Journal of Pedagogy最新文献_第3页

Teaching at private schools: A phenomenological study on ethical dilemmas 私立学校教学:伦理困境的现象学研究

Journal of Pedagogy Pub Date : 2022-06-01 DOI: 10.2478/jped-2022-0003

Servet Üztemur, Abdurrahman İlğan, Emre Sevigen

引用次数: 1

Movement belongs to all of us? Thinking interdisciplinarity with early childhood studies and kinesiology 运动属于我们所有人?幼儿研究与运动机能学的跨学科思考

Journal of Pedagogy Pub Date : 2022-06-01 DOI: 10.2478/jped-2022-0004

Nicole Land

引用次数: 0

Successes and obstacles in the work of upper-secondary schools with newly arrived students: A constructivist-inspired analysis of teachers’ verbal accounts regarding their schools’ organizational and practical work 高中新生工作中的成功与障碍:教师关于学校组织和实际工作的口头描述的建构主义启发分析

Journal of Pedagogy Pub Date : 2022-06-01 DOI: 10.2478/jped-2022-0001

Emma Medegård, Karolina Henrixon, Goran Bašić

{"title":"Successes and obstacles in the work of upper-secondary schools with newly arrived students: A constructivist-inspired analysis of teachers’ verbal accounts regarding their schools’ organizational and practical work","authors":"Emma Medegård, Karolina Henrixon, Goran Bašić","doi":"10.2478/jped-2022-0001","DOIUrl":"https://doi.org/10.2478/jped-2022-0001","url":null,"abstract":"Abstract This study presents new knowledge arising from teachers’ verbal accounts of successes and obstacles in the organizational and practical work of upper-secondary schools with newly arrived students. The analysis reveals several dimensions contributing to the construction and reconstruction of successes and obstacles in the teachers’ accounts. Teachers are constructed as actors with a power advantage relative to the “newly arrived student.” They set the agenda for student behavior, with an inclusive approach that is crucial to achieving success and counteracting obstacles. The approach imposes demands on how upper-secondary schools organize their work with newly arrived students and plays a role in determining supports and room for maneuvering that teachers have. Through the presented analysis, the study contributes to the development of knowledge in terms of four areas. First is the narrative processing of the combination of success and obstacles in the work with newly arrived students. Second is the importance of these stories for the representation of social pedagogical recognition and lack of recognition in the school context. The third area is identity creation and re-creation of professional actors (teachers), and the fourth area of knowledge involves alternative approaches to analysis compared to the typically expected didactic perspective. The study also contributes to the development of knowledge regarding the question of how a school’s morals function in relation to the previous and current experiences of teachers and newly arrived students.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"185 1","pages":"5 - 29"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72730956","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: 2

Gender roles and equality through popular Asian drama series: critical interpretations and pedagogical implications 亚洲流行电视剧中的性别角色与平等:批判性解读与教育意义

Journal of Pedagogy Pub Date : 2022-06-01 DOI: 10.2478/jped-2022-0002

Chiew Hong Ng, Y. L. Cheung

引用次数: 0

Examining the legislative and institutional framework for special units in Cyprus 审查塞浦路斯特别单位的立法和体制框架

Journal of Pedagogy Pub Date : 2021-12-01 DOI: 10.2478/jped-2021-0008

Charalampous Constantia, Papademetriou Christos

{"title":"Examining the legislative and institutional framework for special units in Cyprus","authors":"Charalampous Constantia, Papademetriou Christos","doi":"10.2478/jped-2021-0008","DOIUrl":"https://doi.org/10.2478/jped-2021-0008","url":null,"abstract":"Abstract This paper aims at examining the institutional framework within which Special Units (SUs) in Cypriot secondary education operate. The establishment of SU targets to facilitate the education of pupils defined as having special educational needs (SEN) in mainstream schools, and their operation is governed by the 1999 law and subsequent amending acts and circulars. Neither the operation of the SUs and the institutional framework that guides their operation have yet been investigated. The main aim of our research was to investigate teachers’ and parents’ views of the way in which SUs function, as well as their opinions of the legislative sections relating to the special units. This process led to the creation of a critical approach called the Institutional Framework for Special Units in Cyprus. Lastly, the participants were asked to propose ways in which the SUs could operate an inclusive environment. This paper presents qualitative research conducted in three secondary schools in Cyprus. Our sample consisted of 52 participants (heads, special education associate administrators, assistant heads, teachers, parents) over a five month timespan (September 2017-February 2018). The results lead to the conclusion that immediate action for further improvement and change is imperative, primarily for the benefit of pupils defined as having SEN.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"2 1","pages":"5 - 29"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87421615","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: 2

