Academic literature on the topic 'Disciplinary discursive community of teachers'
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Journal articles on the topic "Disciplinary discursive community of teachers"
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Amarante, Maria de Fátima Silva, Eliane Righi de Andrade, and Eliane Fernandes Azzari. "EFL BRAZILIAN TEACHERS IN THE HYPERMODERN WORLD: PRÊT-À-PORTER SUBJECTS, SOCIAL MEDIA AND DISCOURSE." Trabalhos em Linguística Aplicada 55, no. 2 (August 2016): 457–81. http://dx.doi.org/10.1590/010318134999177131.
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ABSTRACT As researchers, we have been increasingly drawn to focus our investigation on both teachers' and students' posts on social media online networks, especially those held in community pages. Our aim is to reflect upon the representations and identity processes which have emerged from objectifying and/or subjectifying processes which are constituted by / constituting of power/knowledge relationships, established by the means of digital-mediatic discourse. We believe that the study of the interconnectivity between identity and technology in the identity constituting process of educational subjects will somehow contribute to clarify the implications that identity practices hold in the schooling of educational managers/stakeholders and teachers as well as to in-service teachers' instruction. Adopting a discursive-deconstructive perspective of Discourse Analysis, we look upon some posts taken from interactions on social network pages on Facebook. The underlying theoretical and methodological views are grounded on Foucault´s literature discussions of power and subjectivity and on the discussions proposed by Ferreira (2008). The latter offers us a methodological-analytic perspective for the network discourse based on the rhizome structure developed by Deleuze & Guatarri (2000). We then borrow from Lipovetzky & Seroy's (2005.2008.2015)discussions our take on contemporary processes and society. Grounded in Foucault´s perspective of language as a social practice; an action upon / onto others (FOUCAULT, 1996) we see that Facebook communities might be unveiled as disciplinary utilities which are a perfect match to the consumerist contemporary society - one where anthropophagical and autophagic processes rein. The analysis highlights the constitution of a hedonistic subject which shows up from both anthropophagical and autophagic processes materialized by instances of auto-referential/ referential mentions translated into digital (multimodal) illustrations and by exaggeratedly recalling to self-narratives. Such narratives suggest an attempt to answer a hypertrophied aesthetical call from a hyper Narcissus which has strategically been construed as an irresistible Don Juan.
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Pauletti, Jéssica, and Sandra Maria Wirzbicki. "Da concepção à concretização: o caso da contextualização no ensino de Biologia entre os professores de Biologia na Educação no Campo." Cadernos CIMEAC 5, no. 2 (December 27, 2015): 21. http://dx.doi.org/10.18554/cimeac.v5i2.1505.
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As discussões em torno da Educação no Campo (EC) são recentes e revelam diversos olhares a esse espaço. Este artigo trata de recorte de pesquisa desenvolvida durante o trabalho de conclusão de curso (TCC) de Ciências Biológicas da Universidade Federal da Fronteira Sul (UFFS-Campus Realeza/PR). O estudo voltou-se às compreensões sobre a concepção de contextualização no ensino entre quatro professores de Biologia na microregião de Francisco Beltrão/PR, contemplando três escolas do Ensino Médio da EC. A metodologia baseou-se em pesquisa bibliográfica e entrevista semi-estruturada aberta, sendo que os dados coletados foram analisados por meio da Análise Textual Discursiva (ATD). A análise dos excertos possibilitou organizar categorias como Vivência do educando (realidade/cotidiano/comunidade/); Organização Curricular (autonomia/currículo/ transposição didática) e Relações das vivências e o currículo (teoria e prática/trabalho participativo em aulas). Resultados da pesquisa levam a compreender que a EC está mais no termo de definição do que em uma EC propriamente dita, com metodologias diferenciadas para os sujeitos do campo. Contudo, depoimentos extraídos das entrevistas, trazem os esforços destes professores em relacionar temáticas do cotidiano dos estudantes com conteúdos disciplinares, em algum momento na sala de aula. A pesquisa realizada aponta para a necessidade de refletir e reorganizar o currículo da formação inicial dos licenciandos e dar maior suporte teórico-metodológico na formação continuada, minimizando os obstáculos advindos de uma fragmentação curricular que limita e distancia os sujeitos envolvidos no processo de ensino e aprendizagem dos objetivos da Educação no Campo.Palavras-chave: Educação no Campo; Contextualização no ensino; Formação docente. ABSTRACT: The discussions concernin education in rural areas are quite recent and show many different angles from which it has been looked at. This article is about research carried out during the preparation of the end-of-course written paper at the Realeza Campus of Universidade Federal da Fronteira Sul - UFFS Biological Sciences course. The studied focused on understanding of the notion of study contextualization in teaching from four Biology teachers in the micro-region of Francisco Beltrão/PR, in three High Schools with rural education in their curricula. The methodology was based on literature review and open semi-structured interviews, and the collected data is analyzed by means of textual analysis discourse. The analysis of excerpts allowed us to organize categories such as Student Experience (reality / daily life / community); Curriculum organization (autonomy / curriculum / didactic transposition) and relations of experiences and the curriculum (theory and practice /participatory work in classes). The survey results lead to understand that rural education is more in terms of definition than in a rural education itself, with different methodologies to rural players. However, testimonies extracted from interviews reflect the efforts of teachers in relate students’ everyday issues with disciplinary content at some time in the classroom. The research points to the need to reflect and organize the curriculum of the initial training of graduates and give greater theoretical and methodological support in continuing education, minimizing the obstacles arising from a curricular fragmentation that limits and distance the subjects involved in the process of teaching and learning the objectives of rural education.Keywords: Rural Education; Contextualization in Teaching; Teacher Training.
