Pedagogies最新文献_第6页

Educational strategies for youth empowerment in conflict zones: transforming, not transmitting, trauma 冲突地区增强青年权能的教育战略：转变而非传播创伤

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Pedagogies Pub Date : 2022-04-03 DOI: 10.1080/1554480X.2022.2071042

Goutam Karmakar

引用次数: 1

Researching interpretive talk around literary narrative texts: shared novel reading 围绕文学叙事文本的阐释性话语研究：共享小说阅读

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Pedagogies Pub Date : 2022-01-02 DOI: 10.1080/1554480X.2022.2031090

Nah Dominic

引用次数: 0

Embodied mathematical practices in (re)designing board games in a linguistically diverse classroom 在语言多样化的课堂中设计桌游的数学实践

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Pedagogies Pub Date : 2021-12-30 DOI: 10.1080/1554480X.2021.2013232

Beaumie Kim, Reyhaneh Bastani, M. Takeuchi

引用次数: 0

Eleven factors contributing to the effectiveness of dialogic reflection: understanding professional development from the teacher’s perspective 影响对话反思有效性的11个因素：从教师角度理解专业发展

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Pedagogies Pub Date : 2021-12-27 DOI: 10.1080/1554480X.2021.2013234

Edsoulla Chung

{"title":"Eleven factors contributing to the effectiveness of dialogic reflection: understanding professional development from the teacher’s perspective","authors":"Edsoulla Chung","doi":"10.1080/1554480X.2021.2013234","DOIUrl":"https://doi.org/10.1080/1554480X.2021.2013234","url":null,"abstract":"ABSTRACT How teacher development can be fostered has always been a primary concern within educational research. While researchers have repeatedly emphasized the use of dialogue as a useful means of fostering learning, little detailed investigation has been conducted to explicate the role of dialogic reflection in teacher learning and how it can be incorporated into a professional programme to ensure the programme’s effectiveness from the teacher’s perspective. Accordingly, this paper reports the results of a qualitative study examining, based on teachers’ perceptions, the role of dialogic reflection in fostering professional development and the essential determinants contributing to its effective implementation, in an Asian context. Based on the analysis of in-depth semi-structured interviews and reflective journal entries collected from four secondary school English language teachers engaged in a programme promoting professional growth through dialogic reflection, the study’s findings revealed that dialogic reflection was considered useful in facilitating collective scaffolding among teachers. More important, eleven factors that support teacher development through dialogic reflection, focusing on four major areas – multiple pathways to quality reflection, teachers’ dialogic qualities, conditions conducive to dialogic reflection, and kinds of institutional support – were identified. Implications for teacher development and suggestions on future research are discussed.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48897757","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

Gracious space: developing community, taking risks, and expanding socio-emotional awareness in the classroom 优雅的空间:发展社区，承担风险，扩大课堂上的社会情感意识

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Pedagogies Pub Date : 2021-12-14 DOI: 10.1080/1554480X.2021.2013233

Rachel Romero

引用次数: 0

Dilemmas in the integration of technologies in a Primary school classroom: the dialogue between teacher agency, curriculum and digital technologies 小学课堂技术整合的困境:教师代理、课程与数字技术之间的对话

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Pedagogies Pub Date : 2021-12-14 DOI: 10.1080/1554480X.2021.2013235

Patricia Digón-Regueiro, Adriana Gewerc-Barujel, Cristina Pérez-Crego

{"title":"Dilemmas in the integration of technologies in a Primary school classroom: the dialogue between teacher agency, curriculum and digital technologies","authors":"Patricia Digón-Regueiro, Adriana Gewerc-Barujel, Cristina Pérez-Crego","doi":"10.1080/1554480X.2021.2013235","DOIUrl":"https://doi.org/10.1080/1554480X.2021.2013235","url":null,"abstract":"ABSTRACT The current study describes and analyse the day-to-day integration of digital technologies in a Year Three Primary Education classroom in Spain. The process of integrating technologies in the classroom and the difficulties and contradictions encountered are analysed in accordance with two key theories: teacher agency and the prescribed curriculum conveyed through textbooks. It is a qualitative research with an intrinsic case study, consisted of participant and non-participant observation, in-depth interviews, focus groups and document analysis. Results show that interactions between various personal, contextual and structural aspects, and their various combinations, forges and restructures teachers’ ICT practices, revealing the difficulties teachers experience in introducing technology-based innovations to the current curriculum. The observation of the process exposes a series of beliefs and contradictory practices that compromise the teacher’s agency in terms of her capacity to meet her initial objective of autonomously managing the curriculum.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44296467","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

Nontraditional early childhood educators seeking bachelor’s degrees: a case study 寻求学士学位的非传统幼儿教育者：个案研究

