Krishnagiri Sheama, Hooper Barb, Price Pollie, Taff Steven D, Bilics Andrea
Sheama Krishnagiri, PhD, OTR, FAOTA, is Occupational Therapist, Private Practice, Los Angeles, CA.
Barb Hooper, PhD, OTR, FAOTA, is Associate Professor and Academic Program Director, Occupational Therapy Department, and Director, Center for Occupational Therapy Education, Colorado State University, Fort Collins;
Am J Occup Ther. 2017 Mar/Apr;71(2):7102230020p1-7102230020p9. doi: 10.5014/ajot.2017.024174.
Occupation is considered core and threshold knowledge for occupational therapy, yet how it is conveyed through education is not well understood. This study examined how the concept of occupation was taught in occupational therapy and occupational therapy assistant curricula in the United States.
Using a qualitative descriptive research design, in-depth interviews, video recordings, and artifacts of teaching occupation were collected from 25 programs, chosen using stratified random sampling. Interview data were analyzed using an inductive, constant comparative approach; video and artifact data were analyzed deductively using findings from the interviews.
Instructional methods were innovative and ranged from didactic to experiential. The degree to which occupation was present in instruction ranged from explicit to implicit to absent.
Although educators valued teaching occupation, the concept was still elusive in some instructional methods and materials. Occupation knowledge and pedagogical content knowledge may have influenced how explicitly occupation was taught.
职业被视为职业治疗的核心和基础知识，但人们对其在教育中的传授方式了解不足。本研究调查了美国职业治疗和职业治疗助理课程中职业概念的教学情况。
采用定性描述性研究设计，通过分层随机抽样从25个项目中收集了关于职业教学的深度访谈、视频记录和教学资料。访谈数据采用归纳性的持续比较法进行分析；视频和教学资料数据则根据访谈结果进行演绎分析。
教学方法具有创新性，从讲授式到体验式不等。职业在教学中的呈现程度从明确到隐含再到缺失不等。
尽管教育工作者重视职业教学，但在某些教学方法和材料中，职业概念仍然难以捉摸。职业知识和教学内容知识可能影响了职业教学的明确程度。
