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dc.contributor.authorHowarth, Joan T.
dc.contributor.authorMorris, Karen
dc.contributor.authorCox, Diane L.
dc.date.accessioned2017-11-27T12:57:20Z
dc.date.available2017-11-27T12:57:20Z
dc.date.issued2017-11-12
dc.identifier.citationHowarth, J. et al (2017) 'Challenges of teaching occupation: Introduction of an occupation focused teaching tool', Journal of Occupational Science, DOI: 10.1080/14427591.2017.1397535en
dc.identifier.issn14427591
dc.identifier.doi10.1080/14427591.2017.1397535
dc.identifier.urihttp://hdl.handle.net/10545/621983
dc.description.abstractOccupational science is of importance to multiple disciplines due to its potential to contribute to understandings of complex social issues. “Occupation”, as a key concept of occupational science, is recognised as being highly complex, making it challenging for students to develop a comprehensive understanding of the concept. Terminology of occupational science literature has been noted at times as using the terms occupation, purposeful activity and activity interchangeably, which further adds to the challenge of teaching the concept. This paper explores evolving definitions of occupation, challenges this evolution has created within education, and the potential use of occupation as a threshold concept. Consideration of a selection of pedagogic methods used in teaching the concept of occupation is briefly explored. The paper concludes with identification of a newly developed occupation-focused teaching tool as a proposed alternative approach to teaching the concept of occupation. The teaching tool was originally developed to teach occupation as a discrete concept, rather than the therapeutic use of occupation as taught in occupational therapy education. The tool is an analogy for occupation, and has utility in supporting the transformation of students’ understanding of the concept of occupation, commensurate to understandings of occupational science.
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherTaylor and Francisen
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/14427591.2017.1397535en
dc.rightsArchived with thanks to Journal of Occupational Scienceen
dc.subjectOccupational scienceen
dc.subjectEducationen
dc.subjectChallengesen
dc.subjectTeaching toolsen
dc.titleChallenges of teaching occupation: Introduction of an occupation focused teaching tool.en
dc.typeArticleen
dc.identifier.eissn21581576
dc.contributor.departmentUniversity of Derbyen
dc.contributor.departmentUniversity of Cumbriaen
dc.identifier.journalJournal of Occupational Scienceen
dc.contributor.institutionDepartment of Therapeutic Practice, University of Derby, United Kingdom
dc.contributor.institutionDepartment of Health, Psychology and Social Studies, University of Cumbria, Carlisle, United Kingdom
dc.contributor.institutionResearch Office & Graduate School, University of Cumbria, Lancaster, United Kingdom
refterms.dateFOA2018-11-12T00:00:00Z
html.description.abstractOccupational science is of importance to multiple disciplines due to its potential to contribute to understandings of complex social issues. “Occupation”, as a key concept of occupational science, is recognised as being highly complex, making it challenging for students to develop a comprehensive understanding of the concept. Terminology of occupational science literature has been noted at times as using the terms occupation, purposeful activity and activity interchangeably, which further adds to the challenge of teaching the concept. This paper explores evolving definitions of occupation, challenges this evolution has created within education, and the potential use of occupation as a threshold concept. Consideration of a selection of pedagogic methods used in teaching the concept of occupation is briefly explored. The paper concludes with identification of a newly developed occupation-focused teaching tool as a proposed alternative approach to teaching the concept of occupation. The teaching tool was originally developed to teach occupation as a discrete concept, rather than the therapeutic use of occupation as taught in occupational therapy education. The tool is an analogy for occupation, and has utility in supporting the transformation of students’ understanding of the concept of occupation, commensurate to understandings of occupational science.


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