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Systems Thinking for Studying International Professional Program Participants’ Thoughts 总被引:1,自引:1,他引:0
A. Cendel Karaman 《Systemic Practice and Action Research》2010,23(3):203-220
Studying the experiences of participants in international professional programs requires conceptual frameworks that take into
account the complex systemic nature of the intercultural journeys. This article explores the thoughts of a prospective teacher
related to a field experience abroad. The purpose is to understand the narratives of experience and demonstrate how systems
thinking facilitated a deep study of this case. The focal case is that of a prospective teacher from the US who participates
in a professional program in Ecuador for 2 months. Systems mapping, critical and soft systems criteria, and correspondence
analysis help explore the contexts of the international professional program and the thoughts of the participant. Results
show that the participant developed an awareness of cultural systems which is also reflected in her culturally sensitive practices
after her completion of the program. Both worldviews and social interactions abroad had a significant place in the participant’s
narratives of experience. 相似文献
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Systemic Practice and Action Research - Changes often occur in organizational systems due to the technology, new methods, new understandings and emerging needs. This study examined the reasons,... 相似文献
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A. Cendel Karaman 《Systemic Practice and Action Research》2014,27(5):485-497
This study explores how community service learning experiences are reflected in the cognition of prospective teachers. Initial thoughts related to the experience are analyzed in relation the emerging thoughts throughout and after the experience. The study explored the thoughts of 15 prospective foreign language teachers related to their participation in a community project. The participants tutored students with visual disabilities at a learning center in an urban setting in Turkey. As part of the community-based field experience, participants worked with the learners with visual disabilities over a 16-week period. For this study, multiple reflective narratives of experience were collected from each individual. The goal for the collection and analysis of these narratives was explore the participants’ thinking patterns throughout the project and encourage them to reflect on their experience. The analysis of participants’ discourse relied on analysis of co-occurring lexemes in sample utterances text with descending hierarchical classification and correspondence analysis. The main themes that reflected the thoughts of the participants were related to (a) visions for community service, (b) teaching students with visual disabilities, (c) reflections in action, (d) awareness through interactions with difference, (e) interactions with people during community service, and (f) efforts to contribute to the project site. These themes were discussed in relation to the contribution of community service learning and the emergence of systems thinking among program participants. 相似文献
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