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Alkoby, Asher. "Three Images of “Global Community”: Theorizing Law and Community in a Multicultural World." International Community Law Review 12, no. 1 (2010): 35–79. http://dx.doi.org/10.1163/187197410x12631788215837.
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AbstractThis article uncovers the normative commitments underlying discussions on compliance and institutional design in international law and international relations (IR) theory through an examination of the concept of “global community” in different disciplinary discourses. Three images of global community are conjured in these theoretical discussions: the pluralist, the solidarist, and the discursive. After outlining the first two and discussing the critiques waged against them, the article seeks to defend the third image, which offers an approach to global social integration that is both culturally attuned and ambitious in scope. Drawing on critical IR theory, political philosophy as well as discursive theories of law, the article argues that the proposed image of global community holds the potential to successfully resolve the inherent tension between order, justice and cultural diversity, and where international law may play a meaningful role.
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Simeoni, Irene Amelia, Carlos Oscar Lepez, Noelia Noemí Palacios, Rubén Alberto Gómez Turchiaro, María Adriana Betancourt, Laura Mabel Bruno, Mónica Alicia De Nazzari, et al. "Review of the VIII institutional conference of the Bachelor of Nursing degree at the University of Buenos Aires: History and innovation." Salud, Ciencia y Tecnología - Serie de Conferencias 3 (May 7, 2024): 755. http://dx.doi.org/10.56294/sctconf2024755.
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Introduction: Nursing is the pillar of the health system that is oriented in a scientific and humanistic way to the care of the person, family, groups, and communities. Qualitative historical-documentary research was carried out whose objective of this article is to describe the historical evolution and innovation in the Bachelor's Degree in Nursing at the University of Buenos Aires (UBA). Nursing acquired its character as a university degree in 1960 and is structured in two cycles. The teaching scenarios of the career are organized in the central academic unit and in a decentralized manner in 16 Nursing Teaching Units distributed in the City and Province of Buenos Aires. The future perspectives and focus on career innovation include promoting scientific research, editorial management and scientific publication, health communication, clinical simulation, telehealth, and advanced education, as well as training in teaching and research careers and continuation in programs of postgraduate programs to all those who work in higher education and optimize the study plan in accordance with national curricular standards, which strengthened the narrative of the topics presented at the VIII institutional nursing conference of the UBA on November 24, 2023.Objective: to characterize the origins of nursing in Argentina and in the regional context linked to patterns that typify the birth and development of the Bachelor of Nursing degree at the UBA in epoch and contextual terms, highlighting the sociohistorical and institutional contributions both in the unit central academic center and in the nursing teaching units where the program operates, crystallizing the integrative dimensions that work in university life.Method: Qualitative historical-documentary research. The research methods used were both theoretical and empirical. The theorists facilitated fulfilling the epistemological function of the conceptual interpretation of the information, which were: Analytical-Synthetic; Deductive-Inductive and Historical-Logical:Development: a dialectical, discursive sequencing and a narrative of events that appeal to organizational values or define in a sense attribute of the reference institution that anchors in amalgamation with the mission and vision of the Bachelor of Nursing degree at the UBA were programmed.Conclusions: The process of making the proposal programmed for the VIII institutional day of the Bachelor of Nursing degree at the UBA was enhanced as in a tessellar network, as it represented an organizational, operational and collaborative logic that highlighted the unity in action, guided by the leadership and direction of the course direction and with notable support in terms of the presence of prominent authorities from the House of Higher Studies itself, the Ministry of Health of the Nation and the Autonomous City of Buenos Aires, of disciplinary organizations: Argentine Nursing Federation, Nursing Association of the Federal Capital, Association of University Schools of Nursing of the Argentine Republic, Argentine Nursing Networks, career directors of local universities, as well as the UBA educational community made up of students, teachers, graduates, directors, coordinators of headquarters, areas and commissions that the convergence space selected for the occasion has flourished in the imposing Aula Magna “José Arce”, with a spirit of joy commemorating on such an occasion Nursing Day in Argentina, as an anniversary declared of interest by the race managers, focused on history and innovation.
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Kuklick, Clayton R., and Brian T. Gearity. "New Movement Practices: A Foucauldian Learning Community to Disrupt Technologies of Discipline." Sociology of Sport Journal 36, no. 4 (December 1, 2019): 289–99. http://dx.doi.org/10.1123/ssj.2018-0158.
