Pedagogies最新文献_第5页

Enhancing student teachers’ motivation and well-being: A teacher educator’s journey into online course intervention 增强师生的动机和幸福感：教师教育者的在线课程干预之旅

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Pedagogies Pub Date : 2022-04-29 DOI: 10.1080/1554480X.2022.2061977

Yoshiyuki Nakata

{"title":"Enhancing student teachers’ motivation and well-being: A teacher educator’s journey into online course intervention","authors":"Yoshiyuki Nakata","doi":"10.1080/1554480X.2022.2061977","DOIUrl":"https://doi.org/10.1080/1554480X.2022.2061977","url":null,"abstract":"ABSTRACT Given the difficult and unforeseen circumstances due to the COVID-19 pandemic, we need to transition from face-to-face instruction to digital instruction. This paper provides a teacher educator’s autoethnographic account of implementing the pedagogical intervention of digital learning and student teachers’ reactions to its effects on their motivation and well-being. More precisely, it attempts to explore (1) student teachers’ perceptions of the effect of digital learning on their motivation and well-being in teacher education, (2) their understanding of active learning, (3) their preferred format of teacher training courses both in normal and emergent circumstances, and (4) the instructor’s perceived efficacy of digital learning on teacher education courses. The participants were one instructor (the author) and nine third-year university students taking an English Language Teaching Methodology course, which is a requirement for obtaining a license to teach English at secondary schools in Japan. I conducted a closed and open-ended questionnaire as well as a follow-up questionnaire survey and the instructor’s observation. The findings confirmed the benefits of online lessons on student teachers’ motivation and their sense of well-being (physical and psychological), suggesting the necessity of carefully selecting the instruction format that meets course objectives.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48857609","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

Transitions from presence, belonging to engaged participation in an inclusive classroom: an eye-tracking study 在一个包容的课堂中，从在场、归属到参与的转变:一项眼球追踪研究

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Pedagogies Pub Date : 2022-04-21 DOI: 10.1080/1554480X.2022.2065994

T. Teo, Ching Yee Pua

引用次数: 0

Expanding learning environments in initial teacher education 扩大初级教师教育的学习环境

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Pedagogies Pub Date : 2022-04-21 DOI: 10.1080/1554480X.2022.2065995

Raúl Eirín Nemiña, C. Gillanders, V. Leone, C. Trigo

引用次数: 0

Conducting formative assessment during synchronous online lessons: university teachers’ challenges and pedagogical strategies 在同步在线课程中进行形成性评估：大学教师面临的挑战和教学策略

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Pedagogies Pub Date : 2022-04-21 DOI: 10.1080/1554480X.2022.2065993

B. Moorhouse, Lucas Kohnke

{"title":"Conducting formative assessment during synchronous online lessons: university teachers’ challenges and pedagogical strategies","authors":"B. Moorhouse, Lucas Kohnke","doi":"10.1080/1554480X.2022.2065993","DOIUrl":"https://doi.org/10.1080/1554480X.2022.2065993","url":null,"abstract":"ABSTRACT Synchronous online teaching through video-conferencing software (VCS) has become a common mode of instruction during the COVID-19 pandemic. This mode brings unique challenges for teachers that require specific professional digital competences. One such challenge is conducting formative assessment. Through the use of in-depth interviews with nine Hong Kong university teachers who had taught synchronously online for one semester, this exploratory study explored the challenges of conducting formative assessment during synchronous online lessons and the strategies teachers deploy to conduct formative assessment. The findings indicate that the key difficulties include gathering information on students’ needs, checking students’ understanding, giving individual feedback, and building relationships with students. To address these challenges, the teachers suggested four pedagogical strategies: (1) Combine synchronous with asynchronous approaches; (2) Utilise breakout rooms; (3) Utilise poll functions of the VCS and combine it with other online platforms; and (4) Provide time before or after lessons for informal conversations. The findings suggest that teachers need to develop specific pedagogical strategies to conduct formative assessment. This provides an initial conceptualisation of one important dimension of Professional Digital Competence, teaching using digital technologies, and one aspect of that dimension, how teachers use digital tools and strategies to conduct formative assessment.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42815052","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

