Relevant bibliographies by topics / Play-based pedagogy / Journal articles

Journal articles on the topic 'Play-based pedagogy'

To see the other types of publications on this topic, follow the link: Play-based pedagogy.
Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Play-based pedagogy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Chua, Ching Hao. "Pre-University Teacher’s Perceptions on Play-based Pedagogy in the Classroom." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5230–37. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020230.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Jefferson-Buchanan, Rachael. "Teaching Fundamental Movement Skills Through Play-Based Pedagogy." Journal of Physical Education, Recreation & Dance 93, no. 8 (October 13, 2022): 28–33. http://dx.doi.org/10.1080/07303084.2022.2108171.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ntshangase, Nonhlanhla, and Roy Venketsamy. "Practitioners’ Perceptions of Play-Based Pedagogy on the Holistic Development of Young Children." Profesi Pendidikan Dasar 9, no. 2 (December 5, 2022): 148–62. http://dx.doi.org/10.23917/ppd.v9i2.18477.

Full text
Abstract:
South Africa has made remarkable progress in trying to improve early childhood education by introducing the National Curriculum Framework (NCF) in 2015. The NCF encourages practitioners to engage young children in play-based activities to improve their physical, social, emotional, and cognitive development, as core developmental skills. The main objective of this study was to explore practitioners’ perceptions of play-based pedagogy on the holistic development of young children. The qualitative approach was used to collect information through semi-structured interviews and lesson observations from five participants in the Mpumalanga Province. This study found that despite the Department of Basic Education mandating the implementation of play-based pedagogy in early childhood centers through the National Curriculum Framework challenges are experienced by practitioners. Practitioners had a good understanding of play-based pedagogy and play-based teaching and learning, but they needed continuous professional development and support to implement it in classrooms
APA, Harvard, Vancouver, ISO, and other styles
4

Magnusson, Maria, and Niklas Pramling. "In ‘Numberland’: play-based pedagogy in response to imaginative numeracy." International Journal of Early Years Education 26, no. 1 (August 24, 2017): 24–41. http://dx.doi.org/10.1080/09669760.2017.1368369.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mawtus, Bridget, Sara Rodriguez-Cuadrado, Karen M. Ludke, and Roderick I. Nicolson. "Developing creative thinking skills in adolescents through play-based pedagogic planning principles." Psychology Teaching Review 25, no. 2 (2019): 91–94. http://dx.doi.org/10.53841/bpsptr.2019.25.2.91.

Full text
Abstract:
It is becoming clear that in the 21st century, a focus on skill development in education is necessary to complement the curriculum, particularly with regards to creative problem solving. The emerging Pedagogy of Play seems to provide a framework to facilitate this but is not easily applicable in the mainstream UK due to difficulties in empowering teachers to use it on an everyday basis. In response to this, a simple methodology was developed to encourage teachers to implement a Pedagogy of Play approach in the secondary UK classroom, and a control experimental Student Focused method was explored in a similar way. A classroom evaluation of the two methods was undertaken along with a control teaching as usual group. This was done in a classroom timeframe collecting pre-and-post measurements of creative thinking using the Widening, Connecting and Reorganising model of creativity, in addition to teacher generated attainment at the same time points. Results indicated that teachers showed clear appreciation of, and engagement with, the approach for both innovative methods. The use of Pedagogy of Play led to significant enhancements of creative thinking while the Student Focused method did not, although this group did show a significant improvement in subject attainment. This indicates it is possible to enhance creativity within the school curriculum and that Pedagogy of Play may be a way of doing this. Future research should focus on the exploration of a hybrid methodology to enhance both creative thinking and increase subject attainment.
APA, Harvard, Vancouver, ISO, and other styles
6

Pyle, Angela, and Erica Danniels. "A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play." Early Education and Development 28, no. 3 (September 12, 2016): 274–89. http://dx.doi.org/10.1080/10409289.2016.1220771.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Paterson, Annie. "The play paradox: A systematic literature review of play-based pedagogy applied in the classroom." Educational and Child Psychology 37, no. 4 (December 2020): 96–114. http://dx.doi.org/10.53841/bpsecp.2020.37.4.96.

Full text
Abstract:
AimOver the last decade, there has been growing interest in the application of play as a pedagogical approach to support the learning of children within formal education settings. However, existing literature has shown there is significant variation in teachers’ understanding of play-based pedagogy (PBP) and how it is applied in the classroom (Pyle et al., 2018; Jay & Kunas, 2018; Nolan & Paatsch, 2018). While these small-scale qualitative studies provide valuable insights, there is a need to configure findings in order to better understand what influences teachers’ application of PBP in the classroom. This study undertakes a systematic literature review of existing research addressing teachers’ perceptions of their application of PBP in primary classrooms.MethodsSix relevant studies were identified for in-depth critique, with original findings and authors interpretations synthesised, using thematic synthesis (Thomas & Harden, 2008)FindingsThree analytical themes were generated: PBP is different from the wider concept of ‘play’; PBP requires a balance between play activities and teacher-led instruction; and career long professional learning (CLPL) opportunities are essential in developing teachers’ application of PBP.LimitationsThe current review explored a specific subsection of literature regarding teacher’s experiences of implementing PBP. Therefore, the literature included in the review is limited to qualitative data and findings are based on participants’ subjective experiences.ConclusionsImplications for educational psychology (EP) practice are discussed in relation to the emerging themes. It is hoped results from this study will inform future policy and practice in order to support and develop the use of PBP as an effective approach to teaching and learning within formal education settings.
APA, Harvard, Vancouver, ISO, and other styles
8

Nontell, Lisa. "Life of a Wildflower: Reimagining Meaningful Learning Through Play-Based Pedagogy." LEARNing Landscapes 14, no. 1 (June 24, 2021): 277–87. http://dx.doi.org/10.36510/learnland.v14i1.1035.

Full text
Abstract:
The author explores tensions between teacher-centered styles of teaching and play-based approaches that invite students to be creators of their own learning. Through narrative inquiry, the author uses a metaphor of wildflowers growing in natural environments to explore a child-led process of learning through play that fosters creativity and deep thinking. Teaching Kindergarten for the first time, the author reflects on challenges of living “secret stories” in the classroom that differ from “sacred stories” of the school’s pedagogical practices, feeling a need to create a “cover story” to present her pedagogy as conforming, yet capable and successful.
APA, Harvard, Vancouver, ISO, and other styles
9

Edwards, Susan. "Play-based Learning and Intentional Teaching: Forever Different?" Australasian Journal of Early Childhood 42, no. 2 (June 2017): 4–11. http://dx.doi.org/10.23965/ajec.42.2.01.

