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Siebert, Sabina, Vince Mills, and Caroline Tuff. "Pedagogy of work‐based learning: the role of the learning group." Journal of Workplace Learning 21, no. 6 (August 7, 2009): 443–54. http://dx.doi.org/10.1108/13665620910976720.
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Jin, Ruoyu, Tong Yang, Poorang Piroozfar, Byung-Gyoo Kang, Dariusz Wanatowski, Craig Matthew Hancock, and Llewellyn Tang. "Project-based pedagogy in interdisciplinary building design adopting BIM." Engineering, Construction and Architectural Management 25, no. 10 (November 19, 2018): 1376–97. http://dx.doi.org/10.1108/ecam-07-2017-0119.
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Purpose The purpose of this paper is to present a pedagogical practice in the project-based assessment of architectural, engineering and construction (AEC) students’ interdisciplinary building design work adopting BIM. This pedagogical practice emphasizes the impacts of BIM, as the digital collaboration platform, on the cross-disciplinary teamwork design through information sharing. This study also focuses on collecting students’ perceptions of building information modeling (BIM) effects in integrated project design. Challenges in BIM adoption from AEC students’ perspective were identified and discussed, and could spark further research needs. Design/methodology/approach Based on a thorough review of previous pedagogical practices of applying BIM in multiple AEC disciplines, this study adopted a case study of the Solar Decathlon (SD) residential building design as the group project for AEC students to deliver the design work and construction planning. In total 13 different teams within the University of Nottingham Ningbo China, each group consisting of final year undergraduate students with backgrounds in architecture, civil engineering, and architectural environmental engineering, worked to deliver the detailed design of the solar-powered residential house meeting pre-specified project objectives in terms of architectural esthetics, structural integrity, energy efficiency, prefabrication construction techniques and other issues such as budget and scheduling. Each team presented the cross-disciplinary design plan with cost estimate and construction scheduling together within group reports. This pedagogical study collected students’ reflective thinking on how BIM affected their design work, and compared their feedback on BIM to that from AEC industry professionals in previous studies. Findings The case study of the SD building project showed the capacity of BIM in enabling interdisciplinary collaboration through information exchange and in enhancing communication across different AEC fields. More sustainable design options were considered in the early architectural design stages through the cross-disciplinary cooperation between architecture and building services engineering. BIM motivated AEC student teams to have a more comprehensive design and construction plan by considering multiple criteria including energy efficiency, budget, and construction activities. Students’ reflections indicated both positive effects of BIM (e.g. facilitating information sharing) as well as challenges for further BIM implementation, for example, such as some architecture students’ resistance to BIM, and the lack of existing family types in the BIM library, etc. Research limitations/implications Some limitations of the current BIM pedagogy were identified through the student group work. For example, students revealed the problem of interoperability between BIM (i.e. Autodesk Revit) and building energy simulation tools. To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case studies, for the purpose of providing professional advice on improving the constructability of the BIM-based design from student work. Practical implications To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case study, for the purpose of providing professional advice in improving the constructability of the BIM-based design from student work. Originality/value This work provides insights into the information technology applied in the AEC interdisciplinary pedagogy. Students gained the experience of a project-based collaboration and were equipped with BIM capabilities for future employment within the AEC job market. The integrated design approach was embedded throughout the team project process. Overall, this BIM pedagogical practice emphasized the link between academic activities and real-world industrial practice. The pedagogical experience gained in this BIM course could be expanded to future BIM education and research in other themes such as interoperability of building information exchange among different digital tools.
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Schultz, Jennifer L., Joel R. Wilson, and Kenneth C. Hess. "Team-based Classroom Pedagogy Reframed: The Student Perspective." American Journal of Business Education (AJBE) 3, no. 7 (July 1, 2010): 17–24. http://dx.doi.org/10.19030/ajbe.v3i7.455.
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Postsecondary learning environments often utilize team-based pedagogical practices to challenge and support student learning outcomes. This manuscript presents the findings of a qualitative research study that analyzed the viewpoints and perceptions of group or team-based projects among undergraduate business students. Results identified five pro-team thematic perspectives of team learners’ views including better deliverables, increased ideas, improved learning experiences, reduced workload, and collective security. Responses from students who preferred to work autonomously resulted in three themes centered on self-sufficiency, social loafing, and schedule challenges. Two situational student responses were identified regarding how and why faculty should utilize group and team projects in consideration of individual efficiency and assignment objectives and outcomes conflicts. This study concludes with research-based recommendations for teaching, learning, and further research.
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Djufri, Elyas, Trio Ardhian, and Shanta Rezkita. "Pengaruh Subject Specific Pedagogy IPA Berbasis Lab Work Terhadap Sikap Rasa Ingin Tahu dan Teliti Siswa." WACANA AKADEMIKA: Majalah Ilmiah Kependidikan 2, no. 2 (November 1, 2018): 172. http://dx.doi.org/10.30738/wa.v2i2.3066.
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This research aimed to find out the effect of science Subject Spesific Pedagogy based lab work on: (1) the curiosity of the students, (2) the precise of the students, (3) the curiosity and precise of the students. This research is a quantitative using a quasi experimental design with nonequivalent control group design. Population of this research was all students of class IX SMP Integral Hidayatullah Tolitoli. The sample of this research was selected through cluster random sampling, namely class IX A as an experiment class and class IX B as a control class. This research used a enclosed questionaire instrument that was adapted from Hermanto research. The data analysis used the ANOVA and MANOVA. The results show that: (1) the implementation of science subject specific pedagogy based lab work gives a significantly more positive effect to the curiosity of the students than convensional learning, (2) the implementation of science subject specific pedagogy based lab work gives a significantly more positive effect to the precise of the students than conventional learning, and (3) the implementation of science subject specific pedagogy based lab work gives a significantly more positive effect to the curiosity and precise of the students than convensional learning does.
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Roswal, Peggy M., Claudine Sherrill, and Glenn M. Roswal. "A Comparison of Data Based and Creative Dance Pedagogies in Teaching Mentally Retarded Youth." Adapted Physical Activity Quarterly 5, no. 3 (July 1988): 212–22. http://dx.doi.org/10.1123/apaq.5.3.212.
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This study compared the effectiveness of data based and creative dance pedagogies in relation to motor skill performance and self-concept of mentally retarded students. Subjects (N=35) were moderately mentally retarded males and females, ages 11 to 16 years, in special education classes. Their mean age was 12.88 years in the data based group and 13.47 years in the creative dance group. Excluding testing, the study lasted 8 weeks. Each group received 40 lessons of 30 minutes each. Data based pedagogy was based on the work of Dunn, Morehouse, and Dalke (1979), and creative dance pedagogy was based primarily on the work of Riordan (Fitt & Riordan, 1980). Pretest and posttest data were collected through administration of the Data Based Dance Skills Placement Test, selected subtests of the Cratty Six-Category Gross Motor Test, and the Martinek-Zaichkowsky Self-Concept Scale. Multivariate analysis of covariance revealed no difference between pedagogies. The group means indicated improvement in dance skill performance but not in self-concept or body perception, balance, and gross and locomotor agility.
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Lu, Y. C., and J. L. Lu. "Work and stress among supervisors in selected manufacturing industries." European Psychiatry 26, S2 (March 2011): 1591. http://dx.doi.org/10.1016/s0924-9338(11)73295-3.
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ObjectiveThis study looked at sources of work stress among supervisor. s in manufacturing industriesAimThis research aims to elucidate data on occupational stress among supervisors in manufacturing industries and associated risk factors at work.MethodThe sample consisted of 23 establishments and from this, 47 supervisors were taken, and interviewed using survey questionnaires and focus group discussions.ResultsAmong the 47 supervisors, 51% were from garments industry while 49% from electronics industry, and 66% were women. Work among supervisors was reported to be challenging and stimulating but regular upgrading of skills was needed. Based on the FGDs conducted among the supervisors, the issues in the workplace included information overload, keeping abreast with developments in their fields of expertise, the need to be multiskilled, stress brought about by information technology, the new pedagogy in the workplace affecting occupational stress, stringent and the need for new organizational strategies. On logistic regression, occupational stress among supervisors was found to be significantly associated with heavy load stress, mental requirements of work, massive technical/ office work, and the use of microelectronics equipment needing concentration and literacy in IT, and regular upgrading of skills.ConclusionBased on these findings, we can conclude that occupational factors play a significant role in influencing the stress among supervisors.
