Journal of Pedagogy最新文献

Carers as mentors in inclusion: The case of Cyprus 照顾者是融入社会的导师：塞浦路斯的案例

Journal of Pedagogy Pub Date : 2023-12-01 DOI: 10.2478/jped-2023-0010

Constantia A. Charalampous

引用次数: 0

What do we know about rural teaching identity? An exploratory study based on the generative-narrative approach 我们对乡村教师的身份认同了解多少？基于生成-叙事方法的探索性研究

Journal of Pedagogy Pub Date : 2023-12-01 DOI: 10.2478/jped-2023-0013

Eduardo Sandoval-Obando, Nicolás Pareja-Arellano, Claudio Hernández-Mosqueira, Hernán Riquelme-Brevis

{"title":"What do we know about rural teaching identity? An exploratory study based on the generative-narrative approach","authors":"Eduardo Sandoval-Obando, Nicolás Pareja-Arellano, Claudio Hernández-Mosqueira, Hernán Riquelme-Brevis","doi":"10.2478/jped-2023-0013","DOIUrl":"https://doi.org/10.2478/jped-2023-0013","url":null,"abstract":"Abstract Generativity, manifested through interest in and commitment to the development of future generations, is a relevant dimension of teaching culture. Objective: To characterize the personal and professional development manifested by educators working in rural schools in Chile. Method: An interpretative-qualitative approach was adopted, based on an exploratory, cross-sectional and non-experimental design. The purposive sample consisted of 18 educators with an average age of 60 and with 33 years of professional experience in rural schools in the Metropolitan, Araucanía and Los Ríos regions (Chile). For the data collection, in-depth interviews were conducted from a narrative-generative perspective. The narratives were analyzed by means of content analysis. Results: Four categories were identified relating to generativity: significant life experiences, pedagogical dimensions of generative development, generative-expansive adulthood and personal formation. The implications of generativity for teaching practice and the way in which it shapes the educational legacy that transcends school space and time are discussed.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139192872","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}

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Beneath the surface of compliant pupil behaviour: On how individuals in heterogeneous classes position themselves towards lessons’ content-based requirements 学生遵纪守法行为的表象之下：异质班级中的个体如何定位自己以课程内容为基础的要求

Journal of Pedagogy Pub Date : 2023-12-01 DOI: 10.2478/jped-2023-0012

Raphael Koßmann

{"title":"Beneath the surface of compliant pupil behaviour: On how individuals in heterogeneous classes position themselves towards lessons’ content-based requirements","authors":"Raphael Koßmann","doi":"10.2478/jped-2023-0012","DOIUrl":"https://doi.org/10.2478/jped-2023-0012","url":null,"abstract":"Abstract By complying with their “job”, i.e., completing the tasks set for them by teachers, pupils develop their subject skills. They do this in a classroom setting where they can perceive each other regarding their abilities. Besides content learning, pupils, thus, also have to position themselves emotionally and action-practically towards the content-based tasks in the class context. Which corresponding reaction patterns are observable is an open research question, especially concerning the comparison between pupils taught curriculum-accordantly and those with special educational needs in learning (SEN-L) when educated in inclusive classrooms. Therefore, for this preliminary study, twenty semi-structured interviews were examined, in which the pupils were asked about what and how they had learned in the previous lessons. Data analyses were carried out using a mixed-methods approach. Distinct positioning patterns could be reconstructed, which were not strictly linked to the pupils’ level of content understanding. Furthermore, there were no significant differences between the positioning patterns of pupils with and without SEN-L, which could also be due to the comprehensive use of differentiated instruction methods in the respective lessons. In about half of the interviews, reaction patterns emerged that indicated superficially compliant participation in class but inward distancing.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139187860","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

