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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.
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Ungureanu, Elena. "A DISCOURSE ANALYSIS OF CLASS INTERACTIONS." Journal of Pedagogy - Revista de Pedagogie LXVIII, no. 2 (December 2020): 49–69. http://dx.doi.org/10.26755/revped/2020.2/49.
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In this article I analyse the discursive context of two classes of students bringing into discussion the concepts of educational knowledge and the organization of teaching-learning activities. Although there is much research that provides nuanced insights into how teachers and students are involved in the social construction of classroom discourses about knowledge, in Romanian literature the issue of classroom interactions has been approached from the perspective of teachers ‘ and students’ perceptions, while school knowledge has been studied only incidentally Therefore, I present a qualitative study, based on a critical discourse analysis that highlights how different versions of knowledge are socially constructed in the discursive space of the classroom, in order to point out ways in which the classroom and school can become spaces in which interactions no longer revolve around knowledge defined only by reference to disciplinary content. Bimonthly observations and audio-video recordings were made in the 2017-2018 school year during language and communication activities, in two classes, from two different schools. The results show that classroom interactions and participation structures differ depending on the purpose of the activities, and student participation is not only based on generally accepted communication rules, but varies depending on the implicit or explicit purpose of the activities.
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Lowe, Kevin, Helen Bub-Connor, and Rick Ball. "Teacher Professional Change at the Cultural Interface." Australian and International Journal of Rural Education 29, no. 1 (February 19, 2019): 17–29. http://dx.doi.org/10.47381/aijre.v29i1.189.
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This is a co-constructed narrative between both Marie, an early career teacher, Stephen an artist and colleague in the school's creative arts faculty and Colin, an Aboriginal teacher and researcher. They met throughout 2012 and discussed issues that related to their discursive interactions that occurred in this small rural school between its teachers and the town's largely Aboriginal community. These discussions were conducted within the context, of Marie's experiences as a new scheme teacher, Stephen's reflexive observations as a teacher of many years' experience and Colin, who had worked with the school on various curriculum projects. These narratives give witness to their experiences, their failures and successes and of the discursive concerns seen to affect school student success and community relationships. These narratives connect with the town's history of race relations and the aspirations and concerns of Aboriginal people living in this community. This paper, which focuses on Marie's efforts to engage her Year 8 music students in the new and 'alien' environment is juxtaposed with Stephen's, whose commentary, based on proximity and practice, gives a counter insight into the world of teaching. This paper is a three-way critical reflection on the place of contested and conflicted relationships between teachers and students, the impact of teachers' limited appreciation of the histories of this community and its impact on their lives.
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Safatian, Fakhereh. "The Complex Construction of Female English Teachers’ Identity in Iran." Journal for the Study of English Linguistics 8, no. 1 (July 5, 2020): 137. http://dx.doi.org/10.5296/jsel.v8i1.17312.
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There has been a growing interest regarding the identity formation in the broader TESOL research field; however there is scares number of studies which examined the formation of the female teacher’s identity using a feminist poststructuralist framework. This study also attempts to help to grow the existing literature regarding the female teacher’s identity formation by seeking to explore the construction of an Iranian female English teacher identity and the related discourses that shape and reshape her identity through delving into the narratives, using data collected from interviews. To investigate the participant’s main subject positions and the prevailing discursive practices that construct them, feminist poststructuralist conceptual framework was applied in this study. The research data, gathered from interviews indicates the teacher’s identity as multiple, complex, and contradictory construct. The findings reveal both gender and professional discourses impact the way which this woman tries to conceive a sense of coherent self. The normative, disciplinary, and individualizing nature of the gender and professional discourses was also revealed as the result of the analysis.
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Hinchman, Kathleen A., and David G. O’Brien. "Disciplinary Literacy: From Infusion to Hybridity." Journal of Literacy Research 51, no. 4 (October 3, 2019): 525–36. http://dx.doi.org/10.1177/1086296x19876986.
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This article argues that for disciplinary literacy to be addressed successfully by subject-area teachers and students, it needs to choose a different path than the one it has been on. It explains how the road disciplinary literacy has traveled to date has been marked by justifiable subject-area teacher resistance to requirements to infuse literacy teaching and learning strategies into their teaching without regard for disciplinary epistemologies or local perspectives. It argues for an alternative approach that immerses literacy experts in the hybridity of classroom disciplinary learning spaces with respect for literacy and disciplinary discourses as well as school and community subcultural beliefs, practices, and resources. It examines the ways such hybridity has been addressed by disciplinary literacy researchers in the Journal of Literacy Research to date, and it offers recommendations for advancing research, practice, and policy.
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Pacheco, Mark B., Shannon M. Daniel, and Lisa C. Pray. "Scaffolding Practice: Supporting Emerging Bilinguals’ Academic Language Use in Two Classroom Communities." Language Arts 95, no. 2 (November 1, 2017): 63–76. http://dx.doi.org/10.58680/la201729332.
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For teachers learning to support emerging bilingual students in literacy classrooms, attending to academic language can encourage students’ disciplinary meaning-making as they learn this new language. Taking a community-focused, language-as-practice perspective, this study examines how two teachers scaffold first-grade emerging bilingual students’ academic language use as they explore cause and effect relationships in Ezra Jack Keats’ text, The Snowy Day. Findings show that scaffolds included modeling, recasting, and highlighting academic language use during disciplinary meaning-making, as well as the use of multiple modalities and responsive scaffolding when exploring academic language. Findings also suggest that a strict attention to prescribed uses of academic language at times constrained students’ participation in classroom meaning-making. Implications from this study include the need for integrating content and language learning, the need for responsive and flexible scaffolds, and the importance of community scaffolding.
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Noguera, Pedro. "Preventing and Producing Violence: A Critical Analysis of Responses to School Violence." Harvard Educational Review 65, no. 2 (July 1, 1995): 189–213. http://dx.doi.org/10.17763/haer.65.2.e4615g5374044q28.
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Do the strategies that schools adopt in response to "disciplinary problems," including violence, actually perpetuate violence? In this thoughtful article, Pedro Noguera traces the history of institutional disciplinary measures, showing that the underlying philosophical orientation toward social control exacts a heavy toll on students, teachers, and the entire school community by producing prison-like schools that remain unsafe. Noguera maintains that a "get-tough" approach fails to create a safe environment because the use of coercive strategies interrupts learning and ultimately produces an environment of mistrust and resistance. He offers alternative strategies for humanizing school environments, encouraging a sense of community and collective responsibility.