Full text
Abstract:
PLAY-BASED LEARNING IS a cornerstone of early childhood education provision. Play provides opportunities for young children to explore ideas, experiment with materials and express new understandings. Play can be solitary, quiet and reflective. Play can also be social, active and engaging. While play is commonly understood as the basis for learning in early childhood education, this is not always the situation in all settings. Cultural variations in learning and play suggest that social interactions and observational learning also create powerful pedagogical learning environments for young children. International and national research highlights the value of sustained and reflective interactions between children and educators in promoting children's learning. Increasingly, the notion of quality in play-based pedagogy invites educators to integrate traditional beliefs about play with new insights into the role of social interactions, modelling and relationships in young children's learning. Overseas, the movement towards quality play-based pedagogy reflects debate and policy initiatives captured by the notion of intentional teaching. In Australia, the Early Years Learning Framework makes explicit reference to intentional teaching. Intentional teaching arguably engages educators and children in shared thinking and problem solving to build the learning outcomes of young children. However, the pedagogical relationship between play-based learning and intentional teaching remains difficult to conceptualise. This is because the value placed on the exploratory potential of play-based learning can appear to be at odds with the role of intentional teaching in promoting knowledge development. This paper reaches beyond binary constructs of play and intentional teaching, and invites consideration of a new Pedagogical Play-framework for inspiring pedagogical and curriculum innovation in the early years. This paper was a keynote address at the 2016 Early Childhood Australia National Conference addressing the theme Inspire-be inspired to reach beyond quality.
APA, Harvard, Vancouver, ISO, and other styles
10

Hedges, Helen, and Maria Cooper. "Relational play-based pedagogy: theorising a core practice in early childhood education." Teachers and Teaching 24, no. 4 (February 2, 2018): 369–83. http://dx.doi.org/10.1080/13540602.2018.1430564.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Dzamesi, Felicia Elinam, and Judy van Heerden. "A professional development programme for implementing indigenous play-based pedagogy in kindergarten schools in Ghana." South African Journal of Education, no. 40(3) (August 31, 2020): 1–11. http://dx.doi.org/10.15700/saje.v40n3a1793.

Full text
Abstract:
In this article we report on the development and implementation of a professional development programme for teachers of the kindergarten curriculum (4–5 year olds) in Ghana. Kindergarten teachers in Ghana have little experience and meagre training in implementing a play-based pedagogy as recommended in the national curriculum. An indigenous play-based kindergarten teacher development programme was developed and successfully used to improve participating teachers’ knowledge, skills, attitudes and practices during the first year of its implementation. Data collected through classroom observation, interviews, photographs, participating teachers’ reflective journals and an evaluation questionnaire revealed that this programme had a positive impact on classroom practices and learners’ active participation in learning. The essential components of the programme are described as a guide for professional teacher development for delivering indigenous play-based pedagogy (IPBP) in early childhood education.
APA, Harvard, Vancouver, ISO, and other styles
12

Pyle, Angela, Christopher DeLuca, Erica Danniels, and Hanna Wickstrom. "A Model for Assessment in Play-Based Kindergarten Education." American Educational Research Journal 57, no. 6 (February 28, 2020): 2251–92. http://dx.doi.org/10.3102/0002831220908800.

Full text
Abstract:
Kindergarten teachers face the challenge of integrating contemporary assessment practices with play-based pedagogy. The current study addresses this challenge by presenting a kindergarten assessment framework rooted in theory and current classroom practices, based on teacher interview and observational data collected in 20 kindergarten classrooms. Ten teachers subsequently participated in extended observations and video elicitation interviews. Results uncovered seven different assessment pathways by which teachers mobilized learning goals through play pedagogies and assessment. Based on these pathways, a comprehensive assessment framework was developed underscoring the cyclical relation between student learning goals, types of play, and assessment contexts and practices. This framework supports teachers’ negotiation and integration of assessment practices with play-based pedagogies to promote both academic and developmental learning goals.
APA, Harvard, Vancouver, ISO, and other styles
13

Miller, Alison Riley, and Lauren P. Saenz. "Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and engineering practices." Journal of Childhood, Education & Society 2, no. 3 (December 15, 2021): 314–37. http://dx.doi.org/10.37291/2717638x.202123121.

Full text
Abstract:
This manuscript reports the results of a research study exploring the ways in which physical space and teacher pedagogy are related to preschoolers’ engagement with science and engineering practices while at play. Using the Science and Engineering Practices Observation Protocol (SciEPOP), researchers captured children’s engagement with the eight science and engineering practices identified in the Next Generation Science Standards (NGSS). This study explores relationships between specific playspaces, materials, and pedagogical strategies, and children’s patterns of engagement with particular science and engineering practices during free play. There are notable differences in the spaces, materials, and pedagogies children encounter across the four participating preschools, and these differences suggest significant gaps in children’s opportunities to engage in and deepen their enactment of science and engineering practices. The authors present evidence in support of adaptive, personalized strategies for deepening children’s engagement with science through play, and raise questions about equity in early science learning environments that have implications both nationally and internationally for science education research, practice, and policy.
APA, Harvard, Vancouver, ISO, and other styles
14

Harris, Pauline. "Developing an Integrated Play-Based Pedagogy in Preservice Teacher Education: A self-study." Studying Teacher Education 3, no. 2 (October 26, 2007): 135–54. http://dx.doi.org/10.1080/17425960701656528.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Cárdenas Páez, Alfonso, Alejandro McNeil Fernández, and Rodrigo Malaver Rodríguez. "Comprehension, Sense and Pedagogy." Colombian Applied Linguistics Journal 14, no. 2 (September 6, 2013): 146. http://dx.doi.org/10.14483/udistrital.jour.calj.2012.2.a09.

Full text
Abstract:
This text, based on Bakhtin’s perspective, sees language as a condition for the construction of reality. The subject’s understanding of reality is always determined by situational circumstances (event) and the way individuals experience and perceive these events.The various senses are the result of different positions from which the other speakers participate (create). The perceptions of the subject are not passive, they are charged with willingness to play with intertexts, interdiscourses and antidiscourses that foster dialogue, and this, in turn, is evidence of and possibility of understanding. All this is important in the pedagogical arena, and this is why the text closes by opening a deeper discussion in this regard
APA, Harvard, Vancouver, ISO, and other styles
16

Hunter, Jodie. "Supporting Teachers to Successfully Implement a Play-based Learning Approach." Kairaranga 20, no. 2 (January 12, 2020): 3–16. http://dx.doi.org/10.54322/kairaranga.v20i2.315.

