It was also necessary to investigate and determine the presence of any characteristics of signature pedagogy and to determine the existence of signature pedagogy in the teaching and learning strategies used by professionals involved in radiographic education. Signature pedagogies: Distinctive ways of teaching and learning that are unique, distinctive and that educate and prepare graduates for a particular profession.
INTRODUCTION
BACKGROUND
This has implications for preparing students for the profession, balancing old and new technologies. In the early years, when radiography training and education was introduced in South Africa, it took place in hospitals.
SIGNIFICANCE OF THE STUDY
Innovative pedagogies can help ensure that future radiographers have the necessary skills to think critically, implement, and act with professionalism and integrity in accordance with the profession's standards (Wayne, Raskin, & Bogo, 2010; Youatt & Wilcox, 2008). The results of the study could open up other research opportunities at the national level, as there appears to be no known published articles on signature pedagogies for the radiographic profession.
STRUCTURE OF THE THESIS
INTRODUCTION
HISTORICAL OVERVIEW
United Kingdom
Also, in the early 1930s, a decision was made that stated that in order for radiographers to meet professional standards, they had to independently perform at least 500 radiographs. Another milestone was achieved in 1945 when it was specified that in order for radiographers to meet the qualification requirements, they had to provide evidence of two years of formal training (Bentley, 2005).
South Africa
This meant that formal training steadily increased from six to twenty-four months and thus graduate qualifications were introduced into the profession. The introduction of vocational degrees in South Africa has been very slow compared to 1993 in the UK.
KNOWLEDGE
Forms of knowledge
Propositional knowledge (knowledge that: KT) refers to knowledge of concepts and facts (de Jong & Ferguson-Hessler, 1996; Muller, 2014; Winch, 2013). PCK aims to build a bridge between content knowledge (subject matter) and practice.
WAYS OF KNOWING
Marks, as cited by Baker and Chick (2006), expanded the definition to include adaptation of the content knowledge to align with a specific context and referred to it as content-specific pedagogical knowledge. Teaching strategies employed in higher academic institutions, and in terms of healthcare-related qualifications with an emphasis on radiography, are the focus of the following discussion.
TEACHING AND STRATEGIES EMPLOYED IN RADIOGRAPHY
There are various teaching strategies used in the academic institutions for the cognitive development of students. Technological advances make it possible to apply effective blended teaching strategies in radiography education.
THEORETICAL AND CONCEPTUAL FRAMEWORK
Signature pedagogies
He promised to write a series of essays to create a better understanding of the theory and its concept. Habits of the heart, according to Shulman, aim to teach ethical behavior, morals and values of a particular profession. The integration of theoretical technical knowledge, critical reflective skills, core values and practical skills is the ultimate goal in the development of future radiographers. 2010) noted that SPs tend to focus on some aspects of the profession and exclude others.
CONCLUSION
In the initial stages of the present study, great emphasis was placed on identifying distinctive features that mimicked medical ward rounds within the radiography education that the results of the study almost lacked. According to several authors, as indicated by Gurung, Chick, Haynie and Publishing (2009), SPs have been investigated in other non-professional fields such as fine arts, social sciences, natural sciences and in other school activities. Although extensive research studies have been conducted and debates are still ongoing in other professions, the researcher was unable to find literature indicating that SPs in radiography education have been investigated internationally or locally.
INTRODUCTION
RESEARCH DESIGN
To solve this problem, member checking of the obtained transcribed data is essential (Maree, 2007; Koul, 2008). The argument in support of this paradigm is that maintaining quality standards of reliability, trustworthiness and authenticity can reduce the subjectivity of the results obtained and improve the credibility of the research process (Koul, 2008). An independent person was asked to verify the data as an external observer to ensure the quality of the research process.
SAMPLING METHOD AND SELECTION CRITERIA
Three teachers were selected to participate in the study because they met the selection criteria indicating in-depth knowledge. Teachers and clinical coordinators from the first three courses, who met the selection criteria, were included in the study. The study was conducted in four public hospitals and two private radiology practices in Durban (n=6).
PILOT STUDY
DATA COLLECTION
The researcher sat in the back of the classroom to observe the classroom activities, but ensured that she did not cause any interference (Rule & John, 2011). This resulted in a compromised situation where the researcher observed part of a lecture and later rejoined it towards the end of the period. Document analysis was not used in this study to assess the quality of the program.
