Hoe verhoudt zich inclusief onderwijs, waarbij we alle kinderen zonder uitzondering, een plekje toebedelen in het regulier onderwijs, tot remedial teaching, waarbij we kinderen een min of meer exclusieve, op maat gesneden begeleiding geven?
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Worldwide, pupils with migrant backgrounds do not participate in school STEM subjects as successfully as their peers. Migrant pupils’ subject-specific language proficiency lags behind, which hinders participation and learning. Primary teachers experience difficulty in teaching STEM as well as promoting required language development. This study investigates how a professional development program (PDP) focusing on inclusive STEM teaching can promote teacher learning of language-promoting strategies (promoting interaction, scaffolding language and using multilingual resources). Participants were five case study teachers in multilingual schools in the Netherlands (N = 2), Sweden (N = 1) and Norway (N = 2), who taught in primary classrooms with migrant pupils. The PDP focused on three STEM units (sound, maintenance, plant growth) and language-promoting strategies. To trace teachers’ learning, three interviews were conducted with each of the five teachers (one after each unit). The teachers also filled in digital logs (one after each unit). The interviews showed positive changes in teachers’ awareness, beliefs and attitudes towards language-supporting strategies. However, changes in practice and intentions for practice were reported to a lesser extent. This study shows that a PDP can be an effective starting point for teacher learning regarding inclusive STEM teaching. It also illuminates possible enablers (e.g., fostering language awareness) or hinderers (e.g., teachers’ limited STEM knowledge) to be considered in future PDP design.
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Introduction: Given the complexity of teaching clinical reasoning to (future) healthcare professionals, the utilization of serious games has become popular for supporting clinical reasoning education. This scoping review outlines games designed to support teaching clinical reasoning in health professions education, with a specific emphasis on their alignment with the 8-step clinical reasoning cycle and the reflective practice framework, fundamental for effective learning. Methods: A scoping review using systematic searches across seven databases (PubMed, CINAHL, ERIC, PsycINFO, Scopus, Web of Science, and Embase) was conducted. Game characteristics, technical requirements, and incorporation of clinical reasoning cycle steps were analyzed. Additional game information was obtained from the authors. Results: Nineteen unique games emerged, primarily simulation and escape room genres. Most games incorporated the following clinical reasoning steps: patient consideration (step 1), cue collection (step 2), intervention (step 6), and outcome evaluation (step 7). Processing information (step 3) and understanding the patient’s problem (step 4) were less prevalent, while goal setting (step 5) and reflection (step 8) were least integrated. Conclusion: All serious games reviewed show potential for improving clinical reasoning skills, but thoughtful alignment with learning objectives and contextual factors is vital. While this study aids health professions educators in understanding how games may support teaching of clinical reasoning, further research is needed to optimize their effective use in education. Notably, most games lack explicit incorporation of all clinical reasoning cycle steps, especially reflection, limiting its role in reflective practice. Hence, we recommend prioritizing a systematic clinical reasoning model with explicit reflective steps when using serious games for teaching clinical reasoning.
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In Amsterdam heeft 33% van de kinderen een motorische achterstand op de basisschool (factsheet Gymmermansoog, 2017), wat veelal ook gevolgen heeft voor de sociaal-emotionele en cognitieve ontwikkeling (Taanila et al., 2005; Veiga et al., 2017). Kinderen met een ernstige motorische achterstand (categorie ‘rood’) worden vanuit de school doorverwezen naar externe zorg (zorgtraject Gymmermansoog, zie Figuur 3). Echter, de gymleraar moet ondersteuning bieden aan de grote groep kinderen met een matige achterstand (categorie ‘oranje’). Voor dit traject is momenteel nog onvoldoende aandacht, terwijl we weten dat door natuurlijk beloop een aanzienlijk deel van deze groep kinderen een ernstige achterstand zal ontwikkelen (zie Figuur 1). Gerichte preventieve ondersteuning aan deze grote groep kinderen, om ernstige motorische achterstanden te voorkomen, is daarom belangrijk. In Amsterdam werken gymleraren al actief aan het terugdringen van motorische achterstanden via programma’s als Motor Remedial Teaching (MRT) en Gym+. Echter, de effectiviteit van deze interventies is niet aangetoond. De gymleraar is, met ondersteuning van ALO en gemeente, in staat risicokinderen te screenen. Maar daarmee rijst de vraag welke ondersteuning de gymleraar deze risicokinderen het beste kan bieden. In dit onderzoek zal de effectiviteit van twee motorische interventies op school bepaald worden door een voor-, na- en retentiemeting. Door middel van een checklist en observaties worden de kenmerken van de interventies bepaald. De kenmerken van de kinderen worden in kaart gebracht, om te achterhalen voor welke kinderen deze interventies wel of niet werken. Vervolgonderzoek kan zich dan richten op verdere interventie-ontwikkeling, zodat de gymleraar voor ieder kind op school gepaste ondersteuning binnen en buiten de les kan realiseren.