Full text
Abstract:
This research paper focuses on the successful implementation of play-based learning (PBL) environments within the New Zealand mainstream primary school sector. In particular, the focus is on the role of Resource Teachers: Learning and Behaviour (RTLB) in supporting the implementation of PBL within the junior classes of Year 0 to Year 2. A review of the literature on PBL explored the pedagogy of play and the importance of the teacher within this learning environment. Through an anonymous online questionnaire, teachers of students in Years 0 to 2 who are currently implementing PBL, shared their experiences of the barriers and enablers towards the successful implementation of PBL. The research results highlighted that there is a need for sustained professional development on the implementation of PBL and the establishment of a mentoring partnership to further develop the competence and confidence of teachers working within a PBL environment.
APA, Harvard, Vancouver, ISO, and other styles
17

Devins, David, Reina Ferrández-Berrueco, and Tauno Kekale. "Educational orientation and employer influenced pedagogy." Higher Education, Skills and Work-Based Learning 5, no. 4 (November 9, 2015): 352–68. http://dx.doi.org/10.1108/heswbl-03-2015-0010.

Full text
Abstract:
Purpose – The purpose of this paper is to explore the relationship between educational orientation and employer influenced pedagogy and to consider some implications for work-based learning (WBL) higher education (HE) policy and practice in Europe. Design/methodology/approach – The paper draws on purposefully selected case studies to describe the key attributes of WBL related pedagogy associated with three HE programmes in Finland, Spain and the UK. Findings – The national regulatory environment has a key role to play in issues associated with WBL pedagogy. The case studies also demonstrate a pluralistic approach to pedagogy and the key role that employers play in both providing regular intelligence to inform curriculum design and contributing to pedagogy. Research limitations/implications – The small number of case studies limits the opportunity for generalisation and the level of analysis masks subtle and interesting differentiations in pedagogy worthy of further exploration. Practical implications – The paper highlights implications for government to provide the vision and regulatory environment to encourage WBL and for universities and academics to design and implement innovative, pluralist pedagogies. Originality/value – The paper provides a new framework and a unique analysis of programme level case studies from three European countries.
APA, Harvard, Vancouver, ISO, and other styles
18

Eom, Na-Hyeon, and Hyeon-Suk Kang. "A Study on the Re-conceptualization of the Play-Centered Activities in Early Childhood Education Based on Bruner"s Folk Pedagogy." Korean Education Inquiry 39, no. 1 (March 31, 2021): 45–74. http://dx.doi.org/10.22327/kei.2021.39.1.045.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Harrop-Allin, Susan. "Multimodality and the Multiliteracies Pedagogy." Journal of Research in Music Education 65, no. 1 (February 1, 2017): 25–51. http://dx.doi.org/10.1177/0022429417694874.

Full text
Abstract:
Drawing on a study of children’s musical games in urban South Africa, this article employs two theoretical frames: that of multimodality and the multiliteracies pedagogy. These are applied to a contextual analysis of the forms of musicality that musical games embody and to ways of incorporating children’s play into pedagogy. Based on ethnographic research in primary schools in Soweto, I first examine representative examples of musical games in order to demonstrate children’s musicianship in relation to the concept of multimodality. Analysis reveals the games’ sophistication in terms of children’s deployment of multiple modes and the inventiveness their methods imply. Furthermore, a multimodal theoretical frame and analytical approach enables an understanding of musicality as the capacity to “design.” Second, children’s multimodal musicality prompts questions about how such musicality may become a resource in formal learning. I propose that applying the multiliteracies pedagogy to music education offers a methodological solution for “recruiting” musical games so that the capacities children demonstrate in their games may be developed.
APA, Harvard, Vancouver, ISO, and other styles
20

Steen, Francis, and Stephanie Owens. "Evolution's Pedagogy: An Adaptationist Model of Pretense and Entertainment." Journal of Cognition and Culture 1, no. 4 (2001): 289–321. http://dx.doi.org/10.1163/156853701753678305.

Full text
Abstract:
AbstractThe portrayal of the actions of fictive characters for purposes of entertainment is a familiar phenomenon. Theories that seek to explain why we are attracted to such fictions and whether we learn from them have produced no consensus and no adequate overall account. In this paper, we present the hypothesis that entertainment relies on cognitive adaptations for pretend play. As a simplified model system, we draw on our field study of children's chase play, which is characterized by an elementary form of pretense. The children pretend, at first without consciously representing their pretense, to be chased by predators. The details of this behavior, widespread among mammals, indicate that the biological function of the game may be to train predator-evasion strategies. Chase play, we suggest, evolved in early mammals because it enabled cheap and plentiful resources to be used to train strategies for events that are rare, dangerous, and expensive. More generally, we argue that pretense is used to access spaces of possible actions in order to locate and practice new strategies. It relies on the creation of a simulated scenario and requires sophisticated source monitoring. The simulation is experienced as intrinsically rewarding; boredom is a design feature to motivate the construction of a more appropriate pedagogical situation, while the thrill of play signals optimal learning conditions. The conscious narrative elaboration of chase games involves an elementary form of role play, where we propose a virtual agent is created that tracks and acts on the memories required for coherent action within the simulation. These complex if familiar design features, we suggest, provide a minimalist functional and adaptationist account of the central features of entertainment: that it is fun, that it involves us imaginatively and emotionally, and that it has a tacit pedagogical effect. The model provides a principled and testable account of fiction-based entertainment grounded in evolutionary and cognitive processes.
APA, Harvard, Vancouver, ISO, and other styles
21

Watson, Clair. "Nature-based learning in urban international settings." Early Years Educator 23, no. 18 (January 2, 2023): 23–25. http://dx.doi.org/10.12968/eyed.2023.23.18.23.

Full text
Abstract:
Clair Watson gives us insight into a number of various urban settings across the globe who have adopted different types of nature pedagogy. Clair has worked with nurseries, schools, government entities and NGO's to raise the standards of early years provision internationally. She is an advocate of nature play and connecting children with nature, especially for urban based children.
APA, Harvard, Vancouver, ISO, and other styles
22

Palaiologou, Ioanna. "Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education." Early Years 36, no. 3 (May 20, 2016): 305–21. http://dx.doi.org/10.1080/09575146.2016.1174816.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Wainwright, Nalda, Jackie Goodway, Margaret Whitehead, Andy Williams, and David Kirk. "Playful pedagogy for deeper learning: exploring the implementation of the play-based foundation phase in Wales." Early Child Development and Care 190, no. 1 (September 18, 2019): 43–53. http://dx.doi.org/10.1080/03004430.2019.1653551.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Blom, Rob, Chunlei Lu, and Joyce Mgombelo. "Mindful Pedagogy: Invocating the Concept of Play Beyond the Confines of Recess." Philosophical Perspectives on Education for Well-­Being 22, no. 2 (September 14, 2020): 38–49. http://dx.doi.org/10.7202/1071457ar.

