Engagement in learning: Innovative teaching for midwifery students in a workshop on sexual violence
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| Název: | Engagement in learning: Innovative teaching for midwifery students in a workshop on sexual violence |
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| Autoři: | Christianson, Monica, Lindqvist, Maria |
| Zdroj: | Teaching and Learning in Nursing. 20(4):e1281-e1285 |
| Témata: | Academic literacies, Gender perspective, ICAP, Innovation in midwifery teaching and learning, Midwifery education Scaffolding, Sexual violence |
| Popis: | Background: The pedagogical framework used consists of four types of engagement: Interactive, Constructive, Active, and Passive (ICAP). ICAP may boost students’ learning and participation in constructing knowledge.Innovations: To illustrate the application of the ICAP framework in teaching students about sexual violence, we selected a relevant case study on sexual violence and demonstrated how a teaching session was guided by ICAP.Implications: We present a workshop about rape, "The Grey Zone." The workshop consisted of students attending a lecture, reading an article, underlining significant sentences, and writing a summary of the article. The teacher scaffolded students’ understanding of gender theories based on patriarchy and concepts of agency. In a group session, students compared their summaries and created one descriptor of these summaries, which were further discussed in the classroom.Conclusion: The ICAP taxonomy is innovative and focuses on interaction with students. The highest level of engagement—the interactive mode—can be reached when the students in a dynamic co-interaction group session expand on each other’s knowledge and knowledge production, increasing student motivation, learning, and empowerment. |
| Popis souboru: | electronic |
| Přístupová URL adresa: | https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-239415 https://doi.org/10.1016/j.teln.2025.04.004 |
| Databáze: | SwePub |
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Nájsť tento článok vo Web of Science | Abstrakt: | Background: The pedagogical framework used consists of four types of engagement: Interactive, Constructive, Active, and Passive (ICAP). ICAP may boost students’ learning and participation in constructing knowledge.Innovations: To illustrate the application of the ICAP framework in teaching students about sexual violence, we selected a relevant case study on sexual violence and demonstrated how a teaching session was guided by ICAP.Implications: We present a workshop about rape, "The Grey Zone." The workshop consisted of students attending a lecture, reading an article, underlining significant sentences, and writing a summary of the article. The teacher scaffolded students’ understanding of gender theories based on patriarchy and concepts of agency. In a group session, students compared their summaries and created one descriptor of these summaries, which were further discussed in the classroom.Conclusion: The ICAP taxonomy is innovative and focuses on interaction with students. The highest level of engagement—the interactive mode—can be reached when the students in a dynamic co-interaction group session expand on each other’s knowledge and knowledge production, increasing student motivation, learning, and empowerment. |
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| ISSN: | 15573087 15572013 |
| DOI: | 10.1016/j.teln.2025.04.004 |