Searching for learners’ voices: Teachers’ struggle to align pedagogical-reform policy with instructional practice 寻找学习者的声音:教师努力将教学改革政策与教学实践结合起来

Journal of Pedagogy Pub Date : 2021-12-01 DOI: 10.2478/jped-2021-0010

G. Chimbi, L. Jita

{"title":"Searching for learners’ voices: Teachers’ struggle to align pedagogical-reform policy with instructional practice","authors":"G. Chimbi, L. Jita","doi":"10.2478/jped-2021-0010","DOIUrl":"https://doi.org/10.2478/jped-2021-0010","url":null,"abstract":"Abstract Globally, pedagogical reform policy seeks to give space to learners’ voices. But teachers often struggle to engage learners in knowledge construction, deconstruction and reconstruction; as advocated by official curriculum reform policy. Aligning classroom practice to pedagogical-reform policy remains an uphill struggle for most teachers. This article examines Zimbabwean teachers’ efforts to align teaching methods to new curriculum policy which seeks to engage learners in classroom discourse. Using a qualitative multiple-case study and the theoretical lens of sensemaking, a case study of History teachers assessed how they were implementing new pedagogical prescriptions. Data gathered from the document analysis, interviews and 47 lesson observations suggest that, although participants made efforts to open up a space for learners’ voices, they often drifted towards teacher-centred practice. Some participants complained that the unavailability of technology‑based instructional resources, recommended in the new reform policy, made them resort to rote pedagogy. Others believed that teacher didacticism and the dictation of notes were inevitable in History instruction. The use of learner‑centric approaches (as advocated by policy) appeared to be just a drop in the ocean. This study recommends pedagogical reorientation for teachers if learners’ voices are to be heard and large-scale instructional reforms are to be successfully enacted at classroom level.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"9 1","pages":"61 - 83"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84368111","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: 2

Is the secret to effective lifelong learning lurking in the views of prospective kindergarten teachers? Comparing German and Hungarian prospective kindergarten teachers’ views on learning 有效的终身学习的秘密是否隐藏在未来幼儿园教师的观点中?德国和匈牙利准幼儿园教师的学习观比较

Journal of Pedagogy Pub Date : 2021-12-01 DOI: 10.2478/jped-2021-0009

Nikolett Flick-Takács

{"title":"Is the secret to effective lifelong learning lurking in the views of prospective kindergarten teachers? Comparing German and Hungarian prospective kindergarten teachers’ views on learning","authors":"Nikolett Flick-Takács","doi":"10.2478/jped-2021-0009","DOIUrl":"https://doi.org/10.2478/jped-2021-0009","url":null,"abstract":"Abstract Lifelong learning (LLL) became a basis for education policies in the 21st century. The GLLI (Global Lifelong Learning Index) ranks countries based on their performance in LLL (Kim, 2016). The present paper aims to compare a successful country (Germany) with a mid-performing country (Hungary) in two ways: (1) by comparing the two countries’ framework strategies and training requirements for lifelong learning, and (2) by comparing prospective views on learning in Hungarian (NH=14) and German (NG=14;) kindergarten student teacher groups using Verges’ association matrices in order to identify the key LLL elements in their views. The target group for the qualitative research was selected based on the pedagogical phenomenon that the views of prospective teachers have a great impact on their later work, including in relation to child development (Ránki, 2002; Dudás, 2005; Takács, 2016). The results show that there are some differences in the interpretation of LLL between the two countries, which can be observed in the regulatory documents and the associations made by student kindergarten teachers. The results reveal differences in the importance of self-regulated learning, learning motivation and social competences, and some common elements, like playfulness or joy, in learning activities.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"17 1","pages":"31 - 59"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82475627","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