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Sociologists of sport and coaching have repeatedly drawn upon the theoretical tools of Michel Foucault to map and critique the negative effects of coaches’ use of disciplinary practices. Three SCCs and two coach developers participated in multiple learning community meetings interrogating Foucault’s concepts to understand how power moves, create new, less disciplinary practices, and address the problems produced by too much discipline. The findings present new conceptual tools to train and move differently by disrupting disciplinary practices:spasmodic tempo training,atemporal training,variable geographic training,variable intra-geographic training,fluid and fragmented periodization,explorative coaching, andstrength coach as sage. We call for an appreciation of poststructural informed sport coaching and the development of a discursive sociology of sport coaching praxis.
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Xu, Mingxue, Zhao Zuo, and Ling Chen. "Power Relations And Authority in Teachers' Online Communities of Practice: Formation, Impact, And Implications." International Journal of Education and Humanities 11, no. 1 (October 22, 2023): 228–39. http://dx.doi.org/10.54097/ijeh.v11i1.13160.
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Teachers' online communities of practice have become ideal environments for teachers' professional learning, however the catalysts and derivatives of interpersonal interactions, such as power relations and authority in teachers’ online practice communities have not received enough attention -- these factors affect the inquiry and learning in teachers’ online practice communities to some extent. This study selected a case study of an online community of practice composed of four teachers. Based on the relevant concepts of Goffman's micro-sociolinguistics, we explored how teachers construct power relations and authority through discursive interactions in an online practice community, as well as its impact and implications for teachers' pedagogical inquiry and learning. This study analyzes discursive interactions in teachers' online communities of practice from a sociological perspective, providing a new perspective for analyzing teacher participation and learning in teachers' online communities of practice.
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Drew, Christopher. "To follow a rule: The construction of student subjectivities on classroom rules charts." Contemporary Issues in Early Childhood 21, no. 1 (September 3, 2018): 46–57. http://dx.doi.org/10.1177/1463949118798207.
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Rules charts are commonplace on classroom walls throughout the world. This article examines how such charts work to sustain discursive power relationships among teachers and students by mobilising idealised notions of the student within the classroom. The article reports on a discourse analysis of 50 rules charts and identifies three disciplinary and subjectivising discourses mobilised by charts: the Apollonian ‘good’, Dionysian ‘bad’ and Athenian ‘choice-making’ student. The article argues that awareness of the constitutive effects of discourse can enable practitioners to reflect on how their discursive practices might have material impacts on students’ capacity to move through educational spaces, and in particular can work to marginalise already disenfranchised students who do not fit the normative mould.
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Mwale, Mafunase, and Overson Shumba. "A Bernsteinian Analysis of the Recontextualisation of Knowledge in the 5090 Biology Syllabus in Zambia." International Journal of Research and Innovation in Social Science VII, no. VI (2023): 1592–607. http://dx.doi.org/10.47772/ijriss.2023.7735.
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This study was focused on exploring the recontextualisation of knowledge in the 5090 Biology Syllabus in Zambia. Learners have not performed well in the 5090 Biology Syllabus. The performance poor performance in the 5090 Biology Syllabus has been attributed to a number of reasons. One of the many reasons is that teachers do not know what they are to teach and how they are to teach. The study will help to understanding the instructional and the regulative discourse in the syllabus. This will enable the Biology teachers to effectively teach biology in secondary schools. An analysis of the syllabus will inform the Biology teachers with the content in the syllabus and how the content is to be transmitted. Bernstein’s classification and framing concepts have been used as analytical tools. Indicators were developed to guide the analysis. The document was inductively coded using Atlas ti 8 software. The findings indicated a strong framing (F+) in the selection, sequencing, evaluation criteria and in the hierarchical rules. Pacing was not indicated in the document. The classification was weak in the inter-disciplinary, intra-disciplinary and in the inter –discursive relations.
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Pillai, Shanthini. "Unequal discursivities and the symbolic capital of Malaysian Indian scholarship." International Journal of the Sociology of Language 2021, no. 267-268 (March 1, 2021): 241–51. http://dx.doi.org/10.1515/ijsl-2020-0072.
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Abstract This paper engages with the aspects of discursive hegemony in terms of both Metropolitan and disciplinary position and privilege, using the sociology of the language that has been produced on Malaysian Indian identity as my point of reference. It contends that these observations and articulations are able to rise to the surface more easily when they are securely located within disciplinary domains often related to determinacy. I argue that viewed as a whole, it becomes apparent that these discourses are coloured by the subjective desire of the accumulation of knowledge on the subject matters of their writings. As such, they are as much stories that are told of the Malaysian Indian community as those found in literary narratives and can ultimately lead to unequal discursivities.
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Tan, Mei Ying. "Discourses and Discursive Identities of Teachers Working as University-Based Teacher Educators in Singapore." Journal of Teacher Education 72, no. 1 (January 6, 2020): 100–112. http://dx.doi.org/10.1177/0022487119896777.