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Ritella, Giuseppe, and Fedela Feldia Loperfido. "Harnessing digital community mapping for the development of primary and secondary students’ civic competences: a case study." Interaction Design and Architecture(s), no. 57 (June 20, 2023): 82–96. http://dx.doi.org/10.55612/s-5002-057-005.
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In this study, we examine a pedagogical activity centered around the collaborative construction of a digital community map, involving students from 4th to 7th grade. Our primary focus is to explore how engaging students in meaningful activities related to their local environment can facilitate the development of civic and social competences. Furthermore, we propose a methodology for analyzing the digital artifacts created by students, with the goal of examining the connection between the discursive actions carried out through the artifacts and different types of social and civic competences. The analysis enables us to discuss four distinct categories of artifacts: Task-oriented, Reflexive/descriptive, Critical/problematizing, and Transformative/agentic. Each category encompasses artifacts that embody a specific set of discursive actions and corresponds to different competences. We claim that identifying the discursive actions that the students perform by means of the artifacts can help teachers to assess the students’ competences during this type of pedagogical activities.
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Castelló, Montserrat, Anna Iñesta, and Mariona Corcelles. "Learning to Write a Research Article: Ph.D. Students’ Transitions toward Disciplinary Writing Regulation." Research in the Teaching of English 47, no. 4 (May 1, 2013): 442–77. http://dx.doi.org/10.58680/rte201323634.
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This paper presents a study designed from a socially situated and activity theory perspective aimed at gaining a deeper understanding of how Ph.D. students regulate their academic writing activity. Writing regulation is a complex activity of a highly situated and social nature, involving cyclical thought-action-emotion dynamics and the individual’s capacity to monitor his/her activity. The central purpose was to analyze how writing regulation takes place within the framework of an educational intervention, a seminar designed to help Ph.D. students write their first research articles. The seminar not only focused on teaching the discursive resources of disciplinary articles in psychology but also sought to develop students’ recognition of epistemic stances (ways of knowing) and identities (ways of being) of their academic and disciplinary communities. While doing this, the seminar also aimed at helping students overcome the contradictions they encountered as they constructed their identities as researchers and writers through writing. We collected data on seminar participants’ perceptions (through analyses of interviews, diaries, and in-class interaction) and practices (through analyses of successive drafts and peers’ and tutors’ text revisions). Contradictions represent a challenge for which the individual does not have a clear answer. Consequently, solutions need to be creative and often painful; that is, the individual needs to work out something qualitatively different from a mere combination of two competing forces. The unit of analysis was the “Regulation Episode,” defined as the sequences of discourse and/or action from which a contradiction may be inferred and which, in turn, lead to the implementation of innovative actions to solve. Results showed that contradictions regarding students’ conceptualizations of their texts—as artifacts-in-activity versus as end-products—and of their identities as disciplinary writers become visible through certain discursive manifestations such as “dilemmas” and “critical conflicts” (Engeström & Sannino, 2011). The development of students’ disciplinary writing identity was affected by their perceptions of peripheral participation in the disciplinary community and of contradictions between different communities. Two successful ways students resolved contradictions and regulated their writing activity were to redefine the output and consider the text as a tool to think; implementing these solutions resulted in substantial changes to drafts. These results might be used to design socioculturally oriented educational interventions and tools to help students develop as disciplinary writers.
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Lesus, Melina, and Andrea Vaughan. "“I just want to word it better”: developing disciplinary literacies in an after-school spoken word poetry team." English Teaching: Practice & Critique 21, no. 1 (February 14, 2022): 57–70. http://dx.doi.org/10.1108/etpc-06-2021-0069.
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Purpose This study aims to explore how youth poets wrote in a community of practice and how their out-of-school poetry writing contributed toward developing disciplinary literacy. Design/methodology/approach In this qualitative case study, the authors studied youth’s writing by drafting narrative field notes, collecting student writing and process drawings and interviewing participants. Findings The authors found that the poets in this study maintained ownership of their writing and engaged in writing processes in ways that reflected Behizadeh’s (2019) conception of authenticity as writing that connects both to students’ experiences, and to the purposes and audiences of their writing context. Practical implications This out-of-school context provides implications for how English Language Arts teachers can rethink what disciplinary literacy looks like in classroom writing instruction. Originality/value By maintaining ownership of their writing, the youth agentively positioned themselves not only as students accumulating disciplinary knowledge but also as participants in a community of practice.
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Trevisan, Ottavia, and Marta Carli. "Virtual School: Learning to Teach Physics in a Virtual Community of Practice." EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no. 2 (December 2023): 5–22. http://dx.doi.org/10.3280/exioa2-2023oa16807.
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This research explores the impact a Virtual Community of Practice (VCoP) within the international Virtual School pilot project aimed at providing future secondary-school physics teachers with authentic teaching experiences. The Virtual School serves as a platform to connect future teachers with real schools and pupils, creating a unique educational environment to develop professional identity and competencies. This paper reports on part of the project engaging eight preservice or early-career teachers, two mentors, three researchers, and forty-eight secondary school pupils. Pre and post semi-structured interviews were employed to collect data, exploring the participants' experiences and perceptions. The findings reveal significant impacts of the VCoP on the understanding of professional identity and the disciplinary teacher practices of participants. By participating in this digital community, they have developed expertise, bridging the gap between theoretical knowledge and real-classroom dynamics. This study highlights the potential of VCoPs to shape the training of secondary-school physics teachers, offering new avenues for teacher education in the digital age.
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Gülhan, Filiz. "Professional Learning Community (PLC) in STEAM Education: A Hands-On Workshops Sample." Science Insights Education Frontiers 20, no. 1 (January 29, 2024): 3149–72. http://dx.doi.org/10.15354/sief.24.or496.
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STEAM education puts professional learning communities on the agenda by requiring teacher collaboration along with disciplinary integrity. In this study, a professional learning community in STEAM education was investigated by observing 49 teachers from different disciplines working in different districts during 16 weeks of interdisciplinary training and their practice with students. Teachers’ perceptions of skills teaching self-efficacy, design self-efficacy and perceptions of interdisciplinary teaching were assessed using pre-post tests. The research concluded that the STEAM professional learning community study positively improved teachers’ perceptions of skill teaching self-efficacy and interdisciplinary teaching, but was not sufficient to develop design self-efficacy. It was found that teachers’ views of practice were positive and that interdisciplinary collaboration contributed to this. In light of the research findings, it was suggested that the use of professional learning communities in STEAM education may be an effective example of the interdisciplinary functioning of hands-on workshops.