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Simon, Shirley, Paul Davies, and Jillian Trevethan. "Advancing teacher knowledge of effective argumentation pedagogy." Educar em Revista, no. 44 (June 2012): 59–74. http://dx.doi.org/10.1590/s0104-40602012000200005.
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This paper provides a discussion of the methodological approach to a research project that builds on previous studies of effective argumentation pedagogy undertaken by one of the authors. In this study, teachers from six schools in a city location are taking part in a one-year project to use new web-based professional development materials to advance their practice in using group discussion and argumentation in science. The teachers attend workshops on planning and organising effective group-work, introducing argument and sustaining small group discussion, and curriculum planning to promote argumentation activity. Between sessions the teachers develop each aspect of pedagogy in their schools. Data are collected from each of the participating schools using teacher survey and interviews to ascertain perspectives on argumentation practice in science, pedagogical strategies used, changes in practice and collaborative working with colleagues in school. The paper focuses on the issues of research design in determining the impact of the workshops.
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Dutta, Mohan, Gayle Moana-Johnson, and Christine Elers. "COVID 19 and the Pedagogy of Culture-centered Community Radical Democracy: A Response from Aotearoa New Zealand." Journal of Communication Pedagogy 3 (2020): 11–19. http://dx.doi.org/10.31446/jcp.2020.03.
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In this essay, drawing on our ethnographic work at the “margins of the margins” in Aotearoa New Zealand, we depict the role of communicative pedagogy for radical democracy in sustaining spaces for community participation in pandemic response. Based on accounts offered by community advisory group members and observations of emergent community spaces of co-operation amidst the pandemic, we suggest that the ongoing work of building co-creative pedagogy for “habits of democracy” is vital to community response. The work of learning to learn together the habits of radical democracy in communities is permanent work that prepares communities for crises, simultaneously building anchors for imagining radically transformative futures.
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Lloyd, Robert, Michael J. Martin, James Hyatt, and Addison Tritt. "A cold call on work-based learning: a “live” group project for the strategic selling classroom." Higher Education, Skills and Work-Based Learning 9, no. 3 (August 12, 2019): 329–46. http://dx.doi.org/10.1108/heswbl-12-2017-0098.
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Purpose The purpose of this paper is to describe a case study used in a strategic sales class that employs the use of work-based learning pedagogy to expose students to real-life cold calling experiences. This real-life cold calling experience involves students within the course building a target list of prospective students for a small liberal arts college. The students must then construct pre-call strategies, build rapport with prospective students and finally “close the deal” by having the prospective student visit campus. Design/methodology/approach This paper begins by describing work-based learning as a unique pedagogical method and the importance of cold-calling skills in the context of workplace skills in demand. Theoretical foundations in Lichtenstein and Lyon’s (1996) entrepreneurial skillset is analyzed, as is the application of “live” group projects. The case is then described in detail and focuses on the project itself, the personal and group incentives used in the course of the project, and finally, a review of the learning outcomes and desired skillset outcomes for the class. Findings The case shows that students can learn and implement the behaviors, attitudes and practices that make professional cold-callers successful. The impact on the university can also be seen since real contributions were made to the recruiting efforts of the college vis-à-vis higher matriculation numbers. The entrepreneurial skillsets and “live” group project literature is contextualized in light of the findings of the project. This research found that students engaged in varying levels of progress in their managerial, entrepreneurial, technical skillsets as well as levels of personal maturity. Finally, the authors provide guidance for future research to expound the findings of this project by testing the variables using quantitative methodologies. Originality/value The paper showcases an innovative pedagogic approach to exposing students to the best practices of cold-calling and allows them to exercise these tools real time as they make actual cold calls and work toward sales incentives. The focus on recruiting new students as customers of the college serves is not only active classroom learning, but it also serves mission-based outcomes to help the college achieve desired recruiting goals. This case study will provide a tool for small, liberal arts colleges to use which mobilizes faculty and students in the effort to recruit new students, in an environment where enrollment numbers are falling for this market sector in higher education.
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Hunter, James D., Jo Vickery, and Robyn Smyth. "Enhancing learning outcomes through group work in an internationalised undergraduate business education context." Journal of Management & Organization 16, no. 5 (November 2010): 700–714. http://dx.doi.org/10.1017/s1833367200001814.
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AbstractEmployers of business graduates require them to be effective communicators and team members in twenty-first century work environments. As a means of developing these skills, we believe group work is important to an undergraduate business teaching pedagogy preparing graduates for the challenges of modern workplaces. Student responses to a series of qualitative and quantitative focus group activities highlighted the ‘big issues’ encountered in group activities involving an increasingly internationalised and diverse cohort of students. These issues related mainly to communication within the group and the fear of social-loafers. These insights established the basis on which proactive strategies were introduced in a subsequent teaching period to nurture and advance the quality of the learning experience within a tertiary undergraduate business education setting. Given that reduced Government funding to Australian universities has prompted the management of institutions to look to full-fee paying international students to offset shortfalls in their operating budgets, this paper explores the particular impact of increasing numbers of English as a Second Language (ESL) students on the quality of, and student receptiveness to, group based study activities.
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Hunter, James D., Jo Vickery, and Robyn Smyth. "Enhancing learning outcomes through group work in an internationalised undergraduate business education context." Journal of Management & Organization 16, no. 5 (November 2010): 700–714. http://dx.doi.org/10.5172/jmo.2010.16.5.700.
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AbstractEmployers of business graduates require them to be effective communicators and team members in twenty-first century work environments. As a means of developing these skills, we believe group work is important to an undergraduate business teaching pedagogy preparing graduates for the challenges of modern workplaces. Student responses to a series of qualitative and quantitative focus group activities highlighted the ‘big issues’ encountered in group activities involving an increasingly internationalised and diverse cohort of students. These issues related mainly to communication within the group and the fear of social-loafers. These insights established the basis on which proactive strategies were introduced in a subsequent teaching period to nurture and advance the quality of the learning experience within a tertiary undergraduate business education setting. Given that reduced Government funding to Australian universities has prompted the management of institutions to look to full-fee paying international students to offset shortfalls in their operating budgets, this paper explores the particular impact of increasing numbers of English as a Second Language (ESL) students on the quality of, and student receptiveness to, group based study activities.
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Mchunu, Khaya. "Appraising understandings of a social justice-infused pedagogy: Adinkra symbols as probes." Scholarship of Teaching and Learning in the South 3, no. 2 (September 27, 2019): 68. http://dx.doi.org/10.36615/sotls.v3i2.85.
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This article explores understandings of a social justice-infused pedagogy whilst inspiring new approaches to design. Drawing on the work of Giroux (2004), hooks (2003) and Leibowitz and Bozalek (2016), amongst others, this paper offers a case study of a student project in a Department of Fashion at a Durban-based University of Technology (UoT), in which students partnered with community stakeholders on a collaborative handbag design project. The project involved using traditional Ghanaian Adinkra symbols as probes to explore how students and their community partners understand the concept of social justice pedagogy. Group interviews, photographs and thematic content analysis are used to collect and analyse data on understandings of social justice pedagogy. Consequently, three themes are discussed about the groups’ understanding of a socially infused pedagogy. Beyond their role in understanding this pedagogy, these historical symbols are noted by the groups as providing a new approach to their design process.
How to cite this article:
MCHUNU, Khaya. Appraising understandings of a social justice-infused pedagogy: Adinkra symbols as probes. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 68-83. Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=85&path%5B%5D=47
This work is licensed under the Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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The New London Group. "A Pedagogy of Multiliteracies: Designing Social Futures." Harvard Educational Review 66, no. 1 (April 1, 1996): 60–93. http://dx.doi.org/10.17763/haer.66.1.17370n67v22j160u.
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In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies." The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how negotiating the multiple linguistic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment.
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Harcourt, Deborah, and Lesley Jones. "Re-thinking Professional Development: Positioning Educational Documentation as Everyday Professional Learning." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 81–85. http://dx.doi.org/10.1177/183693911604100410.