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This study made explicit the discourses of 10 teachers working as university-based teacher educators in Singapore to understand their enacted identities. It framed identity as discursive, constructed through language and talk. Interview data were analyzed using descriptive discourse analysis tools, with critical discourse analysis influencing the process. The discourses are as follows: (a) The value of seconded teachers is located firmly within schools, with practice and practitioner elevated above theory and academics; (b) teaching is the core role of seconded teachers, and discourses about learning, development, and research are weak; and (c) an individualistic framing situates the locus of change on teacher-practitioners. Hybrid spaces that bring theory and practice together are discursive spaces. Both the strengths and limitations of existing discursive identities need to be acknowledged, and multifaceted and complex practitioner identities explored. This article contributes to the integration of practitioners into the wider community of teacher educators in the university.
Dissertations / Theses on the topic "Disciplinary discursive community of teachers"
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Durrieu-Gardelle, Magali. "Langage et recherche collaborative : effets de la construction d’une communauté discursive d’enseignants en grammaire sur leurs modes d’agir, parler et penser et sur ceux de leurs élèves dans la discipline." Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0398.
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Notre travail doctoral porte sur l’oral pour enseigner et apprendre en grammaire à la fin de l’école élémentaire française. Il interroge les effets d’une recherche collaborative portant sur le langage pour apprendre en grammaire au cycle 3 (9 -10 ans), sur les pratiques entre autres langagières des enseignants en classe, les usages langagiers de leurs élèves et leur conscience disciplinaire de l’oral et de la grammaire. Il s’ancre dans une perspective historique et culturelle qui nous conduit dans un premier temps à revenir sur la constitution de la grammaire scolaire comme discipline pour comprendre les difficultés auxquelles sont confrontés les enseignants. Notre ancrage nous conduit, à la suite de Vygotski (1934/1997), à attribuer un rôle majeur au langage, et à la médiation langagière de l’enseignant dans la construction et l’appropriation par les élèves des savoirs en dépôt dans la culture. Nous sommes ainsi amenés à mobiliser, à l’échelle de la classe, le concept de Communauté Discursive Disciplinaire et Scolaire (Jaubert, Rebière et Bernié, 2003) pour comprendre, sur le plan langagier, la co-activité d’enseignement- apprentissage qui permet aux élèves de s’approprier des manières d’agir, de parler et de penser propres à la grammaire. Ce positionnement nous amène à interroger le modèle dominant de la leçon magistrale en grammaire suivie d’exercices d’application héritée du Moyen Age qui laisse peu de place à l’activité cognitive et langagière des élèves nécessaire à la négociation de la signification de l’activité grammaticale et des savoirs qu’il leur faut s’approprier. Par ailleurs l’injonction ministérielle de développer le langage pour apprendre en toute discipline, laisse nombre d’enseignants désarçonnés. Nous faisons ainsi l’hypothèse qu’une recherche collaborative sur la question du langage pour enseigner et apprendre en grammaire pourrait aider les enseignants impliqués à prendre conscience de l’importance du langage des différents acteurs dans la classe et à modifier leurs pratiques au bénéfice des apprentissages cognitifs et langagiers des élèves et du renforcement de leur conscience disciplinaire (Reuter, 2007). Nous avons mis en place une recherche collaborative sur 2 ans, adossée à l’analyse de l’activité (Clot & Faïta, 2000), avec 4 enseignantes de cycle 3. Nous disposons des films et verbatims de 8 séances de grammaire menées par les enseignantes sur la notion phrase simple/complexe, avant et en fin de recherche, des 12 verbatims des auto-confrontations, confrontations croisées et séances de travail collectif ainsi que de deux séries de questionnaires élèves visant à (1) identifier leurs pratiques langagières écrites en grammaire et (2) cerner leur conscience de la grammaire et de l’oral en grammaire, en début et en fin de recherche. La comparaison des verbatims des séances permet d’observer des transformations dans les pratiques enseignantes effectives (corpus, activité sollicitée, interventions discursives, traitement de l’erreur, savoir enseigner), temps de parole des acteurs nature des interactions verbales, positionnement énonciatif et usages langagiers des élèves. L’analyse des verbatims des entretiens permet de mettre en évidence que les éléments de la pratique qui ont été transformés ont tous été objets de discours, reformulés, interrogés, débattus, reconfigurés, signe de déplacements cognitifs et langagiers. L’analyse des questionnaires montre les transformations de leurs usages langagiers écrits, une conscience disciplinaire plus en phase avec l’activité grammaticale et un début d’objectivation de l’oral pour apprendre en grammaire. Dans la discussion, nous revenons sur les apports de cette recherche exploratoire ainsi que sur ses limites et nous interrogeons l’intérêt des recherches collaboratives, pour la formationOur doctoral work focuses on oral language for teaching and learning in grammar at the end of French primary schools. It examines the effects of collaborative research into language for learning in grammar in cycle 3 (9-10 years old), on teachers‘ classroom practices, their pupils’ use of language and their awareness of oral language and grammar as a subject. It is rooted in a historical and cultural perspective that leads us first to look back to the establishment of school grammar as a discipline in order to understand the difficulties faced by teachers. Following in the footsteps of Vygotski (1934/1997), our roots lead us to attribute a major role to language, conceived as a semiotic, dialogical tool with contextualised uses (Bakhtin, 1984), and to the teacher's mediation of language in the construction and appropriation by pupils of the knowledge deposited in culture. We are thus led to mobilise, the concept of the Communauté Discursive Disciplinaire et Scolaire (Jaubert, Rebière and Bernié, 2003) at the class level to understand, and at the language level, the