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Alwafi, Enas Mohammad, Chris Downey, and Gary Kinchin. "Promoting pre-service teachers' engagement in an online professional learning community." Journal of Professional Capital and Community 5, no. 2 (March 16, 2020): 129–46. http://dx.doi.org/10.1108/jpcc-10-2019-0027.
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PurposeThis study investigated the role of experienced practitioners in promoting pre-service teachers' knowledge construction and social interaction in an online professional learning community.Design/methodology/approachA repeated measures design with control and experimental groups was adopted. Two practitioners supported pre-service teachers in the experimental group to discuss issues around teaching practice. Social network analysis (SNA) and content analysis (CA) were used in the analytical approach.FindingsCA revealed that the practitioners increased pre-service teachers' levels of knowledge construction and high-cognitive discourse. SNA showed that the practitioners enhanced pre-service teachers' professional ties. Though collaboration in high-level knowledge building occurred predominantly in peers in the same discipline, the presence of the practitioners facilitated the development of more cross-disciplinary ties in the experimental group.Practical implicationsThe practitioners can be considered as a pedagogical tool to enhance pre-service teachers' engagement in the process of professional learning. This study suggests that in order to enhance the collaboration among pre-service teachers from different departments, the online activity should be designed to enhance interdisciplinary collaboration.Originality/valueThe study contributes new knowledge about the ways in which practitioners can enhance the collaboration among pre-service teachers in an online PLC. It also provides insight on how to combine CA and SNA, to examine professional learning.
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Maulida, Maulida, Yayan Ridwan, and Saripah Saripah. "TEACHER STRATEGIES IN SHAPING THE DISCIPLINARY CHARACTER OF GRADE V STUDENTS AT MIS BINA DHARMA PARIT WEDNESDAY, TELUK KERAMAT DISTRICT." Archipelago Journal of Southeast Asia Islamic Studies 1, no. 2 (October 25, 2023): 123–30. http://dx.doi.org/10.37567/archipelago.v1i2.2461.
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This thesis discusses Teacher Strategies in Shaping the Disciplinary Character of Class V Students at MIS Bina Dharma Parit Rabu. This research has three research objectives including the following: First, to find out how the teacher's strategy in shaping the disciplinary character of grade V students at MIS Bina Dharma Parit Rabu Teluk Keramat District. Second, to find out how the disciplinary character of grade V students at MIS Bina Dharma Parit Rabu Teluk Keramat District. Third, to find out what are the supporting and inhibiting factors in shaping the disciplinary character of grade V students at MIS Bina Dharma Parit Rabu, Teluk Keramat District. This research uses a qualitative approach while this type of research is phenomenological research. There are three types of data collection techniques in this study, namely: Interview, Observation and Documentation. While data analysis techniques used data collection, data reduction, data display, conclusion drawing and verification. Then the data validity checking techniques used are triangulation (source triangulation) and member check. The results of the study are: First, the teacher's strategy in shaping the disciplinary character of students at MIS Bina Dharma Parit Rabu Teluk Keramat District for the 2022-2023 academic year uses several strategies, namely habituation strategies, exemplary strategies, supervision strategies, and punishment strategies. Second, the disciplinary character of grade V students at MIS Bina Dharma Parit Rabu Teluk Keramat District for the 2022-2023 academic year consists of several types of disciplines, namely self-discipline, social discipline, and national discipline. Third, supporting and inhibiting factors in shaping the disciplinary character of grade V students at MIS Bina Dharma Parit Rabu Teluk Keramat District for the 2022-2023 academic year are changes that arise Produce or cause a change or growth, maintain a close relationship between teachers and students, and there is good communication between parents, student teachers and the community environment and the example of teachers, parents and society. While the inhibiting factor is the lack of interest of children and the family environment
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Jones, Simon. "Doing social network ethics: a critical, interdisciplinary approach." Information Technology & People 30, no. 4 (November 6, 2017): 910–26. http://dx.doi.org/10.1108/itp-04-2016-0093.
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Purpose The purpose of this paper is to propose an inter-disciplinary approach to the ethics of social networking services (SNS) that connects critical analysis with the doing of ethics in terms of both pedagogic and technological practice. Design/methodology/approach Primarily conceptual and discursive, drawing on theoretical concepts from a broad, inter-disciplinary field. These concepts are integrated into a multi-dimensional framework that proceeds through four sequential stages: socio-economic, ethical, legal and practical/professional. Particular instances of SNS are used as illustrative examples. Findings The evaluation of ethical issues can be enriched by broader, holistic approaches that take account of the socio-economic, technical and legal contexts in which SNS technologies are designed, deployed and used. Inter-disciplinary approaches have the potential to generate new connections and possibilities for both the teaching and the professional practice of ethics. Practical implications Applied ethics are used to consider practical solutions that explore regulatory measures and envision alternative models of social networking. The approach proposed has practical value for teachers and students of computer ethics, as well as for IT practitioners. Originality/value This paper synthesises elements from media, communication and cultural studies, science and technology, information systems and computer science. The paper offers a strategy of inquiry to understand various aspects of SNS ethics – legal, socio-economic and technical. It presents a methodology for thinking about and doing ethics which can be used by IT practitioners.
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Salam, Safrin, Edy Nurcahyo, Kaswandi Kaswandi, Ahmad Fauzi, Rauf Akbar Salnaf Ituga, and Samsir Andi. "Penyuluhan Hukum Peningkatan Kesadaran Hukum Pemenuhan dan Perlindungan Hak-Hak anak." ADMA : Jurnal Pengabdian dan Pemberdayaan Masyarakat 4, no. 2 (January 10, 2024): 405–14. http://dx.doi.org/10.30812/adma.v4i2.3496.
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Child protection aims to maintain and protect the dignity and rights of children so that they do not experience violence or discrimination. The method used in implementing this community service activity is focus group discussion (FGD). The results of community service show that children who are not yet 18 years old receive legal protection according to Law No. 35 of 2014. Then there also needs to be legal protection for teachers when teachers implement disciplinary sanctions against students who violate school rules. This legal education can be a guide for the government, schools, and parents in looking at cases of violence against children. The government can develop appropriate programmes to reduce the number of violent incidents among schoolchildren by strengthening the role of teachers and parents. Parents need to understand the legal principles of child protection, while teachers, as substitutes for second parents, need to receive legal protection as regulated by the w. Republic of Indonesia Number 14 of 2005 Concerning Teachers and Lecturers.
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He, Fangzhi. "Identity Construction in Academic Writing of Student Writers Who Use English as an Additional Language: A Literature Review1." Chinese Journal of Applied Linguistics 43, no. 4 (November 1, 2020): 506–24. http://dx.doi.org/10.1515/cjal-2020-0033.