Full text
Abstract:
Recess is often a topic overlooked in pedagogical theory due to its presumed simplicity. The essence of recess connects with play as a physical counterpart to a well-rounded education. In this article we explore the relationship play has with recess and well-being and explore its pragmatikos (systematic usefulness) as regards schooling in lieu of deep ecological frameworks of systems (wholism) theory and systemic, nonlinear dynamics. We argue that recess in its current conceptualisation—in contradistinction to work or study—is a counterfeit to metaphysical play based on the writings of Ananda K. Coomaraswamy who sheds light on its spiritual premise. By bringing to the forefront metaphysical Ideas of play we encounter similitudes between the Platonic doctrine of ēdūcere and anamnesis with Buddhist phenomenology, especially regarding the practice of Mindfulness (sati); both extol a “recollection” as opposed to a “memorisation” which arguably occupies much of Westernised curriculum. Finally, in traditional, premodern education, emphasis was placed on Spirit and heartfelt intuition, a remembrance of who we are, our Buddha-nature or Christhood, not on cerebral ratiocination whose mental operation, according to Plato, was tenebrous and illusory. Our aspiration is not an education that includes mindfulness, rather, a mindfulness-based education.
APA, Harvard, Vancouver, ISO, and other styles
25

Green, Monica. "From Wilderness to the Educational Heart: A Tasmanian Story of Place." Australian Journal of Environmental Education 24 (2008): 35–43. http://dx.doi.org/10.1017/s0814062600000562.

Full text
Abstract:
AbstractThis paper discusses the emerging field of place-based education or place-based pedagogy - an approach that seeks to enhance childrens perspective of ‘place’ via school and community related environmental projects. Place-based education is proposed as an approach that enables students to establish a connection to a place, its people, and to the world beyond the school gate. Through initiating teaching and learning experiences that respond to the unique and local places where children live, play and go to school, place-based education is notable as a significant educational tool. Gregory Smith's place-based framework (2002) and a Tasmanian case study are put forward to highlight the significance of place-based pedagogy for environmental education.
APA, Harvard, Vancouver, ISO, and other styles
26

Allee-Herndon, Karyn A., and Sherron Killingsworth Roberts. "The Power of Purposeful Play in Primary Grades: Adjusting Pedagogy for Children’s Needs and Academic Gains." Journal of Education 201, no. 1 (February 3, 2020): 54–63. http://dx.doi.org/10.1177/0022057420903272.

Full text
Abstract:
The amount of intentional, instructional, purposeful play has decreased in primary grades, and didactic, test-driven instruction has increased. Emerging neuroscientific evidence is beginning to highlight the significant effects the toxic stress from poverty has on developing brains. Almost half of American children can be considered to come from low-income to high-poverty households. Purposeful play may be the best solution to help ensure an equal and equitable educational playing field. This reflection establishes a research-based rationale for a more play-based pedagogy in primary grades and posits how striking balance between purposeful play and rigorous educational expectations is key to better developmental outcomes.
APA, Harvard, Vancouver, ISO, and other styles
27

Tam, Po-Chi. "Blurring the play–drama boundary: A case study investigating the teaching and learning of a drama-integrated curriculum in a Hong Kong kindergarten." Contemporary Issues in Early Childhood 22, no. 4 (November 18, 2021): 328–41. http://dx.doi.org/10.1177/14639491211060559.

Full text
Abstract:
This study aims to conceptualise a drama-integrated curriculum devised from process drama as an approach to play-based pedagogy and curriculum to realise the policy initiative of learning through play. By investigating teachers’ perspectives and practices in relation to the curriculum of a local kindergarten, examples of effective drama-integration strategies and the associated children's learning are identified and organised into four themes – namely, drama teaching and learning through, before, in and after play. The teachers understood that although their curriculum is not based on free play, its not-so-free features may reconcile the play–learning binarism, daring them to navigate the maze of complex relationships between play, drama, teaching and learning in implementing a playful curriculum.
APA, Harvard, Vancouver, ISO, and other styles
28

Hewitt, Mitchell, Shane Pill, and Rebecca McDonald. "Informing Game Sense Pedagogy with a Constraints-Led Perspective for Teaching Tennis in Schools." Ágora para la Educación Física y el Deporte 20, no. 1 (May 25, 2018): 46. http://dx.doi.org/10.24197/aefd.1.2018.46-67.

Full text
Abstract:
The Game Sense approach (GSA) helps sport teachers adopt a pedagogical toolkit for the complex interplay of collective decision making in tennis that evolves from the dynamics of momentary configurations of play meeting the personal coordination dynamics of the players. This pedagogical toolkit emphasises game-based play to teach players how to perceive the game as “thinking players” capable of functional behaviours that answer the requirements of momentary configurations of play. This paper, therefore, builds on recent theoretical debate in the areas of skill acquisition, the complementarity of perception-decision making and personal coordination dynamics (techniques), complex learning theory and coaching pedagogy, to connect the constraints-perspective of skill acquisition and the pedagogy of the Game Sense approach to enable theoretically informed tennis teaching. Practical implications of game-based training will be explained using the example of the Tennis for Primary Schools program alignment with the developmental stages of the Australian Curriculum for Health and Physical Education (ACHPE), which are described as student achievement standards in this curriculum.
APA, Harvard, Vancouver, ISO, and other styles
29

Laviosa, Sara. "Translation as Adaptation for Language Pedagogy." Linguaculture 2014, no. 1 (February 1, 2014): 63–72. http://dx.doi.org/10.1515/lincu-2015-0014.