teaching-learning co-activity that enables pupils to appropriate ways of acting, speaking and thinking that are specific to grammar. This position leads us to question the dominant model of the masterly grammar lesson followed by drill exercises inherited from the Middle Ages, which leaves little room for the cognitive and linguistic activity required by pupils to negotiate the meaning of grammatical activity and the knowledge they need to acquire. Moreover, the ministerial injunction to develop language for learning in every subject leaves many teachers bewildered. We therefore hypothesise that collaborative research into the question of language for teaching and learning in grammar could help the teachers involved to become aware of the importance of the language of the various players in the classroom and to modify their practices for the benefit of pupils' cognitive and language learning and to strengthen their disciplinary awareness (Reuter, 2007). We set up a 2-year collaborative research project, based on activity analysis (Clot & Faita, 2000), with four cycle-3 teachers We had films and verbatims of 8 grammar sessions conducted by the teachers on the notion of simple/complex sentence, before and at the end of the research, 12 verbatims of self-confrontations, cross-confrontations and group work sessions as well as two series of student questionnaires aimed at (1) identifying their written language practices in grammar and (2) defining their awareness of grammar and oral grammar, at the beginning and end of the research. The comparison of the verbatims of the sessions enables us to observe transformations in the actual teaching practices (corpus, activity solicited, discursive interventions, handling of errors, knowledge taught) as well as the speaking time of the actors, the nature of the verbal interactions, the enunciative positioning and language uses of the pupils. The analysis of the interview transcripts shows that the elements of practice that were transformed were all the subject of discourse, either reformulated or questioned, or debated or even reconfigured as a sign of cognitive and linguistic shifts on the part of the participants. Finally, the initial processing of the student questionnaires showed changes in their use of written language, a disciplinary awareness more in tune with grammatical activity and the beginnings of an objectification of oral language for learning grammar
Book chapters on the topic "Disciplinary discursive community of teachers"
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Kulavuz-Onal, Derya. "Chapter 5. Discursive construction of collective identity in a global online community of practice of English language teachers." In Language Learning & Language Teaching, 91–114. Amsterdam: John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/lllt.57.05kul.
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Thorpe, Katrina, Cathie Burgess, and Christine Grice. "Aboriginal Curriculum Enactment: Stirring Teachers into the Practices of Learning from Country in the City." In Living Well in a World Worth Living in for All, 189–208. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-1848-1_13.
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AbstractIn this chapter, the theory of practice architectures is used to identify and analyse the cultural-discursive, material-economic, and social–political arrangements that enable and/or constrain early career teachers in applying Aboriginal curriculum and pedagogies to their daily teaching practice. These teachers completed Aboriginal community-led ‘Learning from Country’ (LFC) electives at university, and so this chapter details the extent to which they were able to enact this learning when they began teaching in schools. Key findings highlight the critical role of school sites in supporting or dismissing teachers’ efforts. A lack of material resources and time to fully implement LFC was a key concern. Nevertheless, teachers focused on strengths-based learning approaches and developing relationships with Aboriginal communities, creating solidarity between local Aboriginal communities and the teachers. Through enacting LFC, a sense of belonging and connection to place was developed and teachers were empowered through experiencing Aboriginal Knowledges as ‘real’ and valuable. Despite often oppressive, ignorant, and dismissive system-wide practices, teachers demonstrated passion, commitment, and courage through centring Aboriginal voices, Country, and Knowledges in the educational practices of their site. We suggest LFC facilitates Yindyamara Winhanga-nha’—‘the wisdom of respectfully knowing how to live well in a world worth living in’.
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Letouzey-Pasquier, Justine, Bertrand Gremaud, Suzy Blondin, and Patrick Roy. "Development of teachers' practices in the field of education for sustainable development (ESD): a discursive community of interdisciplinary practices focusing on the theme of chocolate." In Environmental and Sustainability Education in Francophone Europe, 129–43. London: Routledge, 2024. https://doi.org/10.4324/9781003591719-10.
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Mapotse, Tome' Awshar. "Technology Education Teachers' Professional Development Review Through Community Engagement." In Cross-Disciplinary Approaches to Action Research and Action Learning, 1–18. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2642-1.ch001.
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It is the supreme art of an action research practitioner to awaken the joy of tapping into professional development review of Technology Education (TE) knowledge with the teachers as co-researchers. TE has been introduced as a new subject nationally and globally just few decades ago. Teachers and learners are still experiencing hurdles in implementing TE. Most teachers are poorly grounded in pedagogy and content knowledge of Technology Education. This AR study does not blame the limited teacher training in TE, as its intention was to empower such. The study was underpinned by critical theory and following the AR strategies and Technology Education Cascading Theory was envisaged to be incorporated. Focus group (interviews) was used as the method to engage these TE teachers. From the findings of the study, it has been proven that the AR approach study can be used in didactic and pedagogic situation to emancipate unqualified and under qualified Technology teachers.
