Pedagogies最新文献_第9页

Student-initiated aspects as starting points for teaching digital competence in the early years of primary education 在小学早期教育中，以学生为出发点的数位能力教学

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Pedagogies Pub Date : 2021-01-13 DOI: 10.1080/1554480X.2020.1870469

Susanna Pöntinen, Sinikka Räty-Záborszky

{"title":"Student-initiated aspects as starting points for teaching digital competence in the early years of primary education","authors":"Susanna Pöntinen, Sinikka Räty-Záborszky","doi":"10.1080/1554480X.2020.1870469","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1870469","url":null,"abstract":"ABSTRACT The beginning of primary education is an important time to form a good basis for students to develop their digital competence. However, the use of digital technologies is seldom a part of everyday schoolwork during the first years of primary school education. Furthermore, instruction on digital competence is often loosely connected to the students’ own ideas. Since there is obviously a need to investigate student-initiated involvement, this case study examined six to seven-year-old children’s views and ideas of using digital technology in school lessons through drawings and interviews. The results show that some of the students did not share the idea of using digital technology in their school lessons but most of the students did. In particular, the students expected digital devices to be used for learning, not for entertainment. Furthermore, their ideas reflected teacher-centred and student-centred approaches to learning digital competence. The study demonstrates that young students’ drawings and interviews reflect a range of important aspects in respect to teaching and learning digital competence.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1870469","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46202509","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

Always already there: theorizing an intra-disciplinary social studies 一直都在那里:理论化一个跨学科的社会研究

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Pedagogies Pub Date : 2021-01-11 DOI: 10.1080/1554480X.2020.1870470

E. Adams, Stacey Kerr

{"title":"Always already there: theorizing an intra-disciplinary social studies","authors":"E. Adams, Stacey Kerr","doi":"10.1080/1554480X.2020.1870470","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1870470","url":null,"abstract":"ABSTRACT While social studies is often referred to as either disciplinary or interdisciplinary, we explain why the term intra-disciplinary might be more appropriate. Specifically, we present new materialist definitions of the prefix intra- and theorize why it is productive to consider social studies concepts as simultaneously historic, geographic, economic, and civic, instead of discrete and separate disciplines. After presenting an overview of the field of social studies and concerns over disciplinary definitions and designations, we show how theory can be put into practice with descriptions of three activities we did with elementary and secondary-focused preservice teachers designed with an intra-disciplinary approach in mind. These activities include a walk through a local neighborhood, a trip to a nearby organic grocery store, and a field trip to the state art museum. Ultimately, we present an argument that the often separated social studies disciplines are always abundantly present in each other and that their continued separation narrows the scope of the field and restricts teachers' ability to create relevancy between classroom topics and the lives of students.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1870470","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45488555","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

Mentoring to transgress: practicing inspection, reciprocity and hope in teacher education 辅导越轨：教师教育实践检验、互惠与希望

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Pedagogies Pub Date : 2021-01-10 DOI: 10.1080/1554480X.2020.1870468

Melissa Mosley Wetzel, N. Batista-Morales, Erica Steinitz Holyoke

引用次数: 1

Identity texts: an intervention to internationalise the classroom 身份文本：课堂国际化的干预

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Pedagogies Pub Date : 2020-12-23 DOI: 10.1080/1554480X.2020.1860060

R. Zaidi, D. El Chaar

{"title":"Identity texts: an intervention to internationalise the classroom","authors":"R. Zaidi, D. El Chaar","doi":"10.1080/1554480X.2020.1860060","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1860060","url":null,"abstract":"ABSTRACT The growing number of international students studying at Canadian universities has exacerbated the need to address identity, cultural aspects of teaching, and the commonalities of different cultures through a transcultural lens. To explore these concepts, researchers conducted a qualitative study using a workshop format at a large university in western Canada with graduate students, postdoctoral students, and faculty members from multiethnic backgrounds (N = 9). Two questions were posed to precipitate the research: 1) What does being transcultural mean to you? 2) Have you experienced cultural dissonance as part of your professional life? In a series of three activities, participants explored how to use identity texts (written, spoken, visual, musical, or multimodal sociocultural artefacts produced by participants) as an intervention to foster transculturalism and reduce tension and dissonance in a cross-cultural educational setting. Results indicated that using identity texts increased self-awareness, built trust, enhanced belonging, and revealed common humanity, thus creating opportunities to develop a successful professional identity in a multiethnic milieu.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1860060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41437372","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

Literate identity negotiations and supportive teacher discourse moves in a comic writing workshop 文学认同谈判和支持教师话语在漫画写作工作坊的移动

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Pedagogies Pub Date : 2020-12-18 DOI: 10.1080/1554480X.2020.1860062

Xue Qiao, Lindsey Moses, L. Kelly

引用次数: 0

Innovative assessment methods as a pathway to public engagement: A case study of Literature & Medicine 作为公众参与途径的创新评估方法:文学与医学案例研究