IF 0.8

Pedagogies Pub Date : 2021-12-09 DOI: 10.1080/1554480X.2021.2013236

L. Katz, Nermin Cantas, Deborah Zurmehly

{"title":"Nontraditional early childhood educators seeking bachelor’s degrees: a case study","authors":"L. Katz, Nermin Cantas, Deborah Zurmehly","doi":"10.1080/1554480X.2021.2013236","DOIUrl":"https://doi.org/10.1080/1554480X.2021.2013236","url":null,"abstract":"ABSTRACT Teacher education programs in four-year universities have historically been preparing novice teachers unfamiliar to a classroom environment. However, with the latest initiatives related to workforce development in early childhood education, an increasing number of teacher education programs are enrolling more nontraditional students with experience in the early childhood field. This study explores the unique aspects of the professional and identity development of nontraditional early childhood educators enrolled in a Bachelor of Science in Education program in the Midwestern US. Using a qualitative case study method, we interviewed 17 educators on new knowledge and practices they gained in their bachelor’s degree program and were implementing in their early childhood settings. Then, we observed and interviewed two of the participants in their early childhood settings to recall more specific activities they learned in their bachelor’s degree coursework and implemented in their settings. Findings indicate educators gained new knowledge in teacher practices, family–program relations, and children and families from diverse backgrounds. This new knowledge reframed their teacher identities, providing opportunities to implement classroom practices new to their teaching repertoire to meet students’ needs. These findings have implications for teacher education programs enrolling nontraditional early childhood educators.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45065943","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

Elementary ESL teachers’ advocacy for emerging bilinguals: a third space perspective 小学ESL教师对新兴双语者的倡导:第三空间视角

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Pedagogies Pub Date : 2021-10-12 DOI: 10.1080/1554480X.2021.1975541

Jihea Maddamsetti

{"title":"Elementary ESL teachers’ advocacy for emerging bilinguals: a third space perspective","authors":"Jihea Maddamsetti","doi":"10.1080/1554480X.2021.1975541","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1975541","url":null,"abstract":"ABSTRACT This year-long multiple case study examines how three elementary-level ESL teachers understood their advocacy for emerging bilinguals, what tensions arose during their advocacy, and how they dealt with those tensions. Interviews, teaching artefacts, and observations were analyzed using a theoretical model informed by third space theory and existing research on teachers’ critically conscious advocacy. The way that these teachers conceptualized their advocacy (i.e. non-critical, critically emerging, and critically conscious) was tied to the tensions that they encountered as advocates (i.e. advocacy as core versus marginal ideas; advocacy beliefs versus actions; ideological alignment versus misalignment). Teacher participants often dealt with tensions by engaging with stakeholders in third spaces, which are hybrid zones between formal and informal spaces of social interactions. Some of the actions that teacher participants took within third spaces included co-constructing new cultural knowledge with emerging bilinguals’ families; building bridges between the school and their students’ communities; and reimagining alternative practices. This study shows that third spaces can help teachers and stakeholders to jointly identify tensions stemming from divergent goals and help them to collaborate in advocating for emerging bilinguals.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44682886","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 the impact of student generated representations on student learning 探究学生生成的表征对学生学习的影响

IF 0.8

Pedagogies Pub Date : 2021-09-09 DOI: 10.1080/1554480X.2021.1975540

Ganga B. Gurung

引用次数: 0

Teaching visual culture in the context of visual arts teacher education 视觉艺术教师教育背景下的视觉文化教学

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Pedagogies Pub Date : 2021-09-08 DOI: 10.1080/1554480X.2021.1975543

Sevcan Saribas, N. Coskun, Nuray Mamur

{"title":"Teaching visual culture in the context of visual arts teacher education","authors":"Sevcan Saribas, N. Coskun, Nuray Mamur","doi":"10.1080/1554480X.2021.1975543","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1975543","url":null,"abstract":"ABSTRACT This article addresses what kind of learning-teaching process should be applied to teach visual culture teaching in the Special Teaching Methods II course given as part of the visual arts teacher education program in Turkey. The study was designed with action research which is, one of the qualitative research methods using a two-step process. The first step was achieved with the participation of 24 preservice art teachers in a state university. In the second step, four volunteers were selected from among the participants of the first step and their process of implementing lesson plans in a visual arts course of a secondary school was examined. Data were obtained from observations, document analysis, and interviews which were then analyzed inductively. This paper focuses on four themes that emerged from the analysis of the data: realize, practice, relate and experience. In the study, it was concluded that preservice teachers develop awareness of how visual culture shapes meaning, shows willingness to raise awareness of society by drawing attention to social problems in their artistic work, and that their lesson plans effectively reflect their achievements regarding visual culture studies.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49161206","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