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THE INTENT OF THIS PAPER is to explore the ways in which educational documentation—one of the many important key principles that challenge and sustain the educational theories and teaching practice of the Reggio Emilia Educational Project in Italy—supports the practice, principles and pedagogy of early years educators. In this particular context, documentation is positioned as both a strategy and a tool for examining the work of the individual and of the group, for both children and educators, with the aim of questioning the role documentation might play in supporting educators' professional learning. This commentary paper will examine the concept of documenting as a process that enables an educator's work to become visible and therefore support their evolving capacity as an educator, through ongoing reflective practice, as indicated in the Australian Early Years Learning Framework (DEEWR, 2009).
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Ramanaidu, Ramesh Rao, and Edna Shamani Wellington. "Narrating Peer Assessment in a Group Task." Journal of Contemporary Research in Social Sciences 3, no. 3 (August 31, 2021): 62–68. http://dx.doi.org/10.33094/26410249.2021.33.62.68.
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COVID19 interrupted many things in our life. To curb the spread of the virus, Movement Control Order (MOC) was enforced. Though face to face teaching and learning came to halt, was replaced by online learning. In the context of teaching and learning, teachers face a lot of problem in carrying out practices which were a norm before. This study intends to explore a group work, which was carried out during the pandemic. More importantly, on how to assess a group work, which was carried out online, is explored. The aim of this study is to reveal how a peer assessment, for a group task was carried out during the pandemic. Instead of students, 30 music pre-service teachers were involved in this study. They were divided into ten groups. These pre-service teachers were enrolled in a music pedagogy course. One of the tasks involves a group work. Each group is required to produce a video. The video is assessed based on three criteria i.e content of the video, creativity and group collaboration. Each pre-service teacher assessed another group’s video using these criteria. Descriptive statistics and web analysis were used to analyse the scores given by the pre-service teachers. The result revealed that the component of creativity is viewed differently by many pre-service teachers, compared to the other two.
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Ploj Virtič, Mateja, Uroš Župerl, and Marija Javornik Krečič. "PEDAGOGY 1:1 IN HIGHER EDUCATION: A CASE STUDY." Problems of Education in the 21st Century 57, no. 1 (December 25, 2013): 102–10. http://dx.doi.org/10.33225/pec/13.57.102.
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The use of ICT in education has changed substantially over the last two decades. The development of new technologies has enabled us, the users, to mature and gain experience. The introduction of ICT in the educational process at the same time means a change of the teachers' role. The teacher appears in the role of a mentor who directs the activities of the learner. There has been a change in the teacher preparation to teach. He should provide both the content as well as technical support and to create a suitable learning environment. The way of teaching in the natural science and engineering education is specific due to the need of transfer knowledge into the practice. The nature of work in this kind of education requires more experimental work, based on individual learning process. There are many different implementation options of laboratory exercises that advantageously incorporate ICT into the nature of their work. The most popular in engineering education are two different types of laboratories: Simulation (virtual) and Remote controlled (online) labs, defined by Balamuralithara and Woods (2009). A remote controlled laboratory for conducting remote experiments at the University of Maribor, Faculty of Mechanical Engineering was developed. Development of the remote lab was carried out as an exploratory work of the group of students and professors. The lab was developed in the following three phases: development of the construction with corresponding technical documentation, development of the control system and development of the system for remote control of a lift. The successful student project is evident through the applicability of the developed laboratory that serves as a great tool for studying and offers all the benefits of ICT. Key words: experimental work, higher education, learning environment, pedagogy 1:1.
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Molin, Martin. "The emerging concepts of participation and belonging in social pedagogy." Papers of Social Pedagogy 13, no. 1 (October 9, 2020): 9–33. http://dx.doi.org/10.5604/01.3001.0014.4350.
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During the last few decades, the concepts of participation and belonging has frequently been used within the social welfare field in general, and within the field of disability research specifically. Additionally, in Scandinavia the concept of participation has become increasingly used in social work and social pedagogy programmes at universities. However, there’s rather little known about how participation can be understood and related to social pedagogy, since the concept has a broad range of meanings, e.g. a sense of belonging. This paper aims to identify and discuss understandings of participation and belonging with relevance for social work and social pedagogy. Empirical illustrations have been gathered with ethnographical methods and analysed in accordance with an interpretive tradition. It is argued that the concept of participation can be attributed to different meanings in different ideological, theoretical, and institutional practice contexts (e.g. schools that offer special needs programmes, the transition to working life, online social networking). Consequently, it’s a challenge to provide adequate definitions of the concept. The inference drawn is that the aspect of belonging as it relates to social participation can be attributed to its particular importance for social pedagogy. An implication for professional practice is the need to pay attention to alternative identifications that are not based on notions of a stable, constant sense of belonging to a categorical group.
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Lyons, Paul, and Randall P. Bandura. "Case-based modeling: fostering expertise development and small group learning." European Journal of Training and Development 43, no. 7/8 (September 2, 2019): 767–82. http://dx.doi.org/10.1108/ejtd-01-2019-0009.
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Purpose This paper aims to present a detailed explication of a learner-centered instructional approach for adults labeled case-based modeling (CBM). The approach is an example of integrative pedagogy aimed at expertise development and is an extension of other instructional approaches, namely, problem-based learning (PBL) and case-based learning (CBL). Design/methodology/approach The design of the paper contains several integrated components to include: an explanation of the needs and characteristics of the adult learner, comparisons of CBM with both PBL and CBL, a complete theory grounding of the method, a detailed expression of the entire CBM method (phases and steps) for explanation and replication purposes, linkages of CBM with performance, and an empirical test of the CBM method with a sample of employees. Findings First, the CBM method is an extension of the well-researched methods of CBL and PBL. The script preparation and implementation phases of CBM easily could be appended to either CBL or PBL. Second, the empirical test of the CBM method demonstrates that it may be a positive, efficient tool for education/training with employees, although no significant differences were found in work performance comparisons of CBM-trained employees with traditionally trained employees. Research limitations/implications The empirical examination has some limitations to include: relatively small sample sizes, lack of demonstration of clear linkage between measures of training performance and measures of job performance, and variations in working conditions of participants. Originality/value The CBM approach offers to HR practitioners and persons involved with training an efficient yet comprehensive method. The method makes use of script development for the implementation of various interventions, which stimulate performance improvement and development of expertise.
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Dos Anjos, Marineuza Matos. "Pedagogical workshops and the problem-based approach as interdisciplinary strategy: an experience in higher education." South Florida Journal of Development 2, no. 2 (May 17, 2021): 2119–30. http://dx.doi.org/10.46932/sfjdv2n2-077.
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Contemporary teacher training education reflects the specter of an education that today is guided by the demands placed in the context of a globalized economy. The logic of teaching in higher education curricula is still found, often guided by obsolete pedagogical practices. As the current paradigms are sometimes not enough to think about formation, it is necessary to analyze through another bias. Therefore, one should reflect not only on the prism of the theoretical contributions offered by scientific and technological knowledge; but in a way that also encompasses contributions from other fields such as Pedagogy, Sociology and Philosophy. With this perspective in mind, the research presents a structured teaching experience in the Problem Based Approach (PBA) and in the use of Pedagogical Workshops. The investigation took place at the Bahia State University (UNEB- Brazil) in the Pedagogy Course. The objectives were: 1) the proposition of learning situations that promote the active participation of students in solving real and everyday problems; 2) the combination of individual and group work; 3) the discussion of contents and how to approach them in an interdisciplinary way; and 4) arouse interest in attitudes of investigation, action, reflection, appreciation, and evaluation. The work portrays an experience analysis based on qualitative methods and uses as data collection the records in class diaries and the application of open questionnaires.
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Postavnev, V. M., and I. V. Postavneva. "Training Master Students of "Education and Pedagogy" Enlarged Profession Group: Testing the Module "Personalization and Differentiation." Psychological-Educational Studies 7, no. 4 (2015): 42–50. http://dx.doi.org/10.17759/psyedu.2015070405.