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Pedagogies Pub Date : 2020-12-17 DOI: 10.1080/1554480X.2020.1860061

G. Matthews, Olivia Djawoto

引用次数: 0

Understanding play participants’ perspectives in play-based learning: a cultural-historical analysis in a home context 在基于游戏的学习中理解游戏参与者的观点:家庭背景下的文化历史分析

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Pedagogies Pub Date : 2020-10-27 DOI: 10.1080/1554480X.2020.1826949

Anamika Devi

{"title":"Understanding play participants’ perspectives in play-based learning: a cultural-historical analysis in a home context","authors":"Anamika Devi","doi":"10.1080/1554480X.2020.1826949","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1826949","url":null,"abstract":"ABSTRACT There are some studies indicating that parents make a significant contribution to children’s conceptual learning through play, whereas very few studies have been done to identify parents’ pedagogical positioning in children’s imaginative play for supporting their learning and development. This paper is seeking how Indian-Australian immigrant parents involve themselves and support the development of abstract concepts by taking on their children’s perspectives in imaginative play. Vygotsky’s cultural-historical theory was used to analyse the data to answer the research question. The data have been collected through video, audio and semi-structured interviews from four Indian-Australian immigrant families. Approximately 17 hours of data were collected from four focus children’s families. The finding of this study show how to extend the play that the parent and child develop from an individual perspective by moving between inside and outside of the imaginative play. However, the study also reveals that the play participants might miss the opportunity to understand each other’s perspectives by only being outside of the play. The paper suggests that future research should concentrate on studying the pedagogical positioning of the adult, which is an important dimension for understanding adults’ involvement in children’s imaginative play for supporting learning and development.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1826949","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47212114","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

Translation for multiliteracies: case studies of EFL and JFL classrooms 多元读写能力的翻译:英语和日语课堂的个案研究

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Pedagogies Pub Date : 2020-10-15 DOI: 10.1080/1554480X.2020.1826948

V. Lee, Eiko Gyogi

{"title":"Translation for multiliteracies: case studies of EFL and JFL classrooms","authors":"V. Lee, Eiko Gyogi","doi":"10.1080/1554480X.2020.1826948","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1826948","url":null,"abstract":"ABSTRACT The purpose of this study is to analyse how translation can be used to foster multiliteracies. It looks at a multimodal-focused approach to translation, which is one of the two important focuses of the pedagogy of multiliteracies. The approach was applied to two different classroom settings: a Korean into English translation classroom at a university in Seoul, South Korea, and a beginner Japanese language class at a university in London, England. In particular, it will examine how a focus on the multimodal dimensions of text facilitates students’ understanding and how this in turn influences their decision-making in translation tasks across classroom contexts. The study uses thematic analysis to examine students’ learning journals submitted after the lesson. Despite two different classroom settings and differences in students’ language proficiency, data show the role such an approach played in enabling students to make decisions for their text output while contemplating the available modes. The approach allowed students to be explicitly aware of the context surrounding the media and helped them to make informed decisions regarding which translations to use.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1826948","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45829912","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

Experiences of Chinese international students within higher education: a narrative study 中国留学生高等教育经历的叙事研究

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Pedagogies Pub Date : 2020-10-12 DOI: 10.1080/1554480X.2020.1826947

Aijuan Cun, Mary B. Mcvee

引用次数: 2

The effect of using negative knowledge based intelligent tutoring system evaluator software to the academic success in English language education 使用基于负知识的智能辅导系统评估软件对英语教育学业成功的影响

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Pedagogies Pub Date : 2020-10-01 DOI: 10.1080/1554480x.2019.1706522

Ümit Demir

{"title":"The effect of using negative knowledge based intelligent tutoring system evaluator software to the academic success in English language education","authors":"Ümit Demir","doi":"10.1080/1554480x.2019.1706522","DOIUrl":"https://doi.org/10.1080/1554480x.2019.1706522","url":null,"abstract":"ABSTRACT This research was conducted to determine the effects of the using negative knowledge-based Intelligent Teaching System (ITS) evaluator software in the assessment and evaluation processes of English Teaching as a Foreign language. Experimental design with the pretest-posttest control group was used in this study. The study group consists of 67 students who are studying at the Vocational College of Technical Sciences located in Canakkale/Turkey. In this study, educational evaluator software based on correcting misconceptions developed by the researcher was used within the education process only in the experimental group. At the end of the fifth week following the 4-week experimental procedure, the academic achievement of the students was determined by a posttest. As a result, it was found to be a significant difference [t(33) = −7.13, p < .05] between the pretest-posttest academic achievement of the experimental group. In addition, there was no significant difference [t(65) = −1.15, p > .05] between the pretest scores of the experimental and control groups. There was a significant difference [t(65) = −2.25, p < .05] in posttest scores’ of control and experimental group students. As a result, using knowledge-based ITS evaluator software increased academic achievement much more than traditional education.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480x.2019.1706522","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48876020","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: 4