Exploring possible futures of makerspaces as an important basic component of K-12 education 探索作为K-12教育重要基础组成部分的创客空间的可能未来

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Pedagogies Pub Date : 2022-04-20 DOI: 10.1080/1554480X.2022.2065997

Hanaa Ouda Khadri Ahmed

引用次数: 0

Teaching two languages: navigating dual identity experiences 双语教学:驾驭双重身份体验

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Pedagogies Pub Date : 2022-04-18 DOI: 10.1080/1554480X.2022.2065996

V. Tavares

{"title":"Teaching two languages: navigating dual identity experiences","authors":"V. Tavares","doi":"10.1080/1554480X.2022.2065996","DOIUrl":"https://doi.org/10.1080/1554480X.2022.2065996","url":null,"abstract":"ABSTRACT Research on language teacher identity has grown exponentially over the last two decades. By researching language teacher identity, we develop a better understanding of how sociological issues generally impact teachers’ lives. For non-native language teachers, in particular, challenges tend to originate from language ideologies around monolingualism as well as native-speakerism and affect teachers’ identities in terms of legitimacy and acceptance. However, our existing knowledge has focused on the experiences of teachers teaching one language and reflected primarily the experiences of teachers teaching English as a second or foreign language. In this paper, I employ autoethnography as a method to explore my own identity-related experiences as a teacher of two languages: English and Portuguese. Two concerns guided my inquiry: first, what kinds of experiences – e.g. challenges, conflicts, discoveries – emerge within each teaching context, and second, how teachers navigate their dual identity-related experiences – in other words, how they make sense of such experiences. In describing my experiences, I highlight the negative impact of cultural stereotypes and linguistic purism on one hand, while on the other, the positive impact of teaching in a multicultural setting to my personal and professional identities.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46876420","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

Examining participatory opportunities in group interactions in an ESL classroom: a positioning perspective 从定位的角度考察ESL课堂小组互动中的参与机会

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Pedagogies Pub Date : 2022-04-14 DOI: 10.1080/1554480X.2022.2061979

Fei Wang, Bingbing Ai

{"title":"Examining participatory opportunities in group interactions in an ESL classroom: a positioning perspective","authors":"Fei Wang, Bingbing Ai","doi":"10.1080/1554480X.2022.2061979","DOIUrl":"https://doi.org/10.1080/1554480X.2022.2061979","url":null,"abstract":"ABSTRACT Using positioning theory as a framework, this study examined two adult learners’ participatory opportunities in small group interactions when they were learning English as a second language in an American university. The study finds that control over access to participatory opportunities mainly lies in how learners manage to position themselves and others in group interactions. Respectful and supportive positioning builds up participatory opportunities, whereas exclusive and dominating positioning leads to deprivations. The study discloses that group members’ positioning of self and others was largely influenced by the specific context of the interaction dynamics, such as partners’ attitudes and responses, characteristics of the task and teacher’s intervention, as well as personal attributes. It further suggests that to make group learning more effective, every member needs to construct an agentive position, not only for themselves but also for others, especially for those who might be more vulnerable to being positioned as peripheral in group interactions. In particular, students who are privileged to position themselves as powerful could learn to choose to empower others, i.e. to build up rather than take away opportunities for peripheral students. Findings will contribute to ESL classroom interaction management.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48485756","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 Pedagogical Content Knowledge (PCK) through an enriched teacher education program: cases of four Iranian pre-service EFL teachers 通过丰富的教师教育计划发展教学内容知识（PCK）——以四名伊朗职前英语教师为例

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Pedagogies Pub Date : 2022-04-10 DOI: 10.1080/1554480X.2022.2061976