Full text
Abstract:
Abstract This paper explores, within an ecological perspective on language learning (cf. van Lier 2004), the valuable role that translation as adaptation can play in mediating and making sense of cross-cultural experiences in the multilingual language classroom. The aim is to develop a multilingual pedagogy that includes translation as adaptation as an integral part of the language curriculum in order to foster translingual and transcultural competence, this being the goal of foreign language education in the 21st century (cf. MLA 2007:2). The first part of the paper introduces the theoretical framework that conceptualises translation as being closely related to adaptation. It then analyses salient scenes from Gianni Amelio’s bilingual drama La stella che non c'è/The Missing Star/L'Étoile Imaginaire (2006) filmed in Italy and China and screened in competition as part of the 2006 Venice Film Festival. Moving on from research to pedagogic practice, the final part of the paper outlines a teaching unit that is based on the film and is aimed at undergraduate L1 Chinese learners of Italian and L1 Italian learners of Chinese. The objective of the pedagogic unit is to raise awareness of the transformative power enshrined in linguistic and cultural exchanges mediated by audio-visual translation as an eminent example of adaptation.
APA, Harvard, Vancouver, ISO, and other styles
30

Rajan, Doris, Roshanak Jaberi, and Shahrzad Mojab. "Confronting Sexual Violence Through Dance and Theatre Pedagogy." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 5, no. 2 (June 1, 2019): 255–61. http://dx.doi.org/10.15402/esj.v5i2.68349.

Full text
Abstract:
The historically-shaped violence embedded in ongoing relations of colonization and imperialism for both refugee and Indigenous women across the globe are stories mostly told in reports and statistics. The performance-based art forms of theatre and dance can enhance knowledge sharing, build relationships and assist women in a deeper understanding of their realities. In pursuit of an effective use of these art forms; however, scripted stories need to ensure that women who experience oppression, formulate the storytelling. In addition, the enactment and representation should share women’s material histories in order to contextualize experiences in terms of specific relations to land, war, violence, displacement and dispossession. Using the two case studies of Doris Rajan’s play, A Tender Path and Roshanak Jaberi’s multidisciplinary dance project, No Woman’s Land, this article examines how community-engaged research and performance arts-based approaches can be used to challenge and provoke our ways of understanding and thinking about how to disrupt and alter oppressive relations.
APA, Harvard, Vancouver, ISO, and other styles
31

Andrews, Dorinda J. Carter, Tashal Brown, Bernadette M. Castillo, Davena Jackson, and Vivek Vellanki. "Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers." Teachers College Record: The Voice of Scholarship in Education 121, no. 6 (June 2019): 1–28. http://dx.doi.org/10.1177/016146811912100605.

Full text
Abstract:
Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented teacher educators, our best intentions to create humanizing experiences for future teachers can have harmful results that negatively impact preservice teachers’ ability to successfully teach culturally diverse students in a multitude of learning contexts. Purpose/Objective/Research Question/Focus of Study In this article, we propose a humanizing pedagogy for teacher education that is informed by our experiences as K–12 teachers and teacher educators in a university-based teacher preparation program. We focus on the general questions, How can university-based teacher preparation programs embody and enact a humanizing pedagogy? and What role can curriculum play in advancing a humanizing pedagogy in university-based teacher preparation programs? Research Design In this conceptual article, we theorize a humanizing pedagogy for teacher education and propose a process of becoming asset-, equity-, and social justice-oriented teachers. This humanizing pedagogy represents a strengths-based approach to teaching and learning in the teacher preparation classroom. Conclusions/Recommendations We propose core tenets of a humanizing pedagogy for teacher education that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. If university-based teacher education programs are committed to cultivating the development of asset-, equity-, and social justice-oriented preservice teachers, the commitments to critical self-reflection, resisting binaries, and enacting ontological and epistemological plurality need to be foundational to program structure, curricula alignment, and instructional practice.
APA, Harvard, Vancouver, ISO, and other styles
32

Roessingh, Hetty, and Michelle Bence. "Embodied Cognition: Laying the Foundation for Early Language and Literacy Learning." Language and Literacy 20, no. 4 (January 7, 2019): 23–39. http://dx.doi.org/10.20360/langandlit29435.

Full text
Abstract:
For children, hands are the critical conduit for learning the world and constructing mental models of its size and shape. Such embodied cognition (EC) is mediated through language in the social environment. In this paper we review the literature and develop the conceptual underpinnings for a framework for play-based pedagogy that integrates sensorimotor, cognitive, and linguistic systems that lay the foundations for early literacy experiences expected in the kindergarten and Grade 1 year. We provide suggestions for incorporating games and tasks in a play-based program that will promote EC.
APA, Harvard, Vancouver, ISO, and other styles
33

Barblett, Lennie, Marianne Knaus, and Caroline Barratt-Pugh. "The Pushes and Pulls of Pedagogy in the Early Years: Competing Knowledges and the Erosion of Play-based Learning." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 36–43. http://dx.doi.org/10.1177/183693911604100405.

Full text
Abstract:
IN WESTERN AUSTRALIA, EARLY childhood educators have been asking whose agenda does early childhood knowledge serve and for what purpose? This has come to the forefront of debate as play as a pedagogical tool is disappearing from programs for four- and five-year-old children in favour of early academics through a pushdown curriculum. Such a trend was confirmed from research conducted with 200 Western Australian early years educators (mainly teachers) to discuss their most concerning early childhood pedagogical issue. This paper describes the educators' most significant concern, which was the erosion of play-based learning and the tension about the use of play as a legitimate pedagogical tool in early years programs. The analysis revealed competing knowledge about current moves in early childhood education. The knowledge shared by educators has implications for quality learning and teaching in the early years and impacts on children, educators, parents and schools, and in particular, early childhood pedagogy.
APA, Harvard, Vancouver, ISO, and other styles
34

Narayanan, Geetha. "Crafting Change: Envisioning New-Media Arts as Critical Pedagogy." Leonardo 39, no. 4 (August 2006): 373–75. http://dx.doi.org/10.1162/leon.2006.39.4.373.

Full text
Abstract:
As India enters the sixth year of the new millennium, there seems to be ample evidence to validate the claim that it is new technologies and their infrastructures that have supported and enabled its current economic revolution. This revolution promises a new society based on knowledge and information. This emphasis poses tremendous challenges to educators and forces them to question the fundamental tenets on which they would develop pedagogies and create learning that is both sustainable and critical. The author argues that the process of creating new-media art can in itself be construed as critical pedagogic practice and that new-media artists have a role to play as public intellectuals.
APA, Harvard, Vancouver, ISO, and other styles
35

Kumar, Vikas, and Deepika Sharma. "Creating Collaborative and Convenient Learning Environment Using Cloud-Based Moodle LMS." International Journal of Web-Based Learning and Teaching Technologies 11, no. 1 (January 2016): 35–50. http://dx.doi.org/10.4018/ijwltt.2016010103.

