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first of all, I would like to thank Jebbe for posting his question on using RE for evaluating educational programme because all the followed replies are so beneficial to me... I wish you all the best Jebbe...
Secondly, I would like to share some thoughts of mine and I value your reflections.
I am planning to utilise RE in my PhD project for investigating the intervention of medical English in a higher educational context... I build the idea on the claim that educational programmes are considered a kind of 'intervention' as they are targeting toward causing a 'change' which in RE is the 'outcome'..
in the context I am planning to study the implementation of this specific English programme -for the first year Medical students- is considered un-supportive in regards to professional development training , thus teachers ( who are having general English teaching background) are navigating their own way into this...
Accordingly , I thought that the O in the causal chain of CMOc has two faces:
the relevant change in teacher cognition construction ( belief, assumption, knowledge) on language teaching and the anticipated change in the learning experience constructed in the ME classroom ( which is interlinked with teacher cognition). Whether these changes occur or not, the realist evaluation would provide answers of ‘how’ and ‘why’ on the reality of the intervention that leads to the outcomes.
I may not examine the achievement of students because I am not intending to judge teachers' efficiency in teaching Medical English but rather to explore how these teachers develop their knowledge needed for teaching the specialised discourse and the way they advise pedagogical practices suitable for creating learning experiences relevant to rise medical students communicative competency .
All the best,
Alaa M.T.
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