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The article presents the main characteristics of the module "Individualization and differentiation of educational work with students of different categories of" innovative educational program of professional (teaching) graduate. It provides an educational discipline module focused on two target groups of students who have significant differences in psycho-pedagogical training. It offers the option of building the interdisciplinary evaluation of students upon completion of the module and uncovered testing peculiarities of the module in terms of networking. We presented the role of the teacher-supervisor, the content and organization of advanced professional practice, of the potentialities of the individual blocks of practice in enriching the content and forms of the educational process in the magistracy. Based on the analysis results of the module there are conclusions about the capabilities of the module being tested in preparation of masters of pedagogical and psycho-pedagogical directions.
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Morgan, Kevin, Robin L. Jones, David Gilbourne, and David Llewellyn. "INNOVATIVE APPROACHES IN COACH EDUCATION PEDAGOGY." Nuances: estudos sobre Educação 24, no. 1 (April 25, 2013): 218–34. http://dx.doi.org/10.14572/nuances.v24i1.2170.
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ABSTRACT: We know that coach education programmes continue to be criticized for their largely didactic methods of delivery and rather superficial engagement with the complex reality of practice and we understand that innovative approaches in coach education pedagogy means moving somewhat away from the competencies based approach and it has been increasingly argued that the aim of coach education should be to develop in practitioners a ‘quality of mind’ so that they are better equipped to deal with the problematic and dynamic nature of their work. The skills of coach educators in facilitating the learning of student coaches are crucial to the effectiveness of the pedagogies. Coach educators, therefore, must be committed to the approaches outlined in this article and invest the time and work necessary to learning new skills if they are to be successfully implemented. We found that teaching in this way resulted in a raised degree of responsibility on behalf of the tutors, not so much in relation to their content delivery, but for the subsequent student interaction and learning (JONES et al., 2011). In this sense tutors took greater care to listen and react to group interactions, recognising that their (non) interventions at (in) appropriate times could genuinely affect and frame ensuing students’ discussions and perceptions. A further area of research, therefore, could be to explore the issues surrounding the training and support of coach educators in implementing such pedagogical innovative approaches to coach education. RESUMO: Sabemos que os trabalhos de orientação de técnicos/professores são muito criticados por seus métodos pouco se aproximarem de práticas inovadoras. No entanto, práticas pedagógicas inovadoras devem se aproximar da realidade prática e avançar aos métodos tradicionais, considerando que uma pedagogia inovadora deve mover alguém do lugar onde se encontra para conhecer novas possibilidades. As habilidades dos técnicos/professores devem ser trabalhadas no sentido dos mesmos se constituírem facilitadores do processo de aprendizagem dos estudantes para se pensar numa pedagogia inovadora. Entendemos que uma concepção pedagógica construída nessa direção possibilita o desenvolvimento tanto de técnicos/professores, assim como os estudantes e pesquisas educacionais devem caminhar nessa direção, tendo em vista a necessidade de transformação qualitativa dessa áreade atuação.http://dx.doi.org/10.14572/nuances.v24i1.2170
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Macke, Caroline, James Canfield, Karen Tapp, and Vanessa Hunn. "Outcomes for Black Students in Team-Based Learning Courses." Journal of Black Studies 50, no. 1 (November 4, 2018): 66–86. http://dx.doi.org/10.1177/0021934718810124.
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Racial inequity in postsecondary education is a significant social problem. Black students’ academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed.
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Kumpulainen, Vierimaa, and Koskinen-Koivisto. "Developing Connective Pedagogy in Cultural Research—A Case Study from the Teachers’ Perspective in Adopting a Problem-Based Approach in Higher Education." Education Sciences 9, no. 4 (October 4, 2019): 252. http://dx.doi.org/10.3390/educsci9040252.
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The article examines the challenges university teachers face when adopting connective pedagogy in organizing teaching. Instead of studying the learning outcomes of the method, we decided in this research to focus on the teachers’ experiences when doing things differently in a fairly traditional pedagogical institution like a university. In spring 2019, as a part of our new degree programme entitled Culture, Communities, and Change (KUMU) at the University of Jyväskylä, we implemented a multisensory ethnography course in collaboration with a third sector development project promoting village tourism in Central Finland. On the course, we applied a problem-based approach to implement the connective pedagogy through which we wanted to increase the students’ working life skills and public engagement. While the main objective of the multisensory ethnography course was to develop village tourism and teach the students how to do ethnographic research, we also scrutinized our own teaching experience in developing higher education pedagogy through documenting our own activities in field diaries and analysing our own roles through self-reflexive ethnographic practice. The group discussions and the diaries of the teachers during the course are the data that has been analysed by means of social practice theory. The three elements of social practices—material, competence, and meaning—helped us to identify the important factors that should be taken into consideration when trying to change everyday practices in our work, in this case to organize collaborative teaching with a third sector development project. According to our results, a problem-based approach is an effective tool on a collaborative project course between the university and a third sector organization because it enabled us to practice connective pedagogy at a very practical level. There are also challenges in applying a new method. Studying our diaries and notes of group discussions and reflecting our experiences, we identified the following critical stages and weak spots: Planning and co-ordinating the course took a lot of time and resources and teachers must tolerate a certain amount of uncertainty. The competence of the teachers was also challenged; they needed to be open, for example, to dealing with unfamiliar research topics. Even if the teachers’ meanings, motivation, and values were in accordance with the principles of connective pedagogy, there are still many contradictions in the meaning element of problem-based teaching practice. Above all, the teachers were compelled to question their role as experts when taking third sector actors as equal partners in producing new knowledge.
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Gaulke, L. S., J. L. Borgford-Parnell, and H. D. Stensel. "A decentralized and onsite wastewater management course: bringing together global concerns and practical pedagogy." Water Science and Technology 58, no. 7 (October 1, 2008): 1397–404. http://dx.doi.org/10.2166/wst.2008.348.
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This paper reports on the design, implementation, and results of a course focused on decentralized and onsite wastewater treatment in global contexts. Problem-based learning was the primary pedagogical method, with which students tackled real-world problems and designed systems to meet the needs of diverse populations. Both learning and course evaluations demonstrated that the course was successful in fulfilling learning objectives, increasing student design skills, and raising awareness of global applications. Based on this experience a list of recommendations was created for co-developing and team-teaching multidisciplinary design courses. These recommendations include ideas for aligning student and teacher goals, overcoming barriers to effective group-work, and imbedding continuous course assessments.
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Vigoa Escobedo, Yisell, Gloria Elizabeth Pincay Rodríguez, Yalile Tamara Toala Mora, and Geoconda Julissa Mendoza Tobar. "La educación ambiental en escolares con retraso mental leve durante su preparación laboral." UNESUM-Ciencias. Revista Científica Multidisciplinaria. ISSN 2602-8166 2, no. 1 (May 23, 2018): 65–76. http://dx.doi.org/10.47230/unesum-ciencias.v2.n1.2018.56.
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El presente trabajo plantea un grupo de premisas básicas para la formación de la conducta ambiental en escolares con diagnóstico de retraso mental leve durante la etapa de preparación laboral en las empresas, el cual se fundamenta en los principios dela Pedagogía Especial.Para su elaboración fue empleado el método de la modelación. Estas premisas pueden ser aplicadas desde el trabajo metodológico que se lleva a cabo en las escuelas de Educación Especial a nivel nacional con flexibilidad y adaptabilidad al proceso formativo de estos escolares.Palabras claves: educación, proceso, necesidades educativasABSTRACT The present work outlines a group of basic premises for the formation of the environmental behavior in school with diagnosis late mental light during the stage of labor preparation in the companies, which is based in the principles of the Special Pedagogy. For their elaboration it was employee the method of the modulations. These premises can be applied from the methodological work that is carried out in the schools of Special Education at national level with flexibility and adaptability to the formative process of these scholars. Key words: education, process, educational necessities
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Pennycook, Jan. "(Re)Engendering Classroom Space: Teachers, Curriculum, Policy, and Boys’ Literacy." Language and Literacy 13, no. 2 (September 1, 2011): 9. http://dx.doi.org/10.20360/g2g016.