Metacognition’s potential for Existentialism in classrooms 元认知在课堂存在主义中的潜力

Journal of Pedagogy Pub Date : 2023-12-01 DOI: 10.2478/jped-2023-0014

Nesrin Ozturk

{"title":"Metacognition’s potential for Existentialism in classrooms","authors":"Nesrin Ozturk","doi":"10.2478/jped-2023-0014","DOIUrl":"https://doi.org/10.2478/jped-2023-0014","url":null,"abstract":"Abstract The instrumentality and standardization of education may be important for functioning in contemporary societies. However, reducing education to measurable competencies may result in the loss of human value. Indeed, education becomes real when it relates to the reality of individuals. Existentialist education focuses on students’ freedom and agency; however, it is criticized for not having coherent and convincing educational guides. This analytical comparison paper argues that the premises of Existentialism and the components of metacognition may interact. While metacognitive awareness and thinking for essence lays the ground for individuality and autonomy, metacognitive knowledge relates to self-knowledge and not accepting ready-made concepts through self-questioning and dialogic encounters. Also, metacognitive experiences might mimic existential crises where individuals engage in highly conscious thinking during which metacognitive knowledge and regulation simultaneously help the individual deal with failure or anxiety. During such experiences, metacognitive regulation might facilitate individuals’ free choices and responsible engagement when building the self or handling difficulties. In this sense, enhancing metacognition may help individuals’ transition to the existing phase by building adequate self-knowledge and regulating thinking. This paper, finally, describes a set of pedagogies for fostering metacognition that could potentially facilitate existential attitudes or behaviors in mainstream classrooms.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139190043","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

Informal education for boys only? The theme of gender in the work of Jaroslav Foglar 只为男孩提供非正规教育？雅罗斯拉夫-福格拉尔作品中的性别主题

Journal of Pedagogy Pub Date : 2023-12-01 DOI: 10.2478/jped-2023-0011

Ivo Jirásek, Richard Macků, Jiří Němec, Lucie Jarkovská

引用次数: 0

How principals identify low-performing teachers in public schools? Evidence from Chile 校长如何识别公立学校中表现不佳的教师？来自智利的证据

Journal of Pedagogy Pub Date : 2023-12-01 DOI: 10.2478/jped-2023-0009

Felipe Aravena

引用次数: 0

Self-organized communities of children 自组织的儿童社区

Journal of Pedagogy Pub Date : 2023-06-01 DOI: 10.2478/jped-2023-0005

Benedicte Bernstorff

{"title":"Self-organized communities of children","authors":"Benedicte Bernstorff","doi":"10.2478/jped-2023-0005","DOIUrl":"https://doi.org/10.2478/jped-2023-0005","url":null,"abstract":"Abstract From a child-centered perspective, this article explores the practices of children’s self-organized play-communities in institutional everyday life in Danish early childhood education and care (ECEC) settings, based on a phenomenological non-participant-observational study with a duration of 16 months involving two kindergartens (Bernstorff, 2021). Drawing on Bourdieu’s reflexive sociology and praxeology, children’s self-organized play-communities are analyzed as a social space, being a field for relations, fights, negotiations with specific admission requirements emerging as accepted values shared by the specific field. The analysis demonstrates that self-organized play-communities are a social space with its own practices of being together expressed through the social language in play linked to and guided by an institutional choreography. Besides, the analysis demonstrates three kinds of different communities of children in self-organized play, viz. the categories: Relational play-communities, Community-oriented play-communities, and Conflictual play--communities, which categories may, however, also overlap into blended categories. The article argues that children’s self-organized play-communities risk being under pressure in the institutional choreography, which in turn affects children’s opportunities for having uninterrupted periods of time and space to self-organized play in their institutional everyday life.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88290653","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