DATA ANALYSIS
However, it was used to review the curriculum documents, particularly the SAQA and HPCSA documents submitted when the qualifications were registered. The SAKO documents for the three programs were evaluated to establish the exit level outcomes and assessment criteria of the qualifications to verify that they correspond to the teaching and learning strategies. It would not have been beneficial to go through the study guides for all subjects in the department.
ETHICAL CONSIDERATIONS AND PERMISSION
CONCLUSION
INTRODUCTION
DOCUMENT ANALYSIS
Curriculum documents
The HPCSA, as a regulatory body, undertakes regular quality assessments in all academic institutions offering radiography training to ensure that the quality of the training provided is in line with professional standards. The specific results of all exit-level outcomes were analyzed and the data collected, across all three disciplines, assigned into specific categories. Exit-level outcomes, as defined by SAQA, refer to the outcomes that define the level of performance at which a candidate completing the qualification is (SAQA, 2013).
Study guides
The teaching and learning strategies, as reflected in Participant C's study guides, are as follows: lectures, group work, presentations, demonstrations, worksheets, and experiential learning in the hospitals. This excludes any study guides that were not created by the study participants. The identified teaching and learning strategies are discussed in depth in the next section in combination with interview transcripts.
INTERVIEW FINDINGS
Lecturers
The profession expects high values and strong ethics in dealing with the public and in working as a team with other healthcare professionals. Following this, participants were asked to indicate which teaching and learning strategies they use that aim to ensure that all or most of the features are achieved. An analysis of interview transcripts indicated identified teaching and learning strategies when evaluating participants' transcripts.
Clinical coordinators
The following are the comments from the interviews that confirm the clinical coordinators' expected results. During the demonstration, a clinical coordinator or radiographer provides an in-depth explanation of the procedure from start to finish. This is focused observation with the success of the demonstration depending on a student's observation skills.
IDENTIFIED SIGNATURE PEDAGOGIES
Clinical education
Clinical education is structured to engage students in learning how to think, act and behave as professional radiographers. Clinical education can be considered widespread because it is an accepted and required part of radiographic education worldwide. Based on this, clinical education is aimed at developing habits of mind, hands and heart.
Demonstration
They must understand that their patients are not things; they are human beings with feelings. Poor patient care, interpersonal skills, professionalism and a lack of empathy demonstrated by some students were highlighted as challenges facing not only clinical education but the profession as a whole. Demonstration pedagogy is used as part of teaching clinical education and thus is part of clinical education.
CONCLUSION
The analysis of the teaching and learning strategies used by the lecturers did show elements of SPs and should be further developed. Clinical education integrates theory to practice and ensures that students are well absorbed into the profession. What are the current teaching and learning strategies most often used by the lecturers in the radiography programs.
INTRODUCTION
THE FREQUENTLY EMPLOYED TEACHING STRATEGIES
The blended learning approach includes SP characteristics such as accountability and responsibility; students become visible through class or group discussions, blogs and journals. Other teaching strategies that displayed strong elements of SPs were online and offline group or classroom discussions used by all participants to varying degrees. Group or individual discussions, whether online or offline, have strong elements of SPs and need further exploration.
IDENTIFIED SIGNATURE PEDAGOGY
The reason is that these pedagogies have been shown to promote and improve student participation, critical and reflective skills, which have been identified as lacking or a challenge in current graduates as mentioned in Chapters One and Two. The hallmark of SPs is that if employed effectively, they can be successful in fully engaging novices in the profession, resulting in graduates who can think, act and perform with integrity.
IMPORTANCE OF THE FINDINGS IN RADIOGRAPHY EDUCATION
LIMITATIONS OF THE STUDY
Observation at clinical sites may have been a challenge within the scale and time span of this study, but if done would have improved the study findings. It is important to note that clinical education is particularly a key component in the new structure. When the study was conducted, the department had a permanent academic staff of seven lecturers including the researcher, two were in the pilot study, three were participants and one was newly hired.
CONCLUSION
Exploring signature pedagogies: approaches to teaching disciplinary habits of mind (Vol. 1), Virginia: Stylus Publishing, LLC. Gurung (Eds.), Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (pp. 274), Virginia: Stylus Publishing, LLC. I am a Master's student in Higher Education, in the School of Education at the University of KwaZulu-Natal and my study is related to teaching and learning strategies in Radiography education.
