ABSTRACT

Signature pedagogies are widely used in professional education to prepare students for the complex and unpredictable nature of professional work. We argue that assessment moments involving professional artefacts contribute to the evaluation and formation of professional knowledge, skills and moral understandings – and thus to the signature of the pedagogy. The ‘authenticity’ these professional artefacts add to assessment is of particular relevance for understanding the pedagogic signature. Drawing on interviews from a professional study programme in dental hygiene, we employ sociocultural theories to analyse how different assessment moments are used to evaluate and develop students’ competences of working with professional artefacts: dental radiographs. The findings show how the use of professional artefacts in three different assessment moments requires students to engage deeply with the epistemic, practical and moral dimensions of their profession. Our study contributes both empirical and conceptual insights to the field’s understanding of the inner workings of signature pedagogies.

摘要

标志性教学法广泛用于专业教育，让学生为专业工作的复杂性和不可预测性做好准备。我们认为，涉及专业人工制品的评估时刻有助于专业知识、技能和道德理解的评估和形成——从而有助于教学法的签名。这些专业人工制品添加到评估中的“真实性”对于理解教学特征尤其重要。借鉴牙科卫生专业学习计划的访谈，我们采用社会文化理论来分析如何使用不同的评估时刻来评估和培养学生处理专业人工制品的能力：牙科射线照片。研究结果表明，在三个不同的评估时刻使用专业人工制品如何要求学生深入参与其专业的认知、实践和道德层面。我们的研究为该领域对标志性教学法的内部运作的理解提供了经验和概念见解。