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SCENARIO Journal for Performative Teaching Learning Research最新文献

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Review of Brockmann, S. (Ed.) (2021). Brecht in context. Cambridge University Press. Brockmann的评论，S.(编辑)(2021)。上下文中的布莱希特。剑桥大学出版社。
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2022-08-15 DOI: 10.33178/scenario.16.1.12
Katja Frimberger
{"title":"Review of Brockmann, S. (Ed.) (2021). Brecht in context. Cambridge University Press.","authors":"Katja Frimberger","doi":"10.33178/scenario.16.1.12","DOIUrl":"https://doi.org/10.33178/scenario.16.1.12","url":null,"abstract":"","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76428381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Developing the artistry of the teacher in Steiner/Waldorf Education (Part I) 斯坦纳/华德福教育中教师艺术性的培养(上)
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2022-08-15 DOI: 10.33178/scenario.16.1.4
Peter Lutzker
{"title":"Developing the artistry of the teacher in Steiner/Waldorf Education (Part I)","authors":"Peter Lutzker","doi":"10.33178/scenario.16.1.4","DOIUrl":"https://doi.org/10.33178/scenario.16.1.4","url":null,"abstract":"This article examines different concepts underlying Steiner/Waldorf teacher education and how they are put into practice. It explains how teaching understood as an art can be seen as a leitmotif going through an entire course of studies. It elucidates the central role which pedagogical anthropology plays in Steiner/Waldorf teacher education and the specific contribution of Rudolf Steiner’s understanding of Anthroposophy in this context. The prominent role which the study and practice of different arts plays in Steiner/Waldorf teacher education programs is explained and the reasons for the inclusion of artistic practice in teacher education are discussed. The understanding in Steiner/Waldorf teacher education programs of how teacher education is then transformed into a teacher’s classroom practice is examined including its role in providing a basis for a teacher’s pedagogical intuitions.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72758282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Review of Garde, U., & Severn, J.R. (Eds.) (2021). Theatre and internationalization. Perspectives from Australia, Germany, and beyond. Routledge. 评论加德，美国和塞文，J.R.(编辑)(2021)。戏剧与国际化。来自澳大利亚、德国和其他国家的观点。劳特利奇。
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2022-08-15 DOI: 10.33178/scenario.16.1.13
Elisa Serra Porteiro
{"title":"Review of Garde, U., & Severn, J.R. (Eds.) (2021). Theatre and internationalization. Perspectives from Australia, Germany, and beyond. Routledge.","authors":"Elisa Serra Porteiro","doi":"10.33178/scenario.16.1.13","DOIUrl":"https://doi.org/10.33178/scenario.16.1.13","url":null,"abstract":"","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72509897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Experiencing the poetry inherent in language as a tool in teacher education 体验语言作为教师教育工具所固有的诗意
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2022-08-15 DOI: 10.33178/scenario.16.1.10
Norman Skillen
{"title":"Experiencing the poetry inherent in language as a tool in teacher education","authors":"Norman Skillen","doi":"10.33178/scenario.16.1.10","DOIUrl":"https://doi.org/10.33178/scenario.16.1.10","url":null,"abstract":"The opening module of the 2nd year of the 4-year Bachelor’s degree in Waldorf Education at Freie Hochschule Stuttgart is described. The year is devoted exclusively to the additional subject chosen by the students and the article focusses on the group who have chosen L2 English. The intention in the module is to give the students an introduction to the history of the English language and its literature while at the same time beginning the development of their performative skills. This entails, on the one hand, setting the history of language in as wide a context as possible, in the process drawing upon the work of Wilhelm von Humboldt and Owen Barfield among others, and on the other, preparing a programme of poetry for performance. Within this broad context the process of preparation is described, and the mutual influences of the one upon the other highlighted.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86314117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Rezension: Schappert, P. (2020) Mit Dramagrammatik zu grammatikalischer Kompetenz. Eine empirische Untersuchung im Rahmen von Alphabetisierungskursen für Erwachsene. Tectum Verlag 书评:shappert(2020)用演讲稿了解语法能力。负责成人文化扫盲课程的实证研究。Tectum出版社
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-12-31 DOI: 10.33178/scenario.15.2.11
S. Even
{"title":"Rezension: Schappert, P. (2020) Mit Dramagrammatik zu grammatikalischer Kompetenz. Eine empirische Untersuchung im Rahmen von Alphabetisierungskursen für Erwachsene. Tectum Verlag","authors":"S. Even","doi":"10.33178/scenario.15.2.11","DOIUrl":"https://doi.org/10.33178/scenario.15.2.11","url":null,"abstract":"","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83621250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Triptych 三张相联
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-12-31 DOI: 10.33178/scenario.15.2.4
W. Mages
{"title":"Triptych","authors":"W. Mages","doi":"10.33178/scenario.15.2.4","DOIUrl":"https://doi.org/10.33178/scenario.15.2.4","url":null,"abstract":"“Triptych,” a reflection in poetic form, does not provide or ponder easy solutions to ethical dilemmas in personal storytelling (true personal stories shared in classrooms and/or performed in public forums), but illuminates a few issues tellers, teachers, and researchers may encounter as they strive to nurture and develop true stories that give voice to a diversity of lived experiences.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90750097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Rezension: Conte, D. & Thiem, A. (Hrsg.) (2021): Literatur performativ: Spanische Lyrik der Gegenwart / Literatura performativa: poesía española actual. LIT-Verlag