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Abstract Academic writing is social interaction between writer and reader, during which writers can employ discursive and non-discursive features to construct their identities. However, many student writers who are users of English as an additional language (EAL) may find it challenging to construct their identities in academic writing. Properly constructed identity in academic writing can help EAL student writers develop a stronger sense of self, exercise their agency, and negotiate the academic discourse. Therefore, this paper reviews empirical studies on EAL student writers’ identity construction when they write in English to investigate the features of identities that EAL student writers construct in texts and the factors that influence their identity construction. The findings show that, compared with expert writers and native-English-speaking (NES) counterparts, EAL student writers tend to present a weak authorial identity. Furthermore, EAL student writers tend to be more engaged with texts than with readers and lack commitment to their claims. The identities that EAL student writers construct in academic writing are also interwoven with EAL students’ English proficiency levels, educational experience, disciplinary conventions, genre affordances, and audience awareness. The findings of this literature review can help teachers and educators raise EAL students’ identity awareness and facilitate students in strategically constructing writer identities in academic writing.
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Harianto, Harianto, and Iin Kandedes. "The Role of Islamic Religious Education Teachers in Forming the Disciplinary Character of Junior High School Students." Ensiklopedia: Jurnal Pendidikan dan Inovasi Pembelajaran Saburai 3, no. 01 (March 12, 2023): 18–26. http://dx.doi.org/10.24967/esp.v3i01.2089.
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This study aims to 1) determine the role of Islamic Religious Education teachers in forming the disciplinary character of Ruhama Islamic Middle School students; and 2) knowing the supporting factors and inhibiting factors in the formation of the disciplinary character of Ruhama Islamic Middle School students. The research method used is descriptive qualitative method and direct observation. The data collection techniques used by interviews, observation and documentation. Checking the validity of the data using source triangulation, technical triangulation and time. Data analysis was carried out in three stages, namely data reduction, data display, and conclusion/verification. The results of the study show that Islamic Religious Education, with the teacher as the subject, has a role in the formation of disciplinary character. Islamic Religious Education teachers who always teach by giving advice and motivation, do not forget to also reprimand and give educational punishments to students who break the rules. The use of existing learning methods and media is also maximized in conveying Islamic religious education material in class and training children's discipline, such as the question and answer method, discussion and group work. Apart from that, the core material of Islamic religious education can also be found in school activities such as Duha prayers, the habit of ablution and fardhu prayers on time. Then in an effort there must be supporting and inhibiting factors, as well as in Ruhama Islamic Middle School. In practice teachers, parents, peers and the community environment can be factors that support or hinder efforts to build this disciplinary character.
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Weinberg, Paul Jason. "Classroom Discussions as an Artifact towards Teachers' Professional Community." International Journal for Mathematics Teaching and Learning 20, no. 2 (December 10, 2019): 237–56. http://dx.doi.org/10.4256/ijmtl.v20i2.122.
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This study examines in-service teacher development around a pedagogical practice central to teaching and learning in mathematics education, leading a classroom discussion. This practice is used as an artifact to support the development of a teacher's professional community. This work views making teaching practices public as central to teacher's professional community in that it can develop collegial trust. Accordingly, this study supports a teacher's professional community through peer observation. The model of peer observation put forth in this study positions a middle school mathematics teacher as a participant-observer taking on the role of a student at her school for three days. This case study describes this participant observation in which the participant was relieved of teaching duties to allow her to attend - and be a participant in a full schedule of middle school courses.In addition to the teacher participant-observer, the study participants also include five middle school teachers in whose classes the participant-observer teacher took on the role of a student. Through the analysis of the teacher participant-observer's journal and clinical interviews, this study characterizes the presence and development of collegial trust, conceptual change, critique of collegial practice, development of disciplinary understandings, conceptions of the impact of the institutional setting on teaching and learning, and the capacity to understand the students' perspective. Finally, this study presents evidence from a teacher feedback meeting that indicates the development of the professional community.
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Harreveld, Bobby. "Adult Literacy in Central Queensland." Australian and International Journal of Rural Education 14, no. 2 (July 1, 2004): 39–53. http://dx.doi.org/10.47381/aijre.v14i2.504.
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The sociocultural markers of adult literacy teachers'. identities are significant for understanding the nature of teaching which is constructed through, and contingent upon, diverse geographical and systemic spaces - at once a dilemma and a strategy inpromoting education in regional areas. This article reports on one aspect of the work of a cohort of 23 adult literacy teachers living in regional, rural and remote areas of Central Queensland. Discourse theory is used to frame the conceptualisation of one particular teacher's discursive positioning of her work. The article concludes that the relationships between adults positioned as teachers and students can become a community resource with the potential for rural engagement and for transformation of social and economic capital in such communities.
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Truba, Hanna. "TEACHERS’ DISCOURSE: NEUROETHICAL PRINCIPLES." Scientific Journal of Polonia University 49, no. 6 (January 18, 2022): 85–91. http://dx.doi.org/10.23856/4911.
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The aim of this paper is to describe two different categories: the teacher discourse and neuroethical principles. New reality of life and general digitalization brings new opportunity not only to students to study any course but also it brings ability to the teachers to worldwide their lessons. Therefore, it faces new challenges and imposes great responsibility for teachers. We all should to find out the new ethical principles. The teachers’ discourse refers to a type of communication that presupposes professional communication between persons belonging to the same group in a professional institution, in the center of which is the discursive activity of representatives of the scientific community, which ensures the embodiment of their intentions and the achievement of a perlocutionary effect. With the aim of transferring professional knowledge and for the intellectual and emotional impact on the addressee, where his essential characteristics reflect the general human, ethnic and interpersonal properties inherent in society and the scientific continuum, implemented within the framework of a social institution. Methods used in the study: general scientific (analysis and synthesis, induction and deduction), methods of theoretical research (from abstract to concrete), the method of description.
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Safonova, Tatyana V., Alexandra S. Suntsova, and Rakhima G. Aslaeva. "Exploring the Personal Model of Interaction with Special Needs Children as Structural Component of Teachers’ Readiness for Inclusive Education." Integration of Education, no. 1 (March 29, 2019): 50–65. http://dx.doi.org/10.15507/1991-9468.094.023.201901.050-065.