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How teachers are engaging with a particular Ontario curriculum resource document, Me Read? No Way!, and the problem of boys’ literacy achievement in the context of a globalized neoliberal discourse of ‘failing boys’ has important implications for pedagogy and practice in the classroom. This investigation into teachers’ work adopts a feminist poststructural framework and uses critical discourse analysis to develop two case studies based on focus group interviews with a purposeful sampling of Intermediate level teachers. Not only are boys’ perceived needs and interests driving teacher choices in pedagogy and resource materials, but girls are perceived as not having any particular educational needs at all: boys will be boys and girls will be good. This investigation concludes that teacher professional knowledge must include a more developed understanding of how the social construction of gender is negotiated in the classroom.
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Nørgaard, Britta. "Social Pedagogical Reflections in a Danish Version – Challenging an Individual Perspective in the Modern World." Papers of Social Pedagogy 8, no. 1 (February 27, 2018): 35–50. http://dx.doi.org/10.5604/01.3001.0011.5849.
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particularly over the last 40 years. In my way of understanding social pedagogy I draw on multiple sources of inspiration. Theoretically, I am inspired by German social philosophy and German pedagogical traditions. In this article I want to show how some of these inspirations could be transformed into practice in a way that both the community and the individual benefit. Drawing upon three different conceptual models of social pedagogy, I will discuss that the pedagogical approach in combination with a social and philosophical approach have a broader ethical and human potential than former models. Social pedagogical work is based on many different values related to attitudes among professionals, related to community and community building, and related to relations and social interaction. This calls for reflections on the relation between the individual and the group, on concepts of the ‘other’, on education and professionalism.
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Beatty, Nicole A., and Ernesto Hernandez. "Socially responsible pedagogy: critical information literacy and art." Reference Services Review 47, no. 3 (August 1, 2019): 280–93. http://dx.doi.org/10.1108/rsr-02-2019-0012.
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Purpose The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy. Design/methodology/approach At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course. Findings Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course. Research limitations/implications Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics. Practical implications The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes. Social implications This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations. Originality/value While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.
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McPhail, Graham. "A ‘fourth moment’ for music education? A response to Chris Philpott's sociological critique of music curriculum change." British Journal of Music Education 33, no. 1 (July 24, 2015): 43–59. http://dx.doi.org/10.1017/s0265051715000091.
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The catalyst for this paper is the ongoing debate concerning formal and informal approaches to pedagogy within the music education literature. I utilise a chapter by Philpott (2010) as a means to continue discussion about the apparent dialectic between formal and informal approaches to music learning and the case Philpott raises for radical change in ‘three moments’ of music education history. In engaging with the concerns in Philpott's chapter I also seek to bring to a wider audience the ideas developed by a group of sociologists of education who draw on the work of Basil Bernstein (2000) and critical realism (Moore, 2013) to argue for a realist theory of knowledge. I utilise thesesocial realistideas as a means to engage with the theme of access to what Michael F.D. Young has recently termed ‘powerful knowledge’ (Young, 2012). As Bernstein (2000) suggests we must have an understanding of the recontextualising principles that come into play whenever the classification of knowledge undergoes change, as ideologies shift and change. I argue for a balance between powerful forms of pedagogyandpowerful forms of knowledge based on an awareness of the essentially differentiated nature of knowledge.
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Jacobs, Katrina Bartow. "“So Why Is It OK Here?” Literacy Candidates Grappling With Culture/Culturally Relevant Pedagogy in Urban Fieldsites." Urban Education 54, no. 10 (May 15, 2018): 1520–50. http://dx.doi.org/10.1177/0042085918772621.
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Drawing on culturally responsive pedagogy (CRP) and the development of cultural competence, this study explores how teacher learners in a critical inquiry group narrated and discussed their urban field experiences, particularly in regard to equity-oriented literacy education. More specifically, this study demonstrates both the impact that deep-seated deficit perspectives had on how the teacher learners approached their work as educators and the tensions they felt between engaging in CRP and maintaining high standards. The article ends by offering a heuristic for “critical practice-based field experiences” as a way of contextualizing practice within school-based teacher learning.
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Choi, Tat Heung, and Ka Wa Ng. "Re-visioning English language arts practices and writing outcomes through the remaking of Cinderella." English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 366–86. http://dx.doi.org/10.1108/etpc-04-2015-0027.
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Purpose – This paper, which originates in an English-as-a-foreign-language (EFL) classroom activity in Hong Kong, aims to explore English learners’ expressive and creative potential in writing by studying their work in the literary narrative genre. Design/methodology/approach – A group of upper secondary students (15-16 years of age) with limited English resources and competence was enlisted to remake a folktale with visual and written prompts. Findings – The writing samples demonstrate that these low-level EFL writers are able to refashion the narrative elements, and to communicate meanings for their own purposes. They exhibit logicality and problem-solving skills in their attempts to challenge and transform idea and to include themes of interest to them. There is also evidence of creative play with language in their use of dialogues and figures of speech. Research limitations/implications – These writing outcomes suggest the need to re-vision English language arts practices in increasingly diverse education systems. Genre-based instruction, with its emphasis on “writing to mean” as a social activity supported by learning to use language, could lead to widening EFL learners’ access to genre knowledge and to greater life chances. Practical implications – A linguistics-based pedagogy scaffolding less able EFL writers while they learn to build effective narratives is identified as a way forward. Originality/value – Although the idea of using narratives to engage EFL learners in writing is not entirely new, this paper contributes to the field by responding to low-level learners’ writing that goes beyond linguistic “correctness”, and developing strategies for supporting creativity and language play.
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Siqueira, Sávio. "Critical Pedagogy and Language Education: Hearing the Voices of Brazilian Teachers of English." Education Sciences 11, no. 5 (May 14, 2021): 235. http://dx.doi.org/10.3390/educsci11050235.
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Based on an ethnographic research study involving Brazilian teachers from different educational contexts in the city of Salvador, Brazil, this paper aims to approach and discuss the dialogic relationship between critical pedagogy and language education, within the context of English as a global lingua franca. The main goal of the original work was to investigate how EFL teachers see themselves as language professionals in the contemporary world, how aware they are of the implications related to the condition of English as an international language or a global lingua franca, and to what extent they conceive teaching the language under a critical intercultural pedagogy. Data were generated through a questionnaire, class observation sessions, and video recordings of semi-structured group interviews in which issues like the globality of English, culture teaching, interculturality, and critical (language) pedagogy were approached and debated. Results have shown that participants are aware of the implications of the global status of English and that teaching the language in these current times cannot happen in a neutral and/or uncritical way. It was also revealed that teachers find difficult to systematize the teaching of culture in their EFL classes, as much as it is challenging for them to see themselves as critical intercultural professionals who can engage in critical pedagogy in their specific educational settings.
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Hussien, Suhailah. "Choosing between the Truth and Participants' Rights: The Dilemma of a Qualitative Researcher." IIUM Journal of Educational Studies 7, no. 1 (February 4, 2020): 26–37. http://dx.doi.org/10.31436/ijes.v7i1.223.
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AbstractMaking group work works in a classroom can be challenging, not only in the attainment of the objectives or results of the group work, but also of the whole process. This phenomenological study on the use of group work among pre-service teachers was initially aimed at exploring their experiences and understanding of group work as a process of learning and teaching. The study involved twelve final year female students enrolled in an undergraduate skill-based course. The students were given the task of organizing a field trip to an orphanage. They were provided with guidelines in planning and managing the trip, after which they were required to write a report. Students also documented their experience in a journal. Students’ reports and journals were analysed, and resulted in three broad themes, which were group work as a constructive pedagogy, as a process of development or learning, and the challenges of group work in terms of group dynamics. However, the third theme, which is, the intra and inter group relations and interactions, put the researcher in a situation where she found herself in a dilemma to present either the truth of the study (i.e. the results), or to maintain the rights of the participants. This paper discusses how the researcher managed her dilemma through the negotiation of her roles as a researcher and course instructor. At the same time, she was compelled to redefine the boundaries of the study with the participants’ consent. The paper reveals that a researcher’s readiness to return to the field and to the participants is imperative in our attempt to ensure that the ethical issues of a research are carefully attended to.Keywords: Qualitative study, phenomenology, researcher’s roles, ethical issues, group work, group dynamics, pre-service teachers
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van der Mars, Hans. "Principled, Modest, and Giving … Don Hellison’s Impact Through the Eyes of His Peers." Journal of Teaching in Physical Education 39, no. 3 (July 1, 2020): 321–30. http://dx.doi.org/10.1123/jtpe.2019-0221.