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-12-31 DOI: 10.33178/scenario.15.2.12
Katharina Wieland
{"title":"Rezension: Conte, D. & Thiem, A. (Hrsg.) (2021): Literatur performativ: Spanische Lyrik der Gegenwart / Literatura performativa: poesía española actual. LIT-Verlag","authors":"Katharina Wieland","doi":"10.33178/scenario.15.2.12","DOIUrl":"https://doi.org/10.33178/scenario.15.2.12","url":null,"abstract":"","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86916765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Englischlernende bearbeiten interkulturelle und dramapädagogische Sprechaktivitäten 英语学习者跨文化与教书活动
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-12-31 DOI: 10.33178/scenario.15.2.8
C. Klempin, Nicole Bosse
{"title":"Englischlernende bearbeiten interkulturelle und dramapädagogische Sprechaktivitäten","authors":"C. Klempin, Nicole Bosse","doi":"10.33178/scenario.15.2.8","DOIUrl":"https://doi.org/10.33178/scenario.15.2.8","url":null,"abstract":"Englisch als zweite Fremdsprache lernende Zehntklässler:innen eines Berliner Gymnasiums (n = 31) nahmen im Rahmen einer quasi-experimentellen Prä-Post-Interventionsstudie im Mixed Methods-Vertiefungsmodell an zwei fremdsprachlichen Lernangeboten teil: Ein erstes Lernangebot setzte auf Bearbeitung einer interkulturell kommunikativen Kompetenzaufgabe, ein zweites auf dramapädagogisches (d.h. performativ-ganzheitliches) Erleben der englischen Sprache. Beide Aktivitätenformate wurden den Zehntklässler:innen durch Englischlehramtsstudierende im Bachelor (n = 21) angeboten. Die interkulturellen wie performativen Aktivitäten sind im Zuge eines Theorie- und Praxiselemente verknüpfenden Seminarformates an der Freien Universität (FU) Berlin entstanden. Nachgegangen wurde der Frage, ob ein performatives im Vergleich zu einem interkulturellen Lernangebot positiver auf die selbst wahrgenommene Sprechkompetenz der Englischlernenden wirkt. Die qualitativen wie auch quantitativen Befunde dieser Studie verweisen auf einen positiven Einfluss performativer Lernangebote auf die Selbstwahrnehmung mündlicher Kompetenzen von Englischlernenden.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79336476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Performative education inside and outside the ethics of care 关怀伦理内外的行为教育
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-12-31 DOI: 10.33178/scenario.15.2.2
Anna Costantino
{"title":"Performative education inside and outside the ethics of care","authors":"Anna Costantino","doi":"10.33178/scenario.15.2.2","DOIUrl":"https://doi.org/10.33178/scenario.15.2.2","url":null,"abstract":"Inspired by the provocations raised in Cañas’s RISE Manifesto (2015), this essay argues that language learning, language teaching, and performative activities are caring acts. They are qualitative offerings that manifest themselves as embodied, relational, and artful events concerned with fostering fairer and caring societies. I refer to them as qualitative acts of care. The essay also voices concerns regarding the structural constraints faced by language educators and educational practitioner-researchers when they seek to enact language learning, arts practice, or practice-based research as caring and ethical work. Qualitative care is an ever-changing process that is often difficult to capture (both conceptually and experientially) in the flow of practice, which raises epistemological questions about the way qualitative care is measured and deemed to be self-sufficient and self-contained. Paradoxically, measurement and evaluation turn qualitative care into practices that are referred to here as quantitative acts of care. The essay does not provide readers with answers to the problems raised by Cañas (2015). Rather, from the reflexive standpoint of a language teacher and practitioner-researcher, it suggests the need to leverage the qualities of performative learning and teaching by making any work of care a continual endeavour.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80789655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Storytelling content, contexts, and controversies 讲故事的内容、背景和争议
SCENARIO Journal for Performative Teaching Learning Research Pub Date : 2021-12-31 DOI: 10.33178/scenario.15.2.5
W. Mages
{"title":"Storytelling content, contexts, and controversies","authors":"W. Mages","doi":"10.33178/scenario.15.2.5","DOIUrl":"https://doi.org/10.33178/scenario.15.2.5","url":null,"abstract":"The performance of autoethnographic storytelling can amplify the voices of those who are often unheard, silenced, or marginalized. Moreover, personal storytelling in appropriate contexts can provide a forum for sharing the previously unspoken or unspeakable that, when shared, can begin to heal the teller and promote social justice and societal change. Yet, not all contexts are are appropriate and not all stories are safe to share. Thus, telling autoethnographic stories can present ethical concerns for which there are no pat answers or one-size-fits-all solutions. This article discusses a few of these concerns.","PeriodicalId":30047,"journal":{"name":"SCENARIO Journal for Performative Teaching Learning Research","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75909418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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