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Colwell, Jamie, and Valerie Taylor. "Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning." In Research Anthology on Facilitating New Educational Practices Through Communities of Learning, 536–56. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7294-8.ch028.
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This chapter reports the results of a qualitative case study focused on elementary pre-service teachers' perspectives on planning for disciplinary literacy using peer review in an online professional community (OPC). Seven pre-service teachers enrolled in an eight-week asynchronous, online content literacy course served as participants. Results indicated pre-service teachers' valued extended opportunities for reflection in the OPC and appreciated diverse backgrounds and experiences offered by their OPC colleagues. However, perceived challenges remained that are important to consider when incorporating peer review cycles into online asynchronous coursework. This study considers these perspectives in light of designing and planning online coursework in elementary disciplinary literacy.
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Colwell, Jamie, and Valerie Taylor. "Peer Review in Online Professional Communities to Support Elementary Disciplinary Literacy Planning." In Effective Practices in Online Teacher Preparation for Literacy Educators, 107–27. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0206-8.ch006.
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This chapter reports the results of a qualitative case study focused on elementary pre-service teachers' perspectives on planning for disciplinary literacy using peer review in an online professional community (OPC). Seven pre-service teachers enrolled in an eight-week asynchronous, online content literacy course served as participants. Results indicated pre-service teachers' valued extended opportunities for reflection in the OPC and appreciated diverse backgrounds and experiences offered by their OPC colleagues. However, perceived challenges remained that are important to consider when incorporating peer review cycles into online asynchronous coursework. This study considers these perspectives in light of designing and planning online coursework in elementary disciplinary literacy.
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Mapotse, Tome' Awshar, Sizakele Mirriam Matlabe, Elias E. R. Mathipa, Soane Joyce Mohapi, and Magano Meahabo Dinah. "An Action Research Study Towards Enhancing Community Engagement Partnerships Between ODL Institutions and Schools." In Cross-Disciplinary Approaches to Action Research and Action Learning, 80–96. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2642-1.ch005.
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The South African government has mandated national universities to emancipate and capacitate the teachers of the selected schools in science and technology through an Open Distance Learning (ODL) mode of which the University of South Africa form part of such as Higher Educational Institutions cohort. This chapter reports on the observations, field notes and interviews that were conducted with a group of four teachers and eight learners as a case study at Lovemore Primary School. This Community Engagement chapter focuses on teaching science and technology. In this chapter, researchers argue that focus group participants were able to give enough ideas, thoughts and points to enable the team to design an intervention programme through an Action Research approach. A developmental theory was used to underpin the study while the researcher and participants were engaged in a Community of Practice paradigm. More sessions will be planned to jointly structure the way forward and cultivate the nature of the intervention strategies.
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O. Asojo, Abimbola, Hoa Vo, Suyeon Bae, Chelsea Hetherington, Sarah Cronin, and Judy Myers. "Building Community and Fostering Health and Well-Being through a Collaborative School Based Project." In Outpatient Care [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97525.
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This article presents lessons learned from collaborative service-learning projects aimed at bridging the gap between theory and practice by providing students design experiences in authentic settings. Interior design students gained disciplinary and civic benefits while problem solving for a preK-5 elementary school calming room, dining room, and teacher sanctuary. The elementary school teachers and staff reported the redesigned calming room supported students’ emotional and self-regulation skills. Teachers and staff also reported the dining room and teacher sanctuary supported the school community well-being. The authors’ present findings and hope the article can serve as a model for educators interested in community building service-learning projects in school environments.
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Manzone, Jessica A., and Julia L. Nyberg. "Creating Culturally Sustainable Literacy Experiences Through Home and Community Connections." In Advances in Early Childhood and K-12 Education, 15–40. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4215-9.ch002.
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The need for culturally and linguistically sustainable teaching is a call that all educators must answer. Current literacy practices focus on the teaching of skills and strategies through a disciplinary lens with limited connections to students' home and community. This chapter presents a model for creating balanced literacy experiences that honor and value the diversity of Black, Latinx, Indigenous, and multilingual learners. Titled the Home and Community Connections Model, this framework provides both teachers and learners with a series of prompts to generate personalized connections to any literacy experience. This chapter presents definitions for the home and community connections prompts, connects them to comprehension skills and strategies, and provides classroom examples to guide teachers in reorienting their practice through the student's home and community assets. Reflective questions and recommendations for implementation are also provided. Therefore, this chapter provides the impetus for creating authentic and culturally sustaining literacy experiences for all learners.
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del Rosal, Karla, Paige Ware, and Nancy Montgomery. "Teachers Learning to Teach English Learners in an Online Community of Practice in an Urban District." In Research Anthology on Facilitating New Educational Practices Through Communities of Learning, 622–36. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7294-8.ch032.
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This chapter reports on a study that investigated the knowledge and skills for teaching English learners (ELs) that in-service teachers displayed during their participation in an online community of practice. Teachers' conversations were analyzed using a priory and inductive codes. Findings showed that teachers demonstrated an understanding of practices that support ELs in overcoming language demands that disciplinary content standards in the U.S. pose, including promoting ELs' participation, teaching language within content and in the four modes, assessing ELs' progress during instruction, and offering differentiated language scaffolds. The online community of practice offered in-service teachers an environment in which they engaged in learning tasks related to theories that they had learned and to their practice. Online communities of practice can facilitate information flow, peer collaboration, and content application in teacher preparation programs. However, tasks need to leverage technology tools affordances and to establish equitable participation expectations.
