use timely interventions to foster curiosity and the will to learn. These teachers should actively challenge students’ language use, logical inconsistencies and uncertainties, problematize their assumptions, and provide a metacognitive regulatory voice that can generate attitudinal shifts and nurture the development of independent critical thinkers.

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Section: Discussionmentioning

confidence: 99%

Remediation of at-risk medical students: theory in action

2013

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“…Just as medical improv may increase genetic counseling students' comfort in new environments, new genetic counseling supervisors may benefit from similar training to improve their supervision skills. In other educational fields, the potential for improv to help educators adapt messages to individual students and situations has been proposed (Maheux & Lajoie, 2011).…”

Section: Practice and Educational Implicationsmentioning

confidence: 99%

Exploring a brief medical improvisational performing arts intervention for genetic counseling graduate students

Scherr

Fenter

et al. 2022

Journal of Genetic Counseling

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Psychosocial counseling is the foundation of genetic counseling. Genetic counseling students are required to receive in‐depth training on psychosocial counseling techniques. In other medical disciplines, “medical improv,” an educational method derived from improvisational theatre, has been used to allow trainees to practice clinical skills without also having to focus on medical knowledge they've not yet mastered. The present study aims to investigate the acceptability of medical improv as an educational tool for genetic counseling students. Fourteen genetic counseling students and new genetic counselors completed a 2‐hr medical improv workshop and participated in follow‐up interviews to discuss the workshop. Participants’ responses to the intervention were positive, with 92.9% of participants responding that they would recommend medical improv training to other genetic counseling students. Participants described the medical improv workshop as helping build psychosocial skills in a safe environment, which may facilitate the use of more advanced counseling skills in clinical situations. By training students to practice psychosocial skills and building students’ confidence, medical improv may help genetic counseling students and genetic counselors be more effective in challenging clinical situations, and to feel more comfortable in experimenting with new ideas and psychosocial techniques in their clinical practice.

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“…Nous ne reviendrons pas ici sur les dispositifs présentés dans la revue de littérature proposée par Azéma (2015), qui consistent par exemple : a) en la participation des étudiants ou stagiaires à des ateliers d'improvisation théâtrale (Archieri, 2013 ;Lobman, 2011 ;Pelletier & Jutras, 2008 ;Shem-Tov, 2011), b) en la mise en place de situations d'analyse de pratique sur la base de vidéos de classe (Leblanc, 2012 ; Weisemes & Wang, 2010) ou d'autres, engageant réflexion sur l'action et prise de conscience (Perrenoud, 1994(Perrenoud, , 2001a(Perrenoud, , 2001, c) ou encore de situationsoriginales de formation en didactique (Maheux & Lajoie, 2010 ;Towers & Martin, 2009), ou d) ou d'autres encore, s'apparentant à des jam-sessions (Humphreys & Hyland, 2002). Nous souhaiterions, sur la base de nos résultats, discuter et/ou mettre en valeur certains facteurs dont il nous semble qu'ils pourraient contribuer à l'émergence et au développement du pouvoir de l'activitéimprovisation.…”

Section: Accompagner Le Déploiement Du Potentiel De L'activité-improvunclassified

Improvisation et travail ordinaire des enseignants entrant dans le métier. Quelle activité ? Quels enjeux ?

Azéma¹

2019

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Improvisation in Teaching and Teacher Education

Cited by 16 publications

References 7 publications

Remediation of at-risk medical students: theory in action

Remediation of at-risk medical students: theory in action

Exploring a brief medical improvisational performing arts intervention for genetic counseling graduate students

Improvisation et travail ordinaire des enseignants entrant dans le métier. Quelle activité ? Quels enjeux ?

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