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Introduction. The paper is devoted to a problem of staffing in the inclusive education. Relevance of the study is determined by many difficulties experienced by educators when teaching children with special educational needs in a high school. The authors consider a personality-oriented model of interaction with children as a structural component of professional readiness for inclusive education. The objective of the study is to identify and analyze specifics of the model of teacher-student interaction at different types of high schools. Materials and Methods. The Maralova-Sitarov’s questionnaire was used, enabling differentiation of teacher orientation by the educational disciplinary or personality-oriented model of interaction in the educational process. To process the study results, nonparametric statistical methods were used (Spearman’s correlation coef ficient and the two-sample test of Mann-Whitney). Results. Most teachers at various types of schools practice an educational and disciplinary model of interaction with children, which impedes the development of the idea and values of inclusive education (i.e. education adapted to requirement of a child with special needs) in the teachers’ community. However, for teachers of inclusive-education schools and future teachers, compared to teachers of general educational and special institutions, indicators of the personality-oriented model are significantly higher when speaking in terms of tar get and instrumental characteristics of activities. Discussion and Conclusion. The study showed both the teacher community adherence to authoritarian stereotypes and the marked trend towards overcoming them by inclusive school teachers and students that reflects the desire for personal and professional self-development. The study reveals new explanations of teacher problems related to mastering the state-of-art educational strategy. In future, the components of the teacher’s personal and professional readiness for inclusive education should be identified. The article may be of interest to educators and specialists dealing with issues of staff provision for inclusive education.
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Mbongo, Dieketseng. "Relationship between teachers’ self-efficacy and age, gender, and marital status among teachers at rural high schools." International Journal of Studies in Inclusive Education 1, no. 1 (September 1, 2024): 93–98. http://dx.doi.org/10.38140/ijsie.v1i1.1288.
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This study determines the relationship between teachers’ self-efficacy and age, gender, and marital status among teachers at rural high schools in the free state. To measure the effect of demographic variables in efficacy Influence, decision making, efficacy to influence school resources instructional self-efficacy, disciplinary self-efficacy, efficacy to enlist parental Involvement, and efficacy to enlist Community Involvement. This study used the quantitative method and the Bandura Teacher Self-efficacy questionnaire to establish the correlation between variables. Participants were randomly selected from the Thabo-Mofutsanyana district of Free State rural high schools. A descriptive research design was used to interpret the findings, and it was concluded that there was no significant relationship between teacher self-efficacy and gender, marital status, age, and educational level. This means that teachers’ self-efficacy could not depend on demographic variables.
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Wang, Jie. "The Ecological Challenges of Academic Development for Young Teachers in Minzu Colleges and Universities." Higher Education and Practice 1, no. 1 (January 2024): 27–32. http://dx.doi.org/10.62381/h241105.
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Under the background of the "Double First-Class" initiative, local minzu colleges and universities, as an integral part of Chinese education, play a crucial role in talent cultivation, scientific research, community service, and cultural heritage and innovation in the new era. Young teachers have become a key factor constraining the development of these institutions. Based on the theory of human ecological development, this article comprehensively considers aspects such as organizational culture, academic culture, and disciplinary ecological environment that young teachers in local minzu colleges and universities experience during their academic growth process. It aims to understand the real ecological conditions of their development and identifies the challenges faced by young teachers in local minzu colleges and universities. These challenges primarily include the need for improvement in the organizational culture environment within the school's internal governance structure, the urgency to stimulate research and innovation dynamics in the academic ecological environment, and the necessity to optimize the overall organic structure of the disciplinary ecological environment. To create a positive environment for the growth of young teachers, where they can fully utilize their talents and potential, local minzu colleges and universities should analyze the reasons, using the basic principles of human ecological development theory, and engage in systematic thinking while considering their own talent development practices.
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Alarcon Fioratti, Netulio, Lourdes Aparecida Della Justina, and Dulce Maria Strieder. "O DISCURSO ACADÊMICO SOBRE O PROFESSOR BACHAREL QUE ENSINA CIÊNCIA E TECNOLOGIA NOS CURSOS DE EDUCAÇÃO PROFISSIONAL INTEGRADA AO ENSINO MÉDIO." Investigações em Ensino de Ciências 29, no. 3 (December 26, 2024): 367–88. https://doi.org/10.22600/1518-8795.ienci2024v29n3p367.
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The subjective constitution of the bachelor as a science and technology teacher in Professional Education courses Integrated into High School is a question of evident complexity, often introduced by the lack of initial training in specific teacher training courses. In this post-critical research, we present a Foucauldian discursive study that used articles published from 2016 onwards to deal with the aforementioned professor. We developed the analysis based on concepts present in The Order of Discourse and identified, in the aforementioned enunciative materiality, elements that outline the subject position and potentially constitute it. Topics were covered involving the interdiction and segregation of bachelors as science and technology teachers, whether due to the existence of a will to truth, disciplinary knowledge or rituals in which this subject participated or not. We also highlight elements that contribute to the constitution of this teacher, such as their prior knowledge and knowledge, which are unique and inherent to their initial training.
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Coffey, Simon, and Constant Leung. "Understanding agency and constraints in the conception of creativity in the language classroom." Applied Linguistics Review 11, no. 4 (November 26, 2020): 607–23. http://dx.doi.org/10.1515/applirev-2018-0115.
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AbstractIn this paper we investigate the ways in which creativity is understood and enacted by language teachers. Although the term ‘creativity’ has gained enormous traction in language pedagogy, and in education more generally, we suggest that the concept remains a floating signifier carrying different personal connotations that are shaped by wider institutional and professional constraints. We report on interview data with practising language teachers who discuss their interpretation of creativity and how it manifests in their classrooms. Our analysis considered how teachers positioned themselves and their students in relation to each other and how the agency of the different actors was shaped by discursive constructions (of creativity) which were, in turn, underpinned by broader socio-historical and disciplinary frames. In particular, we focus on distinctions between creative language and creative language teaching and how these are construed differently across professional contexts. While teachers are keen to adopt creative approaches, findings show that there are significant differences in their interpretations of the concept that point to deeply rooted epistemological dissonances in the perception of language and personhood in the pedagogical encounter. In the final section we develop the implications of these findings for professional cultures and identities, in particular some of the critical but under-explored issues surrounding the idea of creativity in language teaching, including the ever-present ‘teacher-ledness’, the curricularised nature of taught languages and the absence of personal development.
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Lustick, Hilary, Christine Norton, Sonia Rey Lopez, and Jennifer H. Greene-Rooks. "Restorative Practices for Empowerment: A Social Work Lens." Children & Schools 42, no. 2 (April 2020): 89–97. http://dx.doi.org/10.1093/cs/cdaa006.
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Abstract Studies demonstrate that preventive practices, including restorative practices and social and emotional learning, reduce the need for suspension. However, emerging findings suggest that preventive practices perpetuate the same rates of racial disproportionality in suspension as traditional disciplinary codes; evidence of persistent racial disproportionality appears in research on restorative practices. The purpose of this study was to examine, through interviews with teachers and students, the successes and challenges of implementing community-building circles with attention to equity and inclusion. Authors found that both teachers and students experience these practices as transformative when enough trust is established to share openly; however, more training is necessary for this to be consistent across schools and classrooms. Considering the lack of discussion of implicit bias and cultural responsiveness embedded in the restorative practice trainings these teachers received, authors argue that social work professionals and concepts—namely, empowerment theory—can support teacher training and implementation of community-building circles.
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Urizar Ocampo, Carolina, and Eva Patricia Velásquez Upegui. "Rhetorical Moves, Intensification, and Mitigation in Motivation Letters for Acceptance into Graduate Schools in México." Íkala, Revista de Lenguaje y Cultura 28, no. 3 (September 13, 2023): 1–20. http://dx.doi.org/10.17533/udea.ikala.351206.
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The motivation letter is a promotional genre often requested for acceptance into post-graduate programs in Mexico. Even though universities and research centers provide some guidelines for its preparation, there is not a clear description of this genre's textual structure or of its pragmatic features. Given this situation, we developed a qualitative research study which aimed to describe the rhetorical movements and the use of intensification and attenuation mechanisms deployed by applicants to two post-graduate programs of two universities in Mexico in 30 motivation letters written in Spanish language. For the analysis, we used the ATLAS.ti 9 software. Findings show that four rhetorical movements characterize this genre, namely, (a) to explicitly state the reasons for applying, (b) to present the applicant's objectives, (c) to persuade the reader, and (d), to express future expectations. Meanwhile, intensification appears to be more common than attenuation, suggesting that the applicants strive to build a valuable self-image for the selection committee while keeping some degree of modesty, given the asymmetry in the reviewer-applicant relationship. This study highlights the importance of integrating this genre and its discursive features in the teaching of academic writing at universities, acknowledging the discursive characteristics of each disciplinary community.
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MARSH, CHARITY. "‘Understand us before you end us’: regulation, governmentality, and the confessional practices of raving bodies." Popular Music 25, no. 3 (September 11, 2006): 415–30. http://dx.doi.org/10.1017/s0261143006001000.
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In this article I investigate how power is (re)produced on and through the body, specifically on Toronto's raving bodies during the summer of 2000. Toward the end of 1999 and throughout 2000, Toronto's rave culture came under intense surveillance by institutional and discursive authorities such as city councillors, police, parents, community health organisations, public intellectuals, and the mass media. What ensued was a temporary ban of raves in Toronto on city-owned property. In response to this ban, Toronto ravers relied on liberal approaches such as educational programmes and state lobbying as a way to protect their ‘freedom to dance’. In light of these reactions, one of my primary questions is: As rave becomes more normative, what are its own disciplinary mechanisms or techniques of control that are asserted at the site of the raving body?
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Rosidi, Ahmad, and Firda Juan. "MANAGEMENT STRATEGY FOR ISLAMIC EDUCATION INSTITUTIONS IN IMPROVING DISCIPLINE CHARACTER." At-tahsin : Jurnal Manajemen Pendidikan 3, no. 1 (February 27, 2023): 35–43. http://dx.doi.org/10.59106/attahsin.v3i1.114.
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Discipline is obedience to respect and implement a system that requires people to comply with decisions, orders, and regulations that apply. Islam teaches us to pay attention to and use disciplinary values in everyday life to build better community life. This study aims to determine the discipline techniques and strategies of SD Al-Furqon Jember students. The high level of student discipline is due to the high motivation of teachers towards students about the importance of discipline. In addition, sanctions against students who do not comply with the rules are also a motivating factor for students always to instill discipline. The research method used is a descriptive qualitative method and collects data using the form of observation, interviews, and documentation. The study results showed that (1) the disciplinary techniques of SD A-Furqon students were excellent, and they had to continue to improve the discipline of students (2) the strategy of SD AL-Furqon teachers in improving student learning discipline used a Personal Approach, Group Approach such as advising if it is too late in the prayer congregation, and Character and Moral Guidance.
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Kaselionyte, Justina, and Andrew Gumley. "Psychosis or spiritual emergency? A Foucauldian discourse analysis of case reports of extreme mental states in the context of meditation." Transcultural Psychiatry 56, no. 5 (July 16, 2019): 1094–115. http://dx.doi.org/10.1177/1363461519861842.
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Meditation is becoming increasingly popular in the West and research on its effects is growing. While studies point to various benefits of meditation on mental and physical health, reports of extreme mental states in the context of meditation have also been published. This study employed Foucauldian discourse analysis to examine how the experience of extreme mental states has been constructed in case reports and what kind of practices were employed to address them. The study analyses how extreme mental states associated with meditation are framed within the scientific literature and how such differential framings may affect the meaning making and help-seeking of persons experiencing these states. A systematic scientific literature search identified 22 case studies of extreme mental states experienced by practitioners of various types of meditation. The analysis suggests a discursive divide between two dominant framings: a biomedical discourse which constructs such experiences as psychiatric symptoms and an alternative discursive, which understands them as spiritual emergencies. Both approaches offered distinct therapeutic avenues. This divide maps onto the disciplinary divides within the mental health field more generally, which may obscure a better understanding of these experiences. However, the two discourses are not necessarily mutually exclusive and authors of three articles chose to blend them for their case reports. A supportive environment could help those experiencing extreme state integrate them into their lives. Our findings encourage collaboration between clinicians, therapists and spiritual teachers in order to make a range of approaches available.
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Granados-Beltrán, Carlo. "Disrupting Colonial Tensions in Initial Language Teacher Education: Criteria Based on Critical Interculturality." Íkala, Revista de Lenguaje y Cultura 27, no. 3 (September 16, 2022): 627–45. http://dx.doi.org/10.17533/udea.ikala.v27n3a03.
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Colombian English Language Teaching (ELT) is experiencing a paradigmatic change guided by the decolonial turn. This turn has enriched the debate about the implementation of a bilingual policy in Colombia, its impact on languages otherthan English, the purposes of learning English in the country, and English teacher practices and identities. This article shares the results of a critical ethnography that collected data from students and teacher educators from elt preparation programs and institutional and legal documents. Results indicate that, in Colombian elt, there are six discursive tensions representing coloniality. These are (a) English teachers as instructors or as educators; (b) native or non-native English speakers; (c) poor image of foreign language teachers as opposed to an idealized language teacher; (d) instrumental or cognitive and intercultural purposes for learning English; (e) emphasis on disciplinary knowledge or on interdisciplinary knowledge; and (f ) division or integration between theory and practice. To counter these tensions, a set of criteria are proposed. These criteria are: (a) elt preparation graduates are professionals in language pedagogy; (b) they are multilingual educated teachers; (c) they are well-rounded professional educators; (d) English is a means of recognizing diversity; (e) elt preparation programs embrace interdisciplinarity as a decolonizing option; and (f ) ELT preparation programs promote praxis. To conclude, the criteria proposed aim to shift initial language teacher education from an instrumental vision to a reflexive one, considering what is being learned, how, with whom, in what contexts, and the reasons that justify it.
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Nichols, T. Philip, Rhiannon Maton, and Elaine Simon. "Opposing Innovations: Race and Reform in the West Philadelphia Community Free School, 1969–1978." History of Education Quarterly 63, no. 2 (April 19, 2023): 221–42. http://dx.doi.org/10.1017/heq.2023.11.
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AbstractThis article uses oral history, archival material, and published primary sources to examine the competing conceptions of “innovation” at work in the creation and operation of the West Philadelphia Community Free School (WPCFS) from 1969 to 1978. One of the longest-running initiatives in the School District of Philadelphia's experimental Office of Innovative Programs, the WPCFS stood at the crossroads of conflicting imperatives for “innovation.” These included: (1) institutional interests in advancing “humanizing” pedagogy; (2) Black activists’ interests in operating a community-controlled school for students of color in West Philadelphia; and (3) teachers’ interests in balancing their commitments to “humanizing” instruction and a surrounding community with different educational priorities. We highlight two instances where the frictions between these uses of “innovation” became pronounced in the WPCFS—debates over “free time” and the 1973 teachers’ strike. These incidents clarify how the burden of reconciling opposing innovations fell unevenly on the teachers and community members—often in ways that pitted the groups against one another—and exacerbated raced and classed inequalities in the school and district. While the account focuses on the 1960–1970s, we suggest that the WPCFS is relevant for us today, offering insights for the present into the longer discursive history of “innovation” as a lever for school reform, and into its impacts on educational equity.
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Wasehudin, Wasehudin, Muh Barid Nizarudin Wajdi, Silahuddin Silahuddin, Imam Syafei, Rumbang Sirojudin, Machdum Bahtiar, and Uswatun Hasanah. "THE PARADIGM OF CHARACTER EDUCATION IN ISLAMIC ELEMENTARY SCHOOL." Jurnal Ilmiah Islam Futura 24, no. 2 (August 1, 2024): 368. http://dx.doi.org/10.22373/jiif.v24i2.22546.
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This research aims to discuss the important role of teachers as educators and role models in educational institutions, especially in character education at SDIT Al-Izzah Banten. Based on the theoretical framework proposed by Moeslim Abdurrahman, this study emphasizes the importance of role models in character education by underlining the essence of religious teachings that must be applied in everyday life. This study uses a qualitative method with a triangulation technique that combines data from field observations, interviews with teachers and principals, and related literature. This research explores the character education paradigm at SDIT Al-Izzah, emphasizing the importance of acculturating character in the school culture through exemplary behaviour, discipline, habituation, wise advice, and rewards for good behaviour. The research highlights the comprehensive involvement of the school community, including the principal, teachers, administrative staff, caretakers, parents and the local community in creating an environment conducive to character development. Notably, the research revealed the extension of disciplinary practices beyond the classroom, encompassing daily routines such as absences for congregational prayers and communal meals, which contribute to the overall moral formation of students.
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Agustin, Ayu, and Muhammad Hasyim Ashari. "UPAYA PENINGKATAN KUALITAS PENDIDIKAN DENGAN PENERAPAN KEDISIPLINAN GURU DI SD MUHAMMADIYAH 9 “PANGLIMA SUDIRMAN” MALANG." ABDI MAKARTI 2, no. 2 (October 25, 2023): 98. http://dx.doi.org/10.52353/abdimakarti.v2i2.462.
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As an effort to improve the quality of education is the discipline of teachers. Increasing teacher discipline in the teaching and learning process is expected to improve the quality and quality of education in order to give birth to the next generation who are superior and have good morals. This community service activity was carried out at SD Muhammadiyah 9 "Panglima Sudirman" Malang with the following stages: observing and mapping disciplinary actions, conducting studies on alternative solutions in policy formulation, awareness of the importance of discipline for teachers, and consultation or assistance. The implementation of this activity went well with the result that the teacher carries out his duties and obligations with full sincerity, awareness, patience and a sense of responsibility, because he realizes that discipline in the world of education is important and must start from the teacher as a teacher, to be able to create superior human resources and beneficial to the nation, state and society. The discipline of teachers at SD Muhammadiyah 9 "Panglima Sudirman" Malang is quite good, although there are still some teachers who lack discipline in complying with the rules set by the school. Socialization and coaching continues to be pursued by the school in order to reduce cases of disciplinary violations, with the aim of creating a good educational environment and being a good role model for students at SD Muhammadiyah 9 "Panglima Sudirman" Malang. Keywords: discipline, education, teacher, quality, qualified.
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Juri, Juri, Sapto Purnomo, and Franciska Regina Beeta. "PERAN GURU PPKN DALAM MEMBENTUK KARAKTER DISIPLIN SISWA DI SMA NEGERI 2 BELIMBING." JURNAL PEKAN : Jurnal Pendidikan Kewarganegaraan 8, no. 2 (November 29, 2023): 134–43. http://dx.doi.org/10.31932/jpk.v8i2.2999.
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This research aims to analyze the rore of Pancasila and Citizenship Education teachers in forming disciplinary characters, especialy in the SMA Negeri 2 Belimbing. This is because discipline is an important factor that supports students success during their education in everyday life in society. Without good discipline, it is certain that students will experience various obstacles, where this obstacles are, most likely not be able to be overcome. If so, the person concerned will surrender to the situation. However, to form a disciplined character is certainly not an easy matter, because it is influenced by at least two factors, namely internal and exsternal. Internal factors relate to the students themselves, namely to extent to which the are committed to progressing and developing the talents that exist within themselves. Meanwhile, exsternal factors, include family, friends, community, government, and the teachers at school. The method used in this research is descriptive qualitative. Data was collected using observation, interviews and documentation studies. Meanwhile, the data processing refer to Mile and Huberman’s theory. The results of this reseach show that teachers, especially Pancasila and Citizenship Education teacher have quite an important role in shaping students disciplinary character. There are several strategies used, including pioneering the establishment of an honesty kantin, coming to school on fixed time, entering and leaving class according to a predetermined schedule, looking nead, implementing school regulations properly and correctly and colaborating with other teachers. Keywords: Teacher Role, Student Discipline Character, Pancasila and Citizenship Education
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Wetzel, Melissa Mosley, Annie Daly, Kira LeeKeenan, and Natalie Sue Svrcek. "Coaching Using Racial Literacy in Preservice Teacher Education." Journal of Literacy Research 53, no. 4 (October 28, 2021): 539–62. http://dx.doi.org/10.1177/1086296x211052246.
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Drawing on a theoretical framework that centers race, racism, and anti-racism, this study explores a coaching conference in preservice literacy teacher education. In classrooms, teachers often encounter disruptions in the community; however, those disruptions are often seen as problems to be solved and are addressed without interrogating race discourses. This study builds on previous research that has explored how teachers engage in developing understandings about race in relation to their practice using discursive tools of racial literacy. We ask, How do three White teachers draw on race discourses that are racist and anti-racist within the context of one coaching event, a post-conference? Using critical discourse analysis, we describe and interpret how race discourses were drawn upon and disrupted in the conference. We conclude with a discussion of the racial literacy practices that have promise in this coaching context and in other professional settings.
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Tadajewski, Mark, and D. G. Brian Jones. "Hyper-power, the marketing concept and consumer as ‘boss’." Marketing Theory 16, no. 4 (September 28, 2016): 513–31. http://dx.doi.org/10.1177/1470593116666408.
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This article extends our knowledge of scientific marketing management and the reasons behind the emergence of the marketing concept. In our narrative, the banking community plays an important role in promoting marketing in the early 20th century. We illuminate this argument using the writings of Fred W. Shibley (1864–1944) and the theoretical resources of Michel Foucault. For Shibley, marketing advanced the interests of corporate financiers, shareholders and employees. Their profit focus was enabled through the marketing concept and accounting practices that mediated hyper- and disciplinary power. In this discourse, organizational relations reflected a pyramidal management of information through a ‘principle of omnivisibility’. These processes individualized departments and affected all employees. Importantly, these control mechanisms were seeded through ‘displacement’. This discursive move reveals a new dimension underwriting the promotion of the marketing concept and the pursuit of profit. These ‘progressive’ facets of marketing theory and practice were invoked to redirect employee attention away from their fractious relationships with management and the owners of capital. Redirecting employee focus was attempted by positioning the consumer as the ‘boss’, with increased production and consumption framed as ‘unpolitical socialism’. While the marketing management literature depicts the marketing concept in quasi-humanistic terms, we unearth the roles of hyper- and disciplinary power, combined with a status-quo orientation that underwrote its promotion in this formative period.
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Ngulube, Mwitwa, Mwansa Mukalula Kalumbi, and Daniel Siakalima. "Exploring Intricacies of School-community Collaboration in Managing School Discipline: A Case of Selected Secondary Schools in Chingola District, Zambia." Asian Journal of Education and Social Studies 50, no. 8 (August 13, 2024): 430–43. http://dx.doi.org/10.9734/ajess/2024/v50i81541.
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In Zambian schools, the levels of indiscipline among pupils has been on the increase and this should not be the case. The study explored collaboration between the school and the community in promoting school discipline among pupils in selected secondary schools in Chingola. The concurrent mixed-method approach was employed. Data was collected using semi-structured interviews and a questionnaire. This study had 197 participants from four schools and the surrounding communities. The sample included 113 pupils, 48 teachers, 6 administrators, and 30 parents. The qualitative data was analysed thematically, while the quantitative data was analysed using Statistical Package for Social Science (SPSS) software, version 21. This study established that close collaboration between the community and schools promote information sharing between teachers and parents in the community and aids in discipline management among erring pupils. It was noted that collaboration between teachers and parents creates an enabling environment for monitoring the behaviour of their children to curb the high prevalence of pupil indiscipline which ranged from vandalism, theft, mobile phone usage, alcohol and drug abuse. The study further found that disciplinary referral, summoning of parents, guidance and counselling, rewarding and punishment mechanisms, and involvement of parents are among the strategies to discipline the learners and enhance social cohesion. Based on the findings, the study recommended that schools should endeavor to strengthen collaboration with the community in curbing indiscipline among learners.
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Isac, Maria Magdalena, Wanda Sass, Jelle Boeve-de Pauw, Sven De Maeyer, Wouter Schelfhout, Peter Van Petegem, and Ellen Claes. "Differences in Teachers’ Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning." Sustainability 14, no. 2 (January 11, 2022): 767. http://dx.doi.org/10.3390/su14020767.
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This study builds on a research-practitioner partnership embedded within an education for sustainable development (ESD) project and aims to explore the major potential challenges (i.e., disciplinary boundaries set by subject specialization, especially in secondary education) and success factors (i.e., teacher co-learning experiences in ESD) associated with differences in teachers’ professional action competence (PACesd) in a sample of 557 in-service teachers in primary and secondary schools in Flanders, Belgium. The study employed a recently validated PACesd measurement instrument and involved quantitative data analysis in a structural equation modelling framework. The results show that primary education teachers tend to report higher PACesd levels compared to their peers in secondary education. Moreover, regardless of educational level, gender and teaching experience, all teachers participating in a working group or a learning community in ESD are more likely to show higher levels of PACesd. Implications of the findings, limitations and directions for future research are discussed.
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Marri, Anand R. "Building a Framework for Classroom-Based Multicultural Democratic Education: Learning from Three Skilled Teachers." Teachers College Record: The Voice of Scholarship in Education 107, no. 5 (May 2005): 1036–59. http://dx.doi.org/10.1177/016146810510700506.
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Recognizing the increasingly racially and ethnically diverse politically disengaged population along with the central role of schools in preparing democratic citizens, this study investigated how 3 skilled secondary social studies teachers taught about and for multicultural democracy to prepare students for active and effective citizenship through a collective case study. The article discusses their pedagogy, the ways in which they provided their students with “codes of power” and skills for effective citizenship, and how they extended the curriculum beyond “official knowledge.” In addition, it presents a framework for classroom-based multicultural democratic education, which incorporates critical pedagogy, building of community, and thorough disciplinary content and skills, based on a combination of the theoretical frame and the practice of these 3 skilled teachers.