1. From a focus on covering decontextualized knowledge to an emphasis on teaching for a sense of salience, situated cognition and action in particular situations. Many teachers organize their classes around lists of abstract theory, giving their students little or no indication about how to integrate the knowledge they present in a practice context.
2. From a sharp separation of clinical and classroom teaching to an integration of the two. At all the grad and undergrad programs visited, there was a sharp divide between classroom and clinical teaching.
A book published 2 months ago called Educating Nurses: A Call For Radical Transformation
For instance, when students learn to measure blood pressure, it’s often in a decontextualized situation where the measurements are taken of healthy individuals. While a good starting point, this does not prepare a student to make a clinical assessment about a hypertensive patient in labor and delivery. When teachers provide only simple, stripped-down examples or test students on elemental competencies, they may not be helping students to prepare for diverse clinical situations.
Hmm. Sound familiar? We argue that many Ed Schools fetishize teaching techniques that may work well with "healthy students."
For example, if a student can write reasonably well for their age, it might make sense to use an approach which encourages creativity. If the kids are educationally "unhealthy" -- like the typical 14-year-old from a low-income family, who probably writes a level similar to a suburban 9-year-old, teachers need strategies that work in that real life context.