Conference papers on the topic "Disciplinary discursive community of teachers"
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Cox, Carolyn, Cleary Larkin III, Jeff Carney, and Morris Hylton. "The Cross-Disciplinary Classroom: Exploring Climate, Design and Community Resilience at the University of Florida." In 2021 ACSA Teachers Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.teach.2021.33.
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This paper explores University of Florida’s (UF) interdisciplinary coursework that centers student research on climate, policy, and design projects in coastal communities along the Atlantic and Gulf of Mexico. The evolution of interdisciplinary pedagogy is addressed through case studies of the Florida Climate Institute’s (FCI) Spring Field courses, the Envision Resilience Nantucket Challenge, and the Historic Preservation program’s Preservation Institute Nantucket (PIN) summer program. In the FCI Field courses, the focus has spanned ecological systems, built environment, and community engagement frameworks with UF faculty from design, planning, historic preservation, engineering, law, communications, and science, among other disciplines. PIN’s 2020 and 2021 research and coursework focused on the development of an adaptation and resilience strategy for a portion of Nantucket Town—one of the nation’s largest National Historic Landmark Districts. The Envision Resilience Nantucket Challenge, held in Spring 2021 and sponsored by ReMain Nantucket, was inspired by PIN and based in part on the Fieldcourse model. The case studies illustrate the evolving methodology of coursework at UF and the changing relationship between design and sciences/social science disciplines for the breadth of iterative, solution-based thinking for climate change. Concluding thoughts will explore the evolution of interdisciplinary design research at UF, potential gaps in disciplinary partnerships, and future project opportunities for addressing the critical complexities of climate change.
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Jones, Kristin. "From Critical to Transformative Pedagogy in Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.21.
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Transformative pedagogy is a contemporary educational ideal intended to actively promote the transformation of the life and inner perception of the learner and his/her community. It emerged at the dawn of the 21st century from a line of counter-hegemonic thought that has been called emancipatory, liberal, radical or critical in the effort to chart a new direction for post-industrial education. This paper addresses the struggle of architectural education to maintain its aim as an emancipatory practice within an ever-evolving disciplinary culture.
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Keogh, Sarah. "Embedded and Hopeful: A Curriculum for Change." In 2021 ACSA Teachers Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.teach.2021.14.
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The next generation of architects will face unprecedented challenges involving ecological collapse as well as related issues of culturally embedded social and political inequities. Architectural education has a key role to play in addressing this ongoing environmental crisis. Site-specific social and environmental design approaches need to become a core part of our undergraduate architectural curriculum. Students tend not to gain enough experience working within multidisciplinary teams and collaborating with community stakeholders, especially early in their design education, and both of these experiences can offer students an expanded set of skills and understandings that can help them to mediate local social and environmental complexities. This paper exemplifies a learning approach in which architecture students work with students from a variety of other disciplines to create design proposals for the transformation a failing mall into a local sustainability hub. Students work through concurrent social and ecological goals throughout their design experience, and through cross-disciplinary team-work, the students learn to examine sustainability and social agendas through different disciplinary lenses. The students also benefit from an immersive learning approach. Community members and local business groups involve the students in discourses which help students to define project goals to better address local social and environmental issues. This exposure to actual local needs provides a cognitive and ethical foundation for the students’ design approach. As our design settings become increasingly more complex and volatile, with social issues of inequity at the fore of escalating ecological issues, the architects who face these challenges will need to be capable of working within and mediating a myriad of local complexities. Through a critical examination of this course’s learning outcomes, this paper demonstrates a potential trajectory for a hopeful architectural design pedagogy, one that can better address a future shadowed by the implications of climate change.
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Ho Schar, Cathi. "Toward Public Sector Practice." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.55.
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In 2016, the University of Hawaii at Manoa School of Architecture established the University of Hawaii Community Design Center (UHCDC), working in close collaboration with a state legislator to meet the needs of the state government. This unique governmental alignment introduced a novel form of community design that opened up new academic and extramural space for the school and university, taking the form of a top-down public sector practice as distinct from its more common, bottom-up public interest alternative. This paper presents the results of three years of continuous dialogue with the state legislature and over $2 million in contracts with state agencies, by reflecting on the transformative effects of public sector practice on design pedagogy. This reflection follows three case study courses: an undergraduate basic design studio; an undergraduate concentration design studio; and an advanced professional practice course, all required within Hawaii’s undergraduate and graduate curricula. Each case study lists learning, teaching, and long term benefits that flowed from each public sector partnership, focusing on the potential of this model to strengthen and enrich professional education. The evolution of these courses maps the transition from working on projects to working on systems, also a move toward applying equitable academic and design rigor to marginalized project typologies—e.g. utility buildings, infrastructure, renovation, and repair and maintenance. In addition, UHCDC’s contract work represents an expanded field of practice, including social science research, service and strategy design, community engagement, information design, engineering, and development studies, demonstrating the broader disciplinary demands of the public sector. More importantly, the significant dividends from this three year-old public sector practice identifies an opportunity area for architectural education and practice—design in government.