Seyyed Mohammad Reza Adel, Mostafa Azari Noughabi

{"title":"Developing Pedagogical Content Knowledge (PCK) through an enriched teacher education program: cases of four Iranian pre-service EFL teachers","authors":"Seyyed Mohammad Reza Adel, Mostafa Azari Noughabi","doi":"10.1080/1554480X.2022.2061976","DOIUrl":"https://doi.org/10.1080/1554480X.2022.2061976","url":null,"abstract":"ABSTRACT Pedagogical content knowledge (PCK) has been extensively studied in science teacher education. However, scant research attention within the domain of Teaching English as a Foreign Language (TEFL) has been paid to teachers’ PCK. With an interpretive qualitative design, the present study aimed to investigate whether pre-service English as a Foreign Language (EFL) teachers’ PCK could be developed through an enriched teacher education program in the Iranian context. The program, including 12 sessions for increasing four teachers’ knowledge of strategies, students, and curriculum, was enriched by providing the teachers with opportunities to present the content through effective strategies, reflect on teaching practices through viewing videos, and receive mentoring. The data were gathered through video-stimulated recall, semi-structured interview, field notes, and classroom observation. After qualitative data analysis, five major themes emerged. The findings indicated that enriched teacher education programs could help pre-service EFL teachers reflect on their pedagogical practices and develop their PCK; however, these programs would not be sufficient. In addition, analysing the observational data indicated that enriched teacher education programs could mainly influence pre-service EFL teachers’ knowledge of teaching strategies as one of the main subareas of PCK. Finally, pedagogical implications and suggestions for future research are offered.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47977619","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

Active learning in informal learning spaces: science students’ experiences 非正式学习空间中的主动学习:理科生的经验

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Pedagogies Pub Date : 2022-04-05 DOI: 10.1080/1554480X.2022.2061978

Chan Chang-Tik, Beng-Kah song

{"title":"Active learning in informal learning spaces: science students’ experiences","authors":"Chan Chang-Tik, Beng-Kah song","doi":"10.1080/1554480X.2022.2061978","DOIUrl":"https://doi.org/10.1080/1554480X.2022.2061978","url":null,"abstract":"ABSTRACT In crafting the active learning approach for this study, we leverage on the definition of active learning as a methodology that requires students’ active collaborative engagement and involvement in their own learning and they are held accountable for learning with peers. Building from social interaction, we extend the notion of active learning to include socio-cognitive conflicts and socio-emotional conflicts. Subsequently, the aim of this study is to gain insights into science students’ experiences and perceptions of active learning in informal learning spaces. The current study used a basic qualitative research method involving 29 genetics students.. The data were collected from the 2-hour video recordings and 45-minute semi-structured focus group interviews. The conceptual content analysis approach was used to analyse the data. The results reveal that the higher-performing students are able to regulate the cognitive processes, and to learn effectively in a minimally guided instruction environment outside the classroom by relying on their peers as a reliable source of information. However, the lower-performing students depend on their lecturer to transfer knowledge to them. They do not believe it is possible to learn science from their peers. Probably because they do not know how to learn in a group.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47842435","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

A multiliteracies approach to online reading to learn: a case study 在线阅读学习的多元读写方法:个案研究

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Pedagogies Pub Date : 2022-04-03 DOI: 10.1080/1554480X.2020.1826946

Íris Susana Pires Pereira

{"title":"A multiliteracies approach to online reading to learn: a case study","authors":"Íris Susana Pires Pereira","doi":"10.1080/1554480X.2020.1826946","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1826946","url":null,"abstract":"ABSTRACT This paper aims to contribute to the discussion of a multiliteracies approach to online inquiry reading. After presenting the key principles of this theory, I focus attention on an online platform acknowledged for its learning aims – TED-Ed – as an empirical basis for researching the practicability of such an approach. An original lesson available on the platform was studied, revealing that it only partially complies with the pedagogy in question. This analysis showed that while multimodal, hyperlinked and purposeful online reading was clearly taking place as a situated and transformative experience, there were, nevertheless, significant restrictions in the enactment of the theory, specifically, the partiality of the meaning-making paths designed to scaffold students’ learning, the absolute invisibility of semiotic resources used for making meaning and the adoption of an uncritical attitude toward meaning making. Finally, discussion is made of the most significant insights to be drawn from this analysis, concerning the potentials of such platforms for practice and research and the need for practitioners to develop their understanding of online reading to learn in order to fully enact the theory underpinning the multiliteracies approach.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1826946","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59947376","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