Full text
Abstract:
Students in the digital era are habitual of using digital devices not only for playing and interacting with their friends and peers, but also as a tool for education and learning. These digital natives are highly obsessed with the internet driven portable devices and always demand for a multimedia rich content. This specific demand needs to be addressed by college teachers in the teaching -learning pedagogy design and implementation. The integration of pervasive computing in traditional classroom pedagogy can boost new learning experience for cyber savvy students in higher education. Learning Management System (LMS) as a pervasive computing can be embedded in classroom pedagogy to support learning inside and outside the classroom. LMS can play a supportive role to teachers and administrators in higher education to facilitate them in their work. This becomes more significant to the teachers and administrators, when the LMS is based upon the cloud computing platform. This paper explores the significance of various components of cloud-based open source Moodle Learning Management System with a specific focus on teachers and administrators in higher education. A learning theory approach has been followed to map the requirements of the teachers and the administrators and specific cases and examples have been presented.
APA, Harvard, Vancouver, ISO, and other styles
36

Aldhafeeri, Fayiz, Ioanna Palaiologou, and Aderonke Folorunsho. "Integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: teachers’ views, attitudes and aptitudes." International Journal of Early Years Education 24, no. 3 (April 28, 2016): 342–60. http://dx.doi.org/10.1080/09669760.2016.1172477.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Naeini, Arash V., and Nima Shakouri. "Preparing for a Postmethod Pedagogy: A Transformative Approach to Curriculum Development." Theory and Practice in Language Studies 6, no. 3 (March 21, 2016): 586. http://dx.doi.org/10.17507/tpls.0603.18.

Full text
Abstract:
The three parameters of postmethod pedagogy proposed by Kumaravadivelu (2001), particularly a pedagogy of possibility, are in line with and drew on the works of such critical pedagogists as Giroux (1988) whose idea of transformative intellectuals viewed it rightful for every individual teacher and learner to actively participate in the process of learning with their entire social, economic and political experiences; and even make reformations to the direction of pedagogy based on their understanding. However, curriculum development, as an integral part of pedagogy, may inhibit this transformative and dynamic learning by restricting teachers to set and prefabricated materials and guidelines. Nonetheless, teachers play a pivotal role in the realization of this transformative process since they are the executive recipients of curricula. This paper is an attempt to shed light on a transformative approach to curriculum development and holds, a transformative approach to curriculum development requires teachers to have a hand in curriculum development when they are invited by the curriculum to act so; and adapt or transform the curriculum when they are constrained by it.
APA, Harvard, Vancouver, ISO, and other styles
38

Cutter-Mackenzie, Amy, and Susan Edwards. "Playing With Environmental Education." Australian Journal of Environmental Education 30, no. 1 (July 2014): 134–35. http://dx.doi.org/10.1017/aee.2014.38.

Full text
Abstract:
This article represents the early collaboration of Cutter-Mackenzie and Edwards in early childhood environmental education. The article grappled with the notion of knowledge and its role in the teaching and learning of early childhood education. At that time, ‘knowledge’ was viewed as difficult to integrate with play-based approaches to learning in early childhood education due to reliance in the field of traditional theories of play as a basis for early childhood pedagogy. This meant that open-ended or free play dominated practice, where the role of the teacher was invariably to be seen but not heard.
APA, Harvard, Vancouver, ISO, and other styles
39

Váradi, Judit. "The possibilities of concert pedagogy in Hungary." Hungarian Educational Research Journal 10, no. 2 (June 2020): 131–42. http://dx.doi.org/10.1556/063.2020.00014.

Full text
Abstract:
AbstractIn public education the main emphasis is on conveying lexical knowledge instead of making students love music, play music together and do creative musical exercises. Teaching music has become too theoretical, and it is almost entirely dominated by literary data. Although teachers have some freedom to make slight changes in the curriculum, the number of music lessons is very low. Concert pedagogy is a progressive pedagogical initiative of the 20th–21st century, which aims to present the values of art at the original location of artistic activity, in an experience-filled environment, just as other branches of experience pedagogy do. The educational activity of experience pedagogy takes place in an extracurricular framework to complement public education. Art education is based on going through and enjoying an experience, which, however, cannot be taught, only explored and reinforced. In the traditional approach, intellectual education comprises two tasks: intellectual informing and formation (Bábosik, 1997). Intellectual development occurs through the process of transferring and internalising scientific knowledge, which is presented in the form of subjects. Bábosik highlights that intellectual and cultural needs can evolve when it is achieved that children like to learn, which generates the desire for novel knowledge.
APA, Harvard, Vancouver, ISO, and other styles
40

Nugraha, Muhammad Anjar, and Slamet Wahyudi Yulianto. "Investigating the Implementation of 2013 Revised Curriculum and School-Based Curriculum from Postmethod Pedagogy Principle: Teachers’ Perspective." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 6, no. 1 (February 28, 2020): 116–25. http://dx.doi.org/10.35569/biormatika.v6i1.700.

Full text
Abstract:
Take-in the ever-changing policy of Education in Indonesia seems a very long-crucial issue to be discussed. Post-method pedagogy offers with the controversial claim that in the 21st era the play of teaching method is dying. Post-method pedagogy is the current issue of English Language Teaching (ELT) nowadays. This is a qualitative case study aims at investigating English teachers’ perspective towards post-method pedagogy. English teachers from two senior high schools in Subang has taken as the participants. A school is a public school, in which implements 2013 revised-curriculum and one another school is a private school that implements a School-based Curriculum or integrated curriculum. Those teachers administered the questionnaire and one teacher for each school will be chosen to conduct classroom observation and semi-structured interviews. According to the result of this study, the researcher indicates that all the participants tend to implement Communicative Approaches-Communicative Language Teaching (CLT)-Task Based Language Teaching most in their future classes. Eventhough the participants have their own style of teaching, they are not believe in themselves enough to produce their own teaching method. They have an authority to combine and prove it with their beliefs and background knowledge. They pay attention to the background of language learner and should not only focus on native speakers’ value. The researcher is almost able to observe the macro strategies that purposed by Kumaravadivelu. There is no difference between teacher who implements the 2013 revised curriculum and school-based curriculum or integrated curriculum from post method pedagogy principle
APA, Harvard, Vancouver, ISO, and other styles
41

Nugraha, Muhammad Anjar, and Slamet Wahyudi Yulianto. "Investigating the Implementation of 2013 Revised Curriculum and School-Based Curriculum from Postmethod Pedagogy Principle: Teachers’ Perspective." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 6, no. 1 (February 28, 2020): 116–25. http://dx.doi.org/10.35569/biormatika.v6i1.700.