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This paper consists of reflections by a group of higher education peers on Don Hellison’s impact and legacy. The group of peers reflects a mix of gender, history and (work) experience with Hellison, and philosophical positions. Their views are presented around thematic topics, based on written responses to select questions. Some of the themes include Hellison’s impact on school physical education, physical education teacher education, his atypical role and identity as a researcher and scholar, and him being ahead of his time. The consensus view across Hellison’s peers is Hellison having impacted K–12 physical education, physical education teacher education, and the sport pedagogy research enterprise in significant ways that will be long lasting.
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Harrison, Jennifer, Kristen Burns, and Erica Ongstad. "Field by any means necessary: Using technology in field education." Comunitania. Revista Internacional de Trabajo Social y Ciencias Sociales, no. 14 (February 9, 2018): 47. http://dx.doi.org/10.5944/comunitania.14.3.
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In many disciplines, the field experience is the culmination of learning, and the socialization of students into the profession. In social work education, the field experience is also the signature pedagogy, which brings theory to practice. To address the needs of a changing group of stakeholders, the School of Social Work began using multiple technology platforms including field web-based software, e-mail blasts, an e-learning platform, YouTube videos, revised web content, and Facebook page all combined to provide students, field instructors, and faculty with the information they need for field on a whenever, wherever, and however basis.En muchas disciplinas, la experiencia de prácticas es la culminación del aprendizaje, y la socialización de los estudiantes en la profesión. En el trabajo social educativo, la experiencia de prácticas es también la pedagogía primariamente, que lleva la teoría a la práctica. Para abordar las necesidades de un grupo cambiante de interesados, la Escuela de Trabajo Social comenzó a utilizar múltiples plataformas tecnológicas, incluyendo software de prácticas basado en web, tipos diferentes de correo electrónico, una plataforma de aprendizaje electrónico, videos de YouTube, contenido web revisado y página de Facebook. Todos estos recursos se combian para proporcionar a los estudiantes, instructores de prácticas, y la facultad, la información que necesitan en cualquier campo de intervención.
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Bolaños Saenz, Francis, Karol Florez, Tatiana Gomez, Mary Ramirez Acevedo, and Sandra Tello Suarez. "Implementing a community-based project in an EFL rural classroom." Colombian Applied Linguistics Journal 20, no. 2 (July 31, 2018): 264–74. http://dx.doi.org/10.14483/22487085.13735.
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Educational work within a social perspective has been a matter of interest and discussion of researchers and teachers whose work is framed within a pedagogy for social justice, community pedagogies, and critical literacy (Comber & Kamler, 2004). A social perspective to education requires that teachers in rural and urban contexts become socially and culturally committed to addressing the learning needs of EFL in classrooms. This article shares the outcomes of the experience of five pre-service teachers who explored a local community of a Colombian rural school with a group of 36 ninth-grade EFL students. The pre-service teachers crafted a project-based curriculum taking the community as the content that would empower the students to explore social and cultural aspects of their community while promoting their EFL learning. Data were collected during the four-month period of the pedagogical intervention through interviews, observations and students’ and teachers’ written reflections. The high school students carried out a series of tasks aimed at raising their awareness about their identity, questioning their surroundings and increasing their self-confidence while using their knowledge of English. Results suggest that a curriculum that integrates the community as content empowered students to learn and reflect upon their learning process while facilitating their participation and inquiring about their own social and cultural reality.
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Адырбеков, Д. Т., А. Т. Акчин, А. Ж. Мустафаева, Ж. Н. Бисенбаева, and Л. Б. Абдулина. "THE USE OF CASE TECHNOLOGY IN THE PROCESS OF STUDYING THE DISCIPLINE "MILITARY PSYCHOLOGY AND PEDAGOGY" AMONG CADETS IN THE SPECIALTY OF MILITARY MEDICAL SUPPORT." Vestnik, no. 1 (June 17, 2021): 274–76. http://dx.doi.org/10.53065/kaznmu.2021.92.54.056.
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В данной статье рассматриваются вопросы использования кейс-технологии в процессе изучения дисциплины «Военная психология и педагогика» у курсантов. В статье указаны следующие условия повышения мотивации курсантов к изучению «Военной педагогики и психологии» а также указаны методы самостоятельных работ над ситуацией, где курсанты выполняют разновидности аналитической деятельности. Также указан анализ, что в ходе научно-исследовательской деятельности приобретаются и развиваются следующие качества у курсантов такие как: умение самостоятельно проводить исследование; умение работать с научно-технической литературой; инициатива и творчество; использование, расширение и углубление психолого-педагогических знаний и умений; опыт совместной работы с преподавателями специальных дисциплин; самоутверждение учащихся в данной предметной области и т.д. Кроме этого предлагается активная работа учащихся на основе использовании кейса, которая рассчитана на индивидуальное и групповое выполнение данных ситуаций. This article discusses the use of case technology in the process of studying the discipline "Military psychology and pedagogy" among cadets. The article specifies the following conditions for increasing the motivation of cadets to study "Military pedagogy and Psychology" and also specifies methods of independent work on the situation where cadets perform types of analytical activities. The analysis also indicates that in the course of research activities, the following qualities are acquired and developed in cadets, such as: the ability to independently conduct research; ability to work with scientific and technical literature; initiative and creativity; use, expansion and deepening of psychological and pedagogical knowledge and skills; experience of joint work with teachers of special disciplines; self-affirmation of students in this subject area, etc. In addition, it offers active work of students based on the use of the case, which is designed for individual and group implementation of these situations.
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Lorenz, Shanna. "Kinesonic Repertoire and Racial Discourse in Japanese Brazilian Taiko Practice." Asian Diasporic Visual Cultures and the Americas 2, no. 1-2 (March 2, 2016): 68–97. http://dx.doi.org/10.1163/23523085-00202003.
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Over the past decade there has been an unprecedented surge of interest in taiko ensemble drumming (kumi-daiko) in Brazil, with more than 150 ensembles currently performing in states all across the country. This paper focuses on the performance and pedagogy of Setsuo Kinoshita, a second-generation Japanese Brazilian taiko musician and composer who maintains a successful taiko academy in São Paulo, Brazil and directs two ensembles, Wadaiko Sho and Setsuo Kinoshita Taiko Group. Based on class and performance observation, as well as interviews conducted with Kinoshita and his students between 2003 and 2013, this study argues that Brazilian styles of taiko practice, which work to heal the traumas of ethnic exclusion from the Brazilian nation state, emerge at the crossroads of Japanese and Brazilian kinesonic repertoires.
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Davidson, Michael CJ, Lorraine Malcolm, Liz Sturley, Margaret Crowley, Fiona MacKinnon, and Wendy McInally. "The future of nurse education? Studying at the Open University in Scotland." British Journal of Nursing 30, no. 7 (April 8, 2021): 428–32. http://dx.doi.org/10.12968/bjon.2021.30.7.428.
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This article describes nurse education with the Open University in Scotland (OUiS). Although there are problems with nurse recruitment and retention across the UK, in Scotland the landscape is somewhat different, with greater support for students required in remote and rural areas. Despite these challenges, the OUiS continues to recruit to the commissioned numbers of places. OUiS nursing students are primarily health care support workers who are a key group within the health and social care workforce but historically have faced many challenges in developing clear career pathways into nursing. At the heart of the OU is the fundamental recognition of distance online pedagogy, complemented by work-based learning support by employers. Partnership working between the OU, employers and education commissioners is crucial to its success.
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Dias, Reinildes. "WRITING ABSTRACTS IN THE UNIVERSITY CONTEXT: COMBINING GENRE-BASED AND PROCESS-ORIENTED APPROACHES." Trabalhos em Linguística Aplicada 59, no. 1 (April 2020): 240–63. http://dx.doi.org/10.1590/010318136577815912020.