Danish Early Childhood Education and Care 丹麦幼儿教育和护理

Journal of Pedagogy Pub Date : 2023-06-01 DOI: 10.2478/jped-2023-0001

Anette Boye Koch, H. Rgensen

{"title":"Danish Early Childhood Education and Care","authors":"Anette Boye Koch, H. Rgensen","doi":"10.2478/jped-2023-0001","DOIUrl":"https://doi.org/10.2478/jped-2023-0001","url":null,"abstract":"Abstract This special issue presents a selection of current research on Danish early childhood education and care (ECEC) aimed at an international audience. The Nordic tradition of child-centred, local and holistic pedagogy is dominant within the Danish educational culture, but the Danish pedagogical approach is the focus of an ongoing dialogue involving political preoccupations with ECEC quality and what is best for the children’s development and learning. Since 2004, Danish ECEC settings have been obliged to work on children’s learning based on a pedagogical curriculum organised around six previously established themes prepared at each local ECEC centre according to specific guidelines. In 2018, a more detailed description of the content of the curriculum and a common pedagogical foundation was introduced in a strengthened curriculum – partly because the previous curriculum led institutions too far away from the existing pedagogical culture. The strengthened curriculum points to key elements such as play, child-centredness, communities of children and a broad concept of learning – to constitute the understanding and approach to work on children’s well-being, learning, development and formation in ECEC. New research from Danish professionals is presented, revolving around key areas in the strengthened curriculum in order to invite further dialogue with international colleagues about children’s play, fun and well-being, quality cultures, children’s communities, transitions, aesthetics and vulnerability.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80133825","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

Fun and laughter promote well-being in early childhood education and care: Pedagogy of fun and big humour 乐趣和笑声促进幼儿教育和护理的福祉:乐趣和大幽默教学法

Journal of Pedagogy Pub Date : 2023-06-01 DOI: 10.2478/jped-2023-0003

Anette Boye Koch

{"title":"Fun and laughter promote well-being in early childhood education and care: Pedagogy of fun and big humour","authors":"Anette Boye Koch","doi":"10.2478/jped-2023-0003","DOIUrl":"https://doi.org/10.2478/jped-2023-0003","url":null,"abstract":"Abstract In Danish early childhood education and care (ECEC), fun is often emphasised as a key pedagogical tool but is used rather unreflexively. While well-being and happiness have been studied in various ways, the potential of fun is not included in theoretical discussions regarding happiness and well-being, although most people identify having fun as a fundamental reason for being happy. A researcher and three student assistants spent six months in three ECEC settings with a focus on episodes characterised by fun and laughter. Participant observation and interviews were conducted. Empirical data illustrate how fun appears in ECEC as laughter, smiles, attentiveness, intensity and ecstasy. Fun arises momentarily in a sense of lightness and freedom, as a means of communication, in physical play, when rules and expectations are broken, in frivolous references to lower body functions and in experiences of excitement. Pedagogues use fun based on child sensitivity, improvisation, courage to let go of control, informality, energy and a sense of humour. Danish humour philosophy distinguishes between small humour and big humour. Pedagogues with the ability to practice big humour are preferred in order to establish an ECEC culture characterised by fun, laughter and episodes of small humour that promote well-being in children.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87789752","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

Encountering children’s perspectives in play: How a play experiment with animal cloaks became a research approach in ECEC 在游戏中遇到儿童的观点:动物斗篷的游戏实验如何成为ECEC的研究方法

Journal of Pedagogy Pub Date : 2023-06-01 DOI: 10.2478/jped-2023-0002

H. Jørgensen

{"title":"Encountering children’s perspectives in play: How a play experiment with animal cloaks became a research approach in ECEC","authors":"H. Jørgensen","doi":"10.2478/jped-2023-0002","DOIUrl":"https://doi.org/10.2478/jped-2023-0002","url":null,"abstract":"Abstract In Danish early childhood education and care (ECEC), pedagogues traditionally work in a child-centred manner, valuing the children’s experiences. During the last 150 years pedagogues have developed expertise in framing everyday life for children while paying double attention to the children’s perspectives, on one hand, and to their own pedagogical interests, on the other. Therefore, play and experiments are essential components of Danish ECEC. This article starts from this pedagogical tradition and explores if and how researchers can benefit from employing such double attentiveness and use it to bridge the gap between encountering children’s perspectives and making those perspectives an object of investigation. The empirical materials were derived from a pilot study. Pivotal to this study was the exploration of play experiments as an encounter between children, pedagogues and researchers in which the children’s different perspectives could emerge. The findings suggest that play experiments can be effective as a child-sensitive research approach that enhances children’s embodied knowledge and promotes children’s participation in research. However, methodological questions are raised concerning how to maintain the children’s perspectives and transforming their embodied knowledge into empirical data. Also, the need for further exploration of play experiments as a space for collaborative encounters is appointed.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75781096","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