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Wolfe, Byron, and Seher Erdoǧan Ford. "How Do We Work? Metacognition in Creative and Collaborative Practices." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.64.
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constitute best practices for initiatingand maintaining sustainable collaborations?These questions arise regularly within the context of our institution, Tyler School of Art and Architecture, which is part of TempleUniversity in Philadelphia, Pennsylvania. The school includes the departments of Architecture and Environmental Design, Art Education and Community Arts Practices, Art History, Studio Art, and Graphic and Interactive Design. It recently updated its structure and adopted a name that captures its breadth of programs to support cross-disciplinary study and reflect current understanding of creative practice and research.One of us being a professor in Studio Art with a background in Photography and the other in Architecture and EnvironmentalDesign, our collective experience and shared interests in interdisciplinary engagements motivated us to design and co-teach a new, graduate-level course focusing on collaboration and the creative process. Following preparations and planning for about a year, we taught the course titled “ Collaboration and Creativity” three times since its first iteration in the fall of 2017. Each semester varied widely in terms of the number of students enrolled, background and expectations both on the part of the students as well as us, as instructors. So far the cohort has included students from architecture, photography, ceramics, glass, painting, printmaking, sculpture and film and media programs.To facilitate research-based collaborative work, we considered place-based topics, allowing for various modes of research, which would generate connections with the local environment. Since students from diverse disciplinary backgrounds and with different skill-sets enroll in the course, we deliberately selected a neutral topic of study, a locally sourced stone, in order to encourage a shared experience of discovery. Taking its name from the creek that defines the northwestern arm of the city of Philadelphia, the Wissahickon schist stone—a metamorphic rock—is widely used in historical construction in the area and well-recognized for its distinct specks of shiny mica and multi-toned layers of gray, blue, brown, and black. We decided to work with this stone as a departure point for diverse lines of inquiry into physical, historical, cultural, and social domains.
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Habibullah, Saleha Naghmi. "“KISC” and “CODAK”: An Indirect Yet Effective Way Of Promoting Statistical Thinking Among The General Community Of Students And Teachers." In Statistical Literacy- Material From Some of the Talks. International Association for Statistical Education, 2001. http://dx.doi.org/10.52041/srap.01104.
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The Kinnaird Inter-collegiate Statistical Competition (KISC) and the Competition Of Data- Analysis At Kinnaird (CODAK) are two initiatives of the Department of Statistics at Kinnaird College for Women, Lahore which invite undergraduate students to carry out small-scale data-based studies and to presient their findings in the form of colourful and attractive posters. KISC and CODAK thus culminate in a beautiful exhibition of statistical posters which contributes to the promotion of statistical thinking among the general community of students and teachers. The significance of such an activity is better understood keeping in view the fact that the educational system of Pakistan is highly textbook-oriented, and there is very little emphasis on the inter-disciplinary approach.
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Barana, Alice, Michele Fioravera, and Marina Marchisio. "Teacher training: a model for introducing innovative digital methodologies for learning Mathematics." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5303.
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This paper shows a model of teacher training developed by the XXX of the ZZZ, aimed at introducing teachers to the use of innovative methodologies for learning Mathematics and for developing disciplinary and cross-cutting competences. The learning methodologies proposed are mainly based on Problem Posing and Problem Solving, the use of an Advanced Computing Environment, of a Virtual Learning Environment and of an Automated Assessment System. The training model, designed in blended modality, mainly relies on the creation of an online community of practice, where teachers, supported by tutors, collaborate in the creation of interactive learning materials for their classes. They acquire competences not only in the use of learning technologies, but also on sharing and collaborating in virtual environments; they learn how to develop self-tailored didactic methodologies. The key strengths of this model are highlighted and the results, achieved after the experimentation in several projects, are discussed, showing the effectiveness of the model.
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ESPINOSA MARTÍNEZ, Ana Cecilia. "University Path to Open Knowledge to the Complexity of Life Through a Transdisciplinary Chair." In For an international transdisciplinary chair. ADJURIS – International Academic Publisher, 2024. http://dx.doi.org/10.62768/adjuris/2024/2/01.
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Abstract: Write the abstract in English first if the original article is in The research takes place in the field of Higher Education and Research-Action. It presents the experience and research results of Centro de Estudios Universitarios Arkos (CEUArkos) of Puerto Vallarta, Jalisco, Mexico, to implement transdisciplinarity in the university as well as some of the processes and learning achieved with such an experience, based on seven major university strategies created for a transdisciplinary and complex education. The contribution is given by the presentation of a real experience in a university and on a global scale in a specific Higher Education Institution: CEUArkos, which since the year 2006 has been exploring and experimenting with the members of its community (teachers, students, managers, directors) the ways to guide the transition from disciplinary to transdisciplinary university education in all its educational programs. Those strategies are proposed as a basis to inspire an International Transdisciplinary Chair.