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ABSTRACT Abstracts play an essential role in the academic field since they are the first section of a research article readers have at their disposal to determine its relevancy. Their main goal is to give a concise view of the articles that accompany them. Grounded on recent theoretical studies, this paper discusses the principles of a pedagogical learning cycle that can assist students in the development of their academic writing literacies in English. This cycle combines two methodologies traditionally used to develop writing literacies, the process-oriented approach and the genre-based one. Additionally, it presents classroom practices developed for the university context regarding the teaching of the academic genre “abstract” to undergraduates taking English at a Faculty of Letters in a public university of Minas Gerais. The participants were freshmen who were taking English One, in their first term in the context of higher education. The classes took place in September of 2017 and ran for one third of a sixty-hour mandatory course. They were aimed at discussing the stages of the learning cycle to help students’ understanding of how to write abstracts in English. The learning activities are thoroughly explained to demonstrate how the stages can be pedagogically applied to teaching practices. A brief analysis of one of the abstracts written by a participating group is given to show that the learning cycle can work well in assisting university students to adequately write abstracts. In a world where English is the major means of sharing scientific knowledge among members of academia, this writing pedagogy may be useful to learners in the process of composing abstracts in English as well as to professors teaching writing in the university context.
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Shaykhutdinov, Rustam, Maria Sadritdinova, and Mikhail Kochurov. "The facilitation of the formation process of the conceptual foundation of students." E3S Web of Conferences 284 (2021): 11025. http://dx.doi.org/10.1051/e3sconf/202128411025.
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The article presents practicing pianists and teachers` recommendations and advice on how to form the process of the conceptual foundation of students of higher education institutions. Scherzo No. 1 in B minor op. 20 F. Chopin is one of the brightest masterpieces of the romantic piano repertoire was chosen as an example. In the tradition of Russian music pedagogy, the authors encourage the young pianist to work on the Scherzo from the idea of composing it to details and nuances connected with professional aspects of the artistic conception; they want to encourage the constant striving for thoughtful, comprehensive rich content and perfect form of the performed opus. Thus, to actualize students' personal, cognitive and creative potential, the teacher facilitates the process of acquiring their unique interpretations of a given musical opus. Such a method of facilitation is in demand in Western pedagogy; it was actively developed by such scientists as C. Rogers, J. Freiberg, F. Flemming, T. Kaiser, and others. The main ideas of facilitation are reflected in the pages of their works “Freedom to Learn” [1], “Transformative Dialogues” [2], ” Mining Group Gold: How to Cash in on the Collaborative Brain Power of a Team for Innovation and Results ” [3] and many others. The “Methods” section presents a detailed model to analyze the musical form of the Scherzo, the problems on the content and artistic image that is based on a thorough study of the musical text and its sound embodiment through.
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Pavlyk, Olena, Liudmyla Lysohor, and Jarkko Lampiselka. "The factors of professional training of a primary school teacher in the context of the second graduate degree in Pedagogy." SHS Web of Conferences 104 (2021): 02011. http://dx.doi.org/10.1051/shsconf/202110402011.
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The article highlights the problem of effective education of adults receiving the second graduate degree in Pedagogy. The importance of this problem is related to the specifics of the formation of the contingent of part-time students majoring in 013 Primary education, which is heterogeneous in age, basic education, and professional activity. The study used the method of questionnaires, interviews, observation of the educational process, methods of quantitative mathematical analysis of data processing. The normative-legal base in the context of the research is analyzed; the comparative analysis of the system of teacher training in a number of European countries is carried out. It was found that in the process of professional training of primary school teachers in the second graduate degree should take into account the following factors: age of students, their needs, social status, the availability of main education, and work due to the specialty. This determines the selection of methods and techniques of teaching, technologies that provide quality practical training, taking into account their professional and life experience, intrinsic motivation and a strong desire for self-realization. The study identified the most important principles of andragogy, which should be based on professional training of students receiving second graduate degree in pedagogic, specifically: priorities of self-study, organization of group work, use of professional experience as a source of new knowledge, relevance of knowledge and experience, self-motivation. This made it possible to identify the priority forms of organization of the educational process, to provide a practical component of the formation of subject and methodological competencies of the modern primary school teacher.
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A. Al-Hunaiyyan, Ahmed, Andrew T Bimba, Norisma Idris, and Salah Al-Sharhan. "A Cognitive Knowledge-based Framework for Social and Metacognitive Support in Mobile Learning." Interdisciplinary Journal of Information, Knowledge, and Management 12 (2017): 075–98. http://dx.doi.org/10.28945/3670.
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Aim/Purpose: This work aims to present a knowledge modeling technique that supports the representation of the student learning process and that is capable of providing a means for self-assessment and evaluating newly acquired knowledge. The objective is to propose a means to address the pedagogical challenges in m-learning by aiding students’ metacognition through a model of a student with the target domain and pedagogy. Background: This research proposes a framework for social and meta-cognitive support to tackle the challenges raised. Two algorithms are introduced: the meta-cognition algorithm for representing the student’s learning process, which is capable of providing a means for self-assessment, and the social group mapping algorithm for classifying students according to social groups. Methodology : Based on the characteristics of knowledge in an m-learning system, the cognitive knowledge base is proposed for knowledge elicitation and representation. The proposed technique allows a proper categorization of students to support collaborative learning in a social platform by utilizing the strength of m-learning in a social context. The social group mapping and metacognition algorithms are presented. Contribution: The proposed model is envisaged to serve as a guide for developers in implementing suitable m-learning applications. Furthermore, educationists and instructors can devise new pedagogical practices based on the possibilities provided by the proposed m-learning framework. Findings: The effectiveness of any knowledge management system is grounded in the technique used in representing the knowledge. The CKB proposed manipulates knowledge as a dynamic concept network, similar to human knowledge processing, thus, providing a rich semantic capability, which provides various relationships between concepts. Recommendations for Practitioners: Educationist and instructors need to develop new pedagogical practices in line with m-learning. Recommendation for Researchers: The design and implementation of an effective m-learning application are challenging due to the reliance on both pedagogical and technological elements. To tackle this challenge, frameworks which describe the conceptual interaction between the various components of pedagogy and technology need to be proposed. Impact on Society: The creation of an educational platform that provides instant access to relevant knowledge. Future Research: In the future, the proposed framework will be evaluated against some set of criteria for its effectiveness in acquiring and presenting knowledge in a real-life scenario. By analyzing real student interaction in m-learning, the algorithms will be tested to show their applicability in eliciting student metacognition and support for social interactivity.
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Lupton, Deborah, and John Tulloch. "‘All Red in the Face’: Students' Views on School-Based HIV/AIDS and Sexuality Education." Sociological Review 44, no. 2 (May 1996): 252–71. http://dx.doi.org/10.1111/j.1467-954x.1996.tb00424.x.
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School-based HIV/AIDS and sexuality education is a fraught area, the site of struggles around moral values, knowledge, the nature of childhood and adolescence and pedagogy. The dominant discourses on HIV/AIDS and sexuality education in Australian secondary schools, as evident in policy documents, are currently predominantly libertarian and therapeutic, championing the need for ‘openness’ in the interests of the students' emotional maturity and social responsibility and their good health. However, policy does not always translate readily into practice. This article draws upon a study involving focus group discussions with Australian senior high school students concerning their responses to the school-based HIV/AIDS and sexuality education programmes in which they have taken part and other sources of knowledge about HIV/AIDS. The article focuses in detail upon the students' valorizing of openness, trust and expertise in the face of the embarrassment, their perception of surveillance and their fears of lack of confidentiality that characterize their experience of HIV/AIDS and sexuality education. It is concluded that the nature of the teacher-adolescent relationship tends to work against the achievement of the objectives of such education.
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De Costa, Peter I. "Constructing the global citizen." Asian Perspectives on English as a Lingua Franca and Identity 26, no. 2 (August 11, 2016): 238–59. http://dx.doi.org/10.1075/japc.26.2.04dec.
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Building on research on identity (e.g., Norton, 2013), intercultural communicative competence (e.g., Byram, 2008) and English as a lingua franca (e.g., Dewey, 2012), this article examines how the notion of a global citizen was constructed in a school-based ethnographic study involving students from Asia who were recipients of a Singapore government scholarship. Identity construction in this English-medium school was traced across four levels — national, school, classroom, and group interactions — in order to analyze the ways in which global citizenship was realized. Findings from the multiple data sets revealed that while a skewed interpretation of the global citizen was conceived at the school and classroom level, group interactions among students yielded promising indicators of how intercultural communication as mediated through English as a lingua franca could help produce students who are open minded and work actively to build relationships with others. The article closes with a discussion of possibilities for designing pedagogy to develop global citizenship education.
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Vaicekauskienė, Violeta. "Links between the Provisions of Social Work and Education Science in the Socialisation of the Disabled." Pedagogika 124, no. 4 (December 2, 2016): 92–104. http://dx.doi.org/10.15823/p.2016.54.
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The article reveals the theoretical conception of the construct of socialisation as well as the process and nature of the process of its practical implementation that is directed to meet globalisation challenges, i.e. sustainable and accordant development ensuring the well-being of communities and individuals, as well as life quality. Hence, the priorities of the socialization of disabled people is changing focusing on the development of inclusion and participation in social life as well as striving for more rapid development and socialisation of the disabled. Social sciences, including educational science, social pedagogy and social work that is relatively new as it has lasted for a decade in Lithuania, search for solutions enabling to efficiently employ connections between them in solving problems of socialisation implementation. The article presents empirical research that involved 10 participants and included a semi-structured group interview. The participants have a qualification of a social pedagogue acquired in BA studies and have accomplished MA studies in the field of social work at Lithuanian University of Educational Sciences; they implement practical social work with different groups of the disabled. The research results were generalised and interpreted using content analysis method that is based on “the measurement of the frequencies of quality categories” (Bitinas, 2006, 275). The group discussion method was employed to discuss socialisation problems of the disabled and it embraced three groups of questions: the first group covered the selection and definition of the conceptions and approaches of socialisation, as well as the prevailing paradigms of science and socialisation,; the second group incorporated achievements in socialisation implementation and identification of its prevailing strategies and methods; whereas the third group dealt with the anticipation of socialisation factors and distracters, as well as the possibilities and prospects of their elimination.
The following conclusions are drawn: 1) under the conditions of modern socialization implementation, the diversity of the paradigms of socialisation process and their conceptions become of topical importance as they reveal the connections between experts of education and social work. They are manifested through: a) holistic approach towards socialisation by both sciences, which is especially relevant for the socialisation of the disabled that is determined by the developmental disorders of individual persons; b) the specifics of the implementation of functional goals of the systems of every science correlate with the spectrum of the employed paradigms; c) the paradigms of social work are directed towards and reflect globalisation challenges to a greater extent; 2) when identifying the factors of socialisation implementation, the experts give an identical evaluation of the aspects of educational and social work socialisation distinguishing the creation of an integrative environment and cooperation in it, application of the diversity of specialists’ professionalism and work methods, ensuring of activity and rehabilitation possibilities and measures in regard to the functional requirements of science systems; 3) it is important and essential to develop interdisciplinary tendencies of cooperating social work and educational science and search for effective means of its expression in the socialisation of disabled people.
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Cassidy, Alice, Guopeng Fu, Will Valley, Cyprien Lomas, Eduardo Jovel, and Andrew Riseman. "Flexible Learning Strategies in First through Fourth-Year Courses." Collected Essays on Learning and Teaching 9 (June 20, 2016): 83. http://dx.doi.org/10.22329/celt.v9i0.4438.
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Flexible Learning (FL) is a pedagogical approach allowing for flexibility of time, place, and audience, including but not solely focused on the use of technologies. We describe Flexible Learning as a pedagogical approach in four courses framed by three key themes: 1) objectives and aspects of course design, 2) evaluation and assessment, and 3) challenges and improvements. Examples of strategies include: digital media-based assignments; iClicker and on-line quizzes; a librarian-created tutorial and links to copyright-cleared readings; use of Calibrated Peer Review as formative feedback; TurnItIn for self-review; wiki sites, group blogs and community work through Community-based Action Research (CBAR) conducted through the pedagogy of Community-Based Experiential-Learning (CBEL). We believe that the transferability of our experiences and findings is most relevant to educators seeking to create learning experiences that increase student engagement with complexity and uncertainty. FL approaches can help educators create learning environments that more closely resemble the contexts that students find upon graduation.
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Abulhul, Zeinab. "Teaching Strategies for Enhancing Student’s Learning." Journal of Practical Studies in Education 2, no. 3 (April 13, 2021): 1–4. http://dx.doi.org/10.46809/jpse.v2i3.22.
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There are various teaching methods and learning styles. These methods mostly focus on students' learning capacities for better understanding and engagement. Educational principles and pedagogy focus on the type of students' learning, the type of teaching tool, and the classroom environment. These three aspects can help students and instructors facilitate the learning process and make it easily absorbable. This paper aims to shed light on various teaching strategies and class activities that instructors could use in their teaching methods to enhance student’s learning. The author shows five strategies that are effective for teaching college students. These strategies can help students meet their educational needs and stimulate their brains to expand their knowledge and learning. These methods are as follows: presenting short lectures to refresh students' attention to the class lesson and help their brains come up with ideas about the topic based on their daily experience, brainstorming that is a class group activity helping students work together and learn how to value each other opinions, group reports that encourage students to be familiar with strategies of writing a report as a conclusion for the group meeting, technology-based activities that develops students' educational skills in broadening their self-learning, and PowerPoint presentation that helps students review what they have learned in the class.
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Bartolini Bussi, Maria Giuseppina, Chiara Bertolini, Alessandro Ramploud, and Xuhua Sun. "Cultural transposition of Chinese lesson study to Italy." International Journal for Lesson and Learning Studies 6, no. 4 (October 9, 2017): 380–95. http://dx.doi.org/10.1108/ijlls-12-2016-0057.
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Purpose The purpose of this paper is to explore the early implementation of a model of mathematics teacher development in Italian schools, inspired by Chinese lesson study (CLS), focusing on similarities and differences. Design/methodology/approach A research lesson study on fractions in the fourth grade was conducted. The approach was designed based on the theory of semiotic mediation (TSM) enriched by means of quaternary analysis and the variation pedagogy of CLS. In this study, qualitative methods were employed involving the collection of data including lesson plans, observations and post-lesson analyses. Findings The purpose of this study is to determine what works and what does not work in the Italian context. Answers to the following research questions are provided: How did LS incorporate quaternary analysis and variation pedagogy in the TSM? How and why were changes introduced in the structure of the lesson plan with respect to the CLS? How did members of the Italian Mathematics Teaching Research Group increase their knowledge of teaching methods and content? Research limitations/implications The issues to be considered in further studies include the possible conflicts emerging between the cultures of teaching in China and Italy and the way to overcome them. Practical implications The main ideas of CLS are consistent with the general indications of the Italian Ministry of Education for the three-year program (2016-2019) of mandatory teacher development. Originality/value Reporting the findings of an Italian LS is aimed at exploring the differences and similarities among the different forms of LS, under the influence of cultural and institutional constraints.
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Da Silva, Leonardo. "WHO IS AFRAID OF GENDER?: STUDENTS’ RESISTANCE TO CRITICAL LANGUAGE TEACHING IN REACTIONARY TIMES." Revista X 15, no. 7 (December 31, 2020): 10. http://dx.doi.org/10.5380/rvx.v15i7.75668.
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This article reports on an action-research conducted by a teacher-researcher with a group of 20 high school students taking the English subject in a federal school in Southern Brazil. Based on the principles of both Task-based language teaching and Critical Pedagogy, critical tasks focusing on gender in the world of work were designed and implemented by the teacher-researcher. Data was collected through students’ questionnaires and interviews, and my self-report diaries. The thematic analysis of the data revealed students’ resistance to the theme approached in the critical tasks. The study points out that students’ opposition to critical reflection seems to be connected to the fact that critical classes deviate from their expectations of what teaching is, since critical teaching moves away from the traditional banking education. A critical understanding of students’ contexts (including the macro sociopolitical scenario) is necessary so that rejection may become resistance towards freedom and social justice.