Remote home-based education as a new phenomenon in the time of the covid-19 pandemic – the experience of Czech families 新冠肺炎大流行时期的新现象——捷克家庭的经验

Journal of Pedagogy Pub Date : 2021-06-01 DOI: 10.2478/jped-2021-0007

Yvona Kostelecká, T. Komárková, V. Novotná

{"title":"Remote home-based education as a new phenomenon in the time of the covid-19 pandemic – the experience of Czech families","authors":"Yvona Kostelecká, T. Komárková, V. Novotná","doi":"10.2478/jped-2021-0007","DOIUrl":"https://doi.org/10.2478/jped-2021-0007","url":null,"abstract":"Abstract In March 2020 a state of emergency was declared in the Czech Republic in response to the COVID-19 pandemic, which that resulted in the closures of schools. The provision of education continued through mandatory remote home-based education. The aim of this study is to use in-depth interviews to show how Czech families with children at the primary levels of education have coped with this situation. Based on a qualitative analysis, it is possible to state that the families who participated in the research were coping well with the situation and had come up with effective arrangements both for providing education and for fulfilling other responsibilities. The research also revealed that many families consider this to be very demanding time. At the same time, we identified that the way how families tackled the situation of home-based education depended on several factors. The key role was played by the school factor, namely the quality of remote education offered by school and the communication between the school and the parents. The analysis showed that although the quality of communication and remote education offered by school improved between spring 2020 and autumn 2020, schools still have much room to improve the education provided.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"75 1","pages":"141 - 164"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88960594","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: 3

Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school 在COVID期间获得无风险试验:意外和故意的家庭教育者，责任和越来越多的儿童在校外接受教育

Journal of Pedagogy Pub Date : 2021-06-01 DOI: 10.2478/jped-2021-0004

R. English

{"title":"Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school","authors":"R. English","doi":"10.2478/jped-2021-0004","DOIUrl":"https://doi.org/10.2478/jped-2021-0004","url":null,"abstract":"Abstract Numbers coming out of education departments in Australia suggest that, even though most Australian schools are open, and families are able to send their children to them, increasing numbers of parents are deciding to keep their children at home for their education (Queensland Government: Department of Education, 2020). It may be that, as the president of Australia’s home education representative body stated during the pandemic, Covid school closures offered a “risk-free trial” of home education (Lever, 2020) by providing an a-posteriori experience of education outside of schools. Building on the Covid experiences, this paper suggests that ‘accidentally falling into’ home education may be significant in understanding parents’ home education choices. Using numbers of home educators from Australia, and the associated data on their location and ages, this paper argues responsibilisation (see Doherty & Dooley, 2018) provides a suitable lens to examine how parents may decide, after an a-posteriori experience such as Covid school closures and previous, often negative, experiences of schooling, to home educate in the medium to long term. This paper proposes that increasing numbers of home educators will be seen in various jurisdictions where families perceive themselves responsibilised to home educate due to Covid as an a-posteriori experiences of home education. The paper proposes these families are ‘accidental’ home educators (English, 2021). By contrast, much more stable is the ‘deliberate’ home education population, those whose choices are based in a-priori beliefs about schooling. The paper proposes that the accidental home education category may be better able to explain the growing numbers of home educators in Australia and across the world, providing a means for governments to respond to the needs of this cohort, and the policies required to manage this population.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"19 1","pages":"77 - 98"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84329511","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: 6

The gift of homeschooling: Adult homeschool graduates and their parents conceptualize homeschooling in North Carolina 在家上学的礼物:成年在家上学的毕业生和他们的父母在北卡罗莱纳州概念化在家上学

Journal of Pedagogy Pub Date : 2021-06-01 DOI: 10.2478/jped-2021-0006

Marta Mccabe, A. Beláňová, Kateřina Machovcová

引用次数: 3