What went wrong? A critical reflection on educator midwives’ inability to transfer education knowledge

Abstract

See, stats, and : https : / / www. researchgate. net/ publication/ 276924826 What ? A educator ' inability education Article DOI : 10 . 5430 / jnep . v5n6p1 CITATIONS 0 READS 44 2 : Some : Nursing A Yvonne University 25 SEE Champion Paray 2 SEE All . The . All - text and , letting . ABSTRACT As part of a competency - based curriculum development exercise , educator midwives were required to apply the design principles of constructivism , constructive alignment , scaffolding and authenticity in the development of teaching and learning material for a newly approved curriculum . Through action research cycles , the facilitators and educator midwives reflected on possible reasons why they struggled to apply the mentioned principles in developing learning activities for students . The unit of analysis comprised the reflections of facilitators and 12 educator midwives . Ten of the 12 educator midwives were older than 40 years and all had qualifications and experience in midwifery and education . The action – reflection cycles contributed to improvement in the quality of the learning activities but application of the scaffolding principle remained a challenge . Failure of the educator midwives to transfer their learning raised concerns about their ability to facilitate deep learning . Considering the age of the group and the ingrained rote memorisation characteristic of education methods during their training made curriculum drift a real threat . Educator midwives struggled to integrate education knowledge into educational practice . Nursing schools that are in the process of changing their teaching paradigm may find this article useful to identify possible challenges and suggested solutions .