Full text
Abstract:
Take-in the ever-changing policy of Education in Indonesia seems a very long-crucial issue to be discussed. Post-method pedagogy offers with the controversial claim that in the 21st era the play of teaching method is dying. Post-method pedagogy is the current issue of English Language Teaching (ELT) nowadays. This is a qualitative case study aims at investigating English teachers’ perspective towards post-method pedagogy. English teachers from two senior high schools in Subang has taken as the participants. A school is a public school, in which implements 2013 revised-curriculum and one another school is a private school that implements a School-based Curriculum or integrated curriculum. Those teachers administered the questionnaire and one teacher for each school will be chosen to conduct classroom observation and semi-structured interviews. According to the result of this study, the researcher indicates that all the participants tend to implement Communicative Approaches-Communicative Language Teaching (CLT)-Task Based Language Teaching most in their future classes. Eventhough the participants have their own style of teaching, they are not believe in themselves enough to produce their own teaching method. They have an authority to combine and prove it with their beliefs and background knowledge. They pay attention to the background of language learner and should not only focus on native speakers’ value. The researcher is almost able to observe the macro strategies that purposed by Kumaravadivelu. There is no difference between teacher who implements the 2013 revised curriculum and school-based curriculum or integrated curriculum from post method pedagogy principle
APA, Harvard, Vancouver, ISO, and other styles
42

Leggett, Nicole, and Linda Newman. "Play: Challenging Educators' Beliefs about Play in the Indoor and Outdoor Environment." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 24–32. http://dx.doi.org/10.23965/ajec.42.1.03.

Full text
Abstract:
WESTERN DISCOURSES OF EARLY childhood pedagogy promote a play-based approach to learning, growth and development. However, play is a contested concept. Educators' understandings can vary from allowing freedom for children to play without interference, through to a range of adult engagement levels. The Australian Early Years Learning Framework adopts a play-based approach to children's growth and development, though says little about adult roles or intentionality in play. This paper draws from recent research that explored educators' beliefs and understandings of their roles as intentional teachers within indoor and outdoor learning environments. Findings highlighted differences between role and responsibility perceptions whereby educators shifted roles from teacher to supervisor between contexts. Drawing on Vygotsky's sociocultural approach that regards play as a social event and the leading source of development, promoting cognitive, emotional and social development in young children (Connery, John-Steiner & Marjanovic-Shane, 2010), we believe that a re-examination of the role of the educator in children's play requires specific attention. Finally, based on the research, we contest the notion of ‘free play’. This paper suggests that by acknowledging the role of the educator as an intentional teacher both indoors and outdoors, and emphasising the complexity of the educator role, a more robust definition of play that is reflective of contemporary early childhood contexts and curricula can evolve to strengthen educator understanding and practice.
APA, Harvard, Vancouver, ISO, and other styles
43

Steward, Alistair. "Seeing the Trees and the Forest: Attending to Australian Natural History as if it Mattered." Australian Journal of Environmental Education 22, no. 2 (2006): 85–97. http://dx.doi.org/10.1017/s0814062600001403.

Full text
Abstract:
AbstractDiscourse in the Australian Journal of Environmental Education of the last ten years has not addressed a pedagogy that draws on and reflects the natural history of the continent. Australia is an ecological and species diverse country that has experienced substantial environmental change as a consequence of European settlement. Australians have historically been, and increasingly are, urban people. With high rates of urban residency in a substantially modified landscape, what role might environmental education play in assisting Australians to develop understandings of the natural history of specific Australian places? While Australia has a rich history of people observing, comparing and recording the natural history of the continent, environmental education discourse in this journal has not addressed how pedagogy might be informed by a focus on natural history. This paper draws attention to this gap in Australian environmental education discourse and offers some thoughts and ideas for a pedagogy based on the natural history of specific places.
APA, Harvard, Vancouver, ISO, and other styles
44

Hauge, Torunn Bakken. "RHYTHMIC MUSIC PEDAGOGY: A SCANDINAVIAN APPROACH TO MUSIC EDUCATION." Journal of Pedagogy and Psychology "Signum Temporis" 5, no. 1 (June 1, 2012): 4–22. http://dx.doi.org/10.2478/v10195-011-0049-y.

Full text
Abstract:
ABSTRACT Rhythmic music pedagogy is a relatively new Scandinavian approach to classroom music education that offers a variety of methods and strategies for teaching and learning music, especially within the performance of improvised and rhythmic music. This article is based on two earlier projects published in Norwegian, in which the concept of rytmisk musikkpedagogikk (or “rhythmic music pedagogy”) as well as its applications and implications were thoroughly described. This research confirms that rhythmic music pedagogy may be an effective strategy for learning music in general, but most especially for learning skills associated with ensemble musicianship and playing by ear. In a multicultural and fluid society in which there are tendencies toward passivity and fragmentation, it may be more important than ever to maintain the idea of music as a collaborative creative process that extends across borders; in this context, rhythmic music pedagogy can play a central role in children’s social development. As a social medium, ensemble playing requires the participant to decentralize socially, since the perspectives of the other participants are necessary for a successful performance. The activity’s general potential for re-structuring social settings and moving boundaries in a positive way should not be underestimated.
APA, Harvard, Vancouver, ISO, and other styles
45

Mackay, Kirsten, Niki Stephenson, Becs Thomas, and Jane McChesney. "Recognising young children as mathematicians: Connecting mathematical concepts to practices, pedagogy and play." Early Childhood Folio 26, no. 1 (June 1, 2022): 23–28. http://dx.doi.org/10.18296/ecf.1105.

Full text
Abstract:
Children are active and creative mathematical learners in the early years. This article reports part of a Teacher-led Innovation Fund (TLIF) project that investigated children’s mathematical activity at an early childhood centre and the first year of school. Teacher–researchers were from each site, and mathematical opportunities were identified in children’s play, based on their interests or from teacher provocations. Examples of children’s explorations are reported that illustrate collaborative, creative, and curious mathematical activity, similar to practices of mathematicians. The roles of teachers were crucial in recognising opportunities and contributing questions to sustain and extend conversations.
APA, Harvard, Vancouver, ISO, and other styles
46

Saleh, Asmalina, Cindy E. Hmelo-Silver, Krista D. Glazewski, Bradford Mott, Yuxin Chen, Jonathan P. Rowe, and James C. Lester. "Collaborative inquiry play." Information and Learning Sciences 120, no. 9/10 (October 14, 2019): 547–66. http://dx.doi.org/10.1108/ils-03-2019-0024.

Full text
Abstract:
Purpose This paper aims to present a model of collaborative inquiry play: rule-based imaginary situations that provide challenging problems and support agentic multiplayer interactions (c.f., Vygotsky, 1967; Salen and Zimmerman, 2003). Drawing on problem-based learning (PBL, Hmelo-Silver, 2004), this paper provides a design case to articulate the relationship between the design goals and the game-based learning environment. Design/methodology/approach Drawing on conjecture mapping (Sandoval, 2014), this paper presents an iterative development of the conjecture map for crystal island: ecojourneys and highlights the development of the story and tools in crystal island: ecojourneys, an immersive game based on PBL pedagogy. By articulating this development, the authors highlight the affordances and constraints of designing for collaborative inquiry play and address challenges in supporting learner agency. Findings The PBL inquiry process served as the foundation of collaborative inquiry play. Attending to the rules of inquiry fostered student agency, and in turn, playful engagement in the game-based learning environment. Agency however meant holding students accountable to actions undertaken, especially as it pertained to generating group-based explanations and reflecting on productive collaboration. Moreover, socially shared regulation of learning and systems thinking concepts (i.e. phenomenon, mechanisms, and components) must also be externalized in representations and interactions in the game such that students have the agency to decide on their learning paths. Originality/value This paper presents the model of collaborative inquiry play and highlights how to support player agency and design content-rich play environments which are not always completely open.
APA, Harvard, Vancouver, ISO, and other styles
47

Goljani Amirkhiz, Abdolmajid, Ahmad Moinzadeh, and Abbas Eslami-Rasekh. "The Effect of Critical Pedagogy-Based Instruction on Altering EFL Teachers’ Viewpoints Regarding Teaching-Learning Practices and Localizing Cultural Notes." International Journal of Applied Linguistics and English Literature 7, no. 5 (September 1, 2018): 212. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.212.

Full text
Abstract:
This study aimed at inspiring EFL teachers to take a new attitude towards using teaching techniques as well as instructing cultural notes making them aware of the principles of critical pedagogy (CP) through instruction. In the same line, it tried to find out different techniques applied by teachers before and after the instruction. On the account of the dichotomy by which IRF (initiation, response and feedback) architecture is in contrast with the tenets of critical pedagogy encouraging multivocality of a classroom discourse, the teaching steps which can distinct these two architectures are still underexplored. To cover the purposes of the research, 20 EFL teachers teaching at institutes and universities were purposefully sampled to be interviewed and trained. Four sessions before and four sessions after instruction were video-recorded and taking benefit of conversation analysis methods, they were transcribed and the visible changes were dialogically discussed with the teachers using semi-structured interviews and stimulated recall sessions to find out the rationale. Adopting new techniques regarding both cultural notes and teaching techniques after instruction such as strategies in “turn taking”, “latched turns”, “more chances to create dialogue”, “fewer teacher echo and interruption”, “using L1”, “educational feedback”, applying referential questions”, promoting self-initiation”, “glocalizing cultural notes” and “less dependability on the coursebook” indicated that raising awareness among teachers considering the principles of CP, they can change both their attitudes and abilities from transmission-based pedagogy to place-based responsive pedagogy in which learners as a whole play an active role.
APA, Harvard, Vancouver, ISO, and other styles
48

Rojas, Valeria Sumonte, Lidia Fuentealba Fuentealba, and Ranjeeva Ranjan. "Game-Based Didactic Resources as a Strategy in Foreign Language Pedagogy." International Journal of Learning, Teaching and Educational Research 20, no. 12 (December 30, 2021): 195–211. http://dx.doi.org/10.26803/ijlter.20.12.12.

Full text
Abstract:
Gamification is a method widely used in recent years in the educational field to facilitate the teaching and learning process using different game elements and mechanics. The objective of this study was to analyze the use of non-digital game-based (NDGB) didactic resources as a strategy to facilitate the learning of Haitian Creole and its culture by native Chilean adult professionals. The study followed a qualitative approach, the design of which was a case study corresponding to the implementation of a Haitian Creole language learning program. Sixty Chilean adult professionals participated, of which thirty-one belonged to the police department and twenty-nine to the local health department. These professionals have to help Haitian migrants who arrive in the country without the capacity to communicate in the target language, Spanish. The instruments used in this case study were participant classroom observation and a semi structured interview, both implemented by the researchers. The results show that NDGB didactic resources facilitate language learning, favor situated work, and motivate learners to learn. In addition, it enables the co-construction of knowledge, based on collaborative work where all learners play a participatory role in the game. Participants showed greater commitment to language learning, those they have to attend to, and the needs of those they have to serve in their professional life.
APA, Harvard, Vancouver, ISO, and other styles
49

Fogarty, Timothy J. "Lessons we never wanted to learn: pandemic as pedagogy." Journal of Accounting & Organizational Change 16, no. 4 (November 9, 2020): 621–27. http://dx.doi.org/10.1108/jaoc-08-2020-0109.

Full text
Abstract:
Purpose The purpose of this paper is a reflective account in which one person who has been around long enough to see a good bit considers how COVID-19 might change the general contours of the world. Design/methodology/approach This paper follows a broadly based and relatively unstructured approach, based on personal understandings and whatever rigor might have been gained by a life spent thinking about research design and the limits of methodology. Findings The opposite of what many others believe will happen is argued for. Things will change more than we wish. Most will change for the worse. Research limitations/implications Accounting research will have a role to play, but to have impact, this study will require that researchers adopt a much more critical perspective about capitalism and its consequences than before. Practical implications Everyone must do the best they can. Everyone must learn to accept the new and not rage to restore that which existed in before times. Social implications Harsher climate of interpersonal relations will be realized. Originality/value This paper is more about change than about accounting. A 30,000-foot level analysis that does not try to provide many examples. An effort to rise above the specifics that vary across the world.
APA, Harvard, Vancouver, ISO, and other styles
50

Mairead Holden. "Developing STEM literacy with young learners: An example of 21st century constructionist pedagogy from an Irish primary classroom." IUL Research 1, no. 2 (December 1, 2020): 210–23. http://dx.doi.org/10.57568/iulres.v1i2.69.

Full text
Abstract:
This paper presents a vignette, accompanied by reflections, which describe the author’s recent experience using a constructionist pedagogy, Bridge 21, as part of an exploratory 21st century STEM learning experience with a group of young learners in an Irish primary school setting. The aim of the learning experience was to develop pupil participants’ STEM Literacy, as well as enabling pupils to develop the 21st century skills of critical thinking, creativity and communication. Combining the Bridge 21 Model with playful pedagogy, pupils were facilitated to explore the concept of gravity through engaging in play-based activities, with pupils capturing their learning using Seesaw, an e-portfolio tool. Implications are derived for educators who may be interested in using a 21st century constructionist approach as part of their STEM practice
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography