Academic literature on the topic 'Teachers Travel Interviews'

This qualitative study examined 16 preservice teachers’ (PSTs) perceptions of “others” before 2 months in Germany, compared perceptions upon return, and attributed shifts to experiences abroad. Data sources were surveys, interviews, and reflections. Transformation theory served as the theoretical lens. PSTs’ pre-travel experiences related to not fitting in, cultural differences, and gender. Abroad, PSTs faced cultural differences and questioned their culture. Perceptual changes centered around language and culture. Changes were based on empathy, advocacy, and an understanding of ELLs. Implications offered are for interpreting experiences in light of teaching, benefits of faculty-led programs, and the use of study abroad to experience otherness.

Teacher Professional Allowances are given to teachers who have an educator certificate as an appreciation for their professionalism. The allowance is to raise their dignity dan increase their competence dan finance professional development. This study aims to analyze the use of PNSD Teacher Professional Allowance that occurs in SMAN 1 Patuk Gunungkidul dan analyze how PNSD Teacher Professional Teacher Allowance should be used. The research method used was a qualitative case study. Informants in this study were 25 PNSD teachers who had received the teacher professional allowance. Data collection techniques were carried out by using interviews, documentation dan triangulation, while data analysis techniques used data collection, data reduction, data presentation, descriptive data analysis dan verification dan data validation. The results showed that the use of PNSD teacher profession allowances that occurred did not meet the Permendikbud target number 19 of 2019, where most of the allowances were used to meet family needs including daily needs, education dan travel as well as renovation dan purchase of motorbikes or cars. The use of professional allowances that should be in accordance with Permendikbud No. 19 of 2019, namely most teachers have participated in seminars or workshops, subscribed to newspapers dan Wi-Fi to look for teaching materials, making teaching materials dan buying teaching support tools. They used their allowances to provide social assistance in the community dan schools by giving gifts or rewards to high-achieving students, giving funds to people who have died or are ill dan participating in social funding in schools dan the environment. They also buy books that are relevant in teaching dan teaching activities develop learning material with educational books.

AbstractChildren with vision impairment (VI) and blindness are largely educated in mainstream schools in Australia. Specialist itinerant support teachers – vision (ISTVs) travel from school to school to facilitate the education of these children. The purposes of this study were to examine the barriers that ISTVs face in this role, and to identify strategies used to address these barriers. Seven ISTVs participated in the study. Focus group interviews were conducted to collect data from participants. Constant comparison, a form of thematic analysis, was used to examine the data. Results indicate that barriers include a lack of understanding among regular school educators of the needs of children with VI, lack of awareness of the role of ISTVs, insufficient resources and time, and inadequate training. Frequent communication and good working relationships with staff help to minimise or negate many of the potential barriers. However, barriers such as lack of time and inadequate training remain unaddressed and require the attention of policymakers at higher levels.

The coronavirus pandemic affected the whole world in 2020, with high pressure on the health sector, many deaths, reduced business activity, rising unemployment rates, travel restrictions and social distancing. These developments have had severe consequences for all areas of every society around the globe. This also includes education. In many countries, primary and secondary pupils and university students alike were sent home as schools and universities closed abruptly as part of efforts to control the spread of the virus. As teaching moved online, learners and teachers were unprepared for the new situation, which posed a unique set of challenges. In this context, trainee teachers at a Swedish university were encouraged to support online teaching at schools in Japan, India and Kenya. The purpose of the digital internship was threefold: to continue the trainees’ teaching placements in the absence of opportunities for in-class teaching; to provide an opportunity for trainee teachers to develop their own competence in online teaching; and to assist the foreign schools in the challenging task of delivering online classes. This article aims to investigate the challenges faced by pupils in Japanese, Indian and Kenyan schools and by 27 Swedish trainee teachers during this project. Data collection consisted of interviews, an online questionnaire, lesson observations, assessment forms, and reports given by trainees. The main challenges identified through our findings included internet access in host countries, the use of a teacher-centred approach to learning, and difficulty for trainees to relate to the pupils’ life conditions. However, we conclude that the trainee teachers increased their global awareness through a climate-friendly alternative to the traditional teaching placement abroad.

Background/Context Teachers face many different problems in teaching. Traditionally, research examines the complexity of teaching students and content by focusing on a teacher's physical space and influencing factors therein. While established conceptions of curricular enactment suggest that instructional materials shape both the intended and enacted curriculum, the materials themselves are traditionally conceived of as those that the district officially adopts (e.g., textbooks) or creates (e.g., curricular pacing guides). Yet, in 21st-century schools, a new era of information and technology presides. Facilitated by the cloud, teachers’ professional learning and interactions meld with a global network of colleagues, extending to community of practices online and curating instructional resources therein. In particular, the use of social media to broaden and deepen teachers’ access to instructional resources is a potentially transformative and yet disruptive phenomenon that has implications for classroom instruction. Narrowly focusing on districts’ official curriculum and its enactment by the teacher as an individual who is shaped by (but does not shape) her school landscape may not, in fact, fully reflect teacher professionalism today and account for teachers’ professional life in the social continuum from cloud to class. Purpose/Objective/Research Question/Focus of Study Situated in the conceptualization of managing problems in teaching and curating online resources as informal learning for the intended and enacted curriculum, this article builds on and extends these lines of research to examine teachers’ leverage of social capital—social network among individuals and resources available to people within their social network—from the virtual space to solve the problems common to teaching. Through this empirical illustration of resource diffusion from cloud to class, and how the curation of resource is integrated with teachers’ curriculum planning as well as classroom practices, we present a unique way of understanding teachers’ management of teaching problems in 21st-century schooling. Research Design We collected various types of data from 67 early-career teachers in one Midwestern state, including interviews, observation, and survey. We drew primarily on the interview data to exemplify our conceptual model of curation to address the problems of teaching. The three curation processes we identified are: (1) self-directed curation, (2) incidental curation, and (3) socialized curation. We observed more empirical evidence on the self-directed curation process in our data and chose to select a single case to go into further detail about the enactment of online resource in the classroom using the observation data, in additional to the interview data. We analyzed the case by specifying the perceived problems of teaching in one teacher's preparation to teach and how the curated resources from Teachers Pay Teachers were adopted and adapted to manage each of the problems, and the teacher's rationale for the decisions she made during the planning. We noticed, in this case and in other data that we have across teachers, that teachers rarely, if ever, directly articulate the curation of online resource for preserving classroom order, among the four endemic problems identified in the literature. Last, we examined the enactment of the online resource by describing teachers’ instructional practices in relation to her perceived ways of managing the problems of teaching. We also examined the resulting student learning in the mathematics lesson we analyzed. The single case of one teacher serves as an empirical illustration of how teachers could curate resources from the cloud in their planning and enactment of curriculum. Conclusions/Recommendations At the core of this study, we see teachers taking up their agency and drawing on a particular type of social capital resource to manage their enduring problems of teaching. We identified the different paths that teachers’ social capital may travel and accrue, and we argue for the importance of the community of practice online in the facilitation of resource flow from the cloud to the classroom. Also, we used a mathematics teacher's planning and enactment of instructional resources attained from the cloud for a three-day lesson series as an example to demonstrate how perceptions of teaching problems and curations of materials can culminate in a teacher's actual practices and impact student learning in the classroom. Our work has several implications for the field. First, although the different problems in teaching are well documented, teachers tend to seek out social capital resources from the virtual spaces to address some, but not all, of their problems. Specifically, preserving classroom order has not been present in our analysis of teachers’ articulation of their perceived problems for curation. Future studies can add more understanding to the online resources used in relation to teachers’ modes of curation and the type of teaching problems they hope to address. Second, the process of accessing the instructional resources, as delineated in the three modes of curation, demonstrates the complexity of the social network and social capital accrual mechanism in the 21st century, through which teachers’ professional communities expand beyond the school walls. Third, our work presents the considerations and thought processes of teachers’ curation of instructional materials in virtual spaces and enactment of the tasks. The combination of social capital resources and classroom processes in this study provides the foundation for researchers with different perspectives to further investigate the emerging phenomenon of social media and education.

World-wide responses to the global pandemic, such as travel restrictions, border closures and lockdowns, have posed new challenges to researchers. For qualitative researchers conducting fieldwork, gathering data in person can be inapplicable (Howlett, 2021). My research investigates English as a Foreign Language (EFL) pre-service teachers’ beliefs and negotiation of meaning in Content and Language Integrated Learning (CLIL) within the Thai secondary education context. Because of the pandemic I was unable to travel to Thailand to gather data, so I had to change my data collection methods to video conferencing interviews and classroom video observations. This article discusses this unexpected shift in research methods through my reflections on conducting digital-based research during the Covid-19 pandemic. It focuses on two main aspects: 1) grappling with emotional distress caused by the unprecedented phenomenon, and 2) redesigning research methods for digital fieldwork. Ethical issues regarding digital-based research are also discussed. The implications highlight the importance of resilience, flexibility and proactivity to surmount unexpected situations during a research journey.

Summary With the globalization of the world and the ease to travel to different parts of the globe, the popularity of exchange programs for students has increased. Many students around the world apply such programs in order to have international learning experiences in which they can, besides educational purposes, meet new social and cultural values while introducing their native cultures. As study-abroad experiences have attracted attention regarding their various effects on the participants, research focusing on students participating in such programs may provide useful insight on their contributions to pre-service teachers’ teaching philosophies. Therefore, this study is intended to investigate the effects of a study-abroad experience on the way three pre-service teachers perceived the teaching profession and whether it modified their teaching philosophy. The data were collected through reflection reports and semi-structured interviews with three Turkish pre-service teachers who spent a semester in Hungary on a study-abroad experience. Content analysis was adopted for data analysis. The results revealed that the participants developed in terms of their linguistic, personal, social, cultural and educational understanding, which in turn contributed to their perceptions and conceptions of the teaching profession and caused them to adjust their teaching philosophies. In the light of these results, some suggestions are provided.

Through 10 years of cooperation between the University of Zambia and the Western Norway University of Applied Sciences, 24 students of Civic Education (Social Sciences) from the University of Zambia had an opportunity to travel to Norway to have a different learning experience of Civic Education. In this study, we sought through qualitative questionnaires and interviews to understand how the former Civic Education teacher students describe their experiences and received benefits during the 10 months they spent at the Western Norway University of Applied Sciences. The study established that transformative learning takes time, but of paramount importance was that the students were able to critically reflect and act as change-makers at an individual, school, and/or society level. The study also noted that international student mobility can increase students’ transformative learning under certain conditions. Therefore, our study concludes that crucial factors for transformative learning consist of the combination of cultural mentoring, teaching practice, critical discussions, and critical theories. Additionally, the study notes that reframing our perspectives as learners, teachers, and researchers can lead to increased awareness of moral imperatives for satisfying human needs, ensuring social justice and respecting environmental limits as citizens in a global world.

Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodology/approach Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes. Findings The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm. Research limitations/implications The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities. Practical implications Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power. Social implications Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities for quality learning outcomes. In contrast, lack of exposing young children early in using ICT facilities for interaction and learning would adversely impact their participation in knowledge sharing in later years of schooling and employability opportunities. Originality/value There is limited empirical evidence about teachers' engagement in research particularly in PPE in Tanzania. Together with limited research in the level of education, this study is the original contribution to state of teachers at the school level about their engagement in integrating information and communication technology for informing education decision makers and administrators on matters of focus to improve educational instruction and implementation of Tanzania education and training policy, as well as the implementation of the ICT policy of 2016.

This study investigated the effects of employing games on students’ speaking performances in the classroom. 74 non-English major students, 36 students from the Tourism and Travel Management and 38 from the Office Management major from Tra Vinh University, participated in the study. The control group was trained with the methods of P-P-P (presentation, practice, and production) while the experimental group was trained with the same process but using selective games in the learning processes. Data collection was from the pre- vs. post-tests, questionnaire and interviews for analysis. The findings revealed that using games in the speaking classrooms, the students were motivated in the learning process and their speaking skills improve remarkably. The current study suggested teachers in the research context to apply gaming activities as an effective method to improve students’ participation in the learning processes.

Nous abordons l’ « activité didactique » des enseignants comme le processus, individuel et collectif, d’élaboration et de réalisation de la tâche, lorsque celle-ci consiste à enseigner et faire apprendre des savoirs disciplinaires. Nous nous intéressons à l’activité didactique des enseignants de l’école primaire en géographie, en considérant qu’elle s’actualise en situation d’interaction avec les élèves dans le « discours géographique de l’enseignant ». Pour cela, nous mobilisons un cadre de didactique de la géographie, fondé sur l’interrogation du rapport à l’espace terrestre des individus, et nous y intégrons des apports de l’ergonomie et de la clinique de l’activité.L’étude repose sur l’analyse de quatre « unités d’enseignement » de géographie menées avec des élèves de 9 à 11 ans et d’un corpus issu des entretiens d’autoconfrontation simple et croisée avec les enseignants concernés.Les résultats présentent, à la fois, la singularité et le caractère générique de l’activité didactique et des discours géographique des enseignants. Ils mettent en évidence la place importante qu’occupent les ressources issues de l’expérience personnelle du monde, de la géographie scolaire et de la prescription endogène dans l’activité didactique des enseignants polyvalents. L’analyse des autoconfrontations met au jour le rôle central de la mobilisation subjective dans l’élaboration de la tâche et dans l’ouverture d’une zone de développement potentiel de l’activité didactique des enseignants
We approach the teachers’ “didactic activity” as the individual and collective process of drawing up and realizing the task, when this one involves both teaching and instructing disciplinary knowledge. We will focus on primary school teachers’ didactic activity in geography, which becomes the “teachers’ geographical discourse” while interacting with pupils. For this purpose, we mobilize a framework of geography didactic, based on the concept of personal geographical relationship to the world, as well as some concepts of ergonomic and clinical analysis of the activity. This study is based on the analysis of four geography “teaching units”, led with 9 to 11 year- old pupils, and on a corpus resulting from self-confrontation interviews. The results present both the singularity and the generic characteristic of the didactic activity and of the teachers’ geographical discourses. They highlight the important place taken up by the resources produced by the individual world experience, by the subject matter and by the endogenous prescription within the didactic activity of the pluri-disciplinary teachers. The analysis of the self-confrontation interviews reveals the central role of subjective mobilization in the drawing up of the task and in the opening of a potential development area of the teachers’ didactic activity

Negotiating Opportunities reveals that the middle-class advantage in school is, at least in part, a negotiated advantage. Essentially, this means that middle-class students secure advantages not only by complying with teachers’ expectations but also by requesting (and successfully securing) support in excess of what is fair or required. This book traces that negotiated advantage from its origins at home to its consequences at school. It follows a group of middle-class and working-class students from third to seventh grade and draws on observations and interviews with children, parents, and teachers. The middle-class students learned to negotiate advantages from their parents’ coaching at home. Teachers tended to grant those requests, even when they wanted to say “no.” As a result, middle-class students received the bulk of teachers’ assistance, accommodations, and positive attention. That extra support gave middle-class students advantages over their working-class peers, including more correct answers on tests, more time to complete assignments, more opportunities for creativity, and more recognition for their ideas. The book concludes with a discussion of these findings and their implications for scholars, educators, parents, and policymakers. It argues that teaching working-class students to act like their middle-class peers will not be enough to alleviate inequalities because middle-class families will find new ways to negotiate advantages that keep them one step ahead.

This book details how African American women used lessons in basic literacy to crack the foundation of white supremacy and sow seeds for collective action during the civil rights movement. Deanna Gillespie traces the history of the Citizenship Education Program (CEP), a grassroots initiative that taught people to read and write in preparation for literacy tests required for voter registration—a profoundly powerful objective in the Jim Crow South. Born in 1957 as a result of discussions between community activist Esau Jenkins, schoolteacher Septima Clark, and Highlander Folk School director Myles Horton, the CEP became a part of the Southern Christian Leadership Conference in 1961. The teachers, mostly Black women, gathered friends and neighbors in living rooms, churches, beauty salons, and community centers. Through the work of the CEP, literate black men and women were able to gather their own information, determine fair compensation for a day’s work, and register formal complaints. Drawing on teachers’ reports and correspondence, oral history interviews, and papers from a variety of civil rights organizations, Gillespie follows the growth of the CEP from its beginnings in the South Carolina Sea Islands to southeastern Georgia, the Mississippi Delta, and Alabama’s Black Belt. This book retells the story of the civil rights movement from the vantage point of activists who have often been overlooked and makeshift classrooms where local people discussed, organized, and demanded change.

The Jewish-Canadian and Arab-American writers and professors of literature George Ellenbogen (*1934) and Evelyn Shakir (1938–2010) were life companions. In both their memoirs, the authors tell stories of neighborhood, enriching encounters and their search for roots. George grows up in the Jewish immigrant quarter of Montreal, goes to McGill University, and later travels to the places of his ancestors, the destroyed world of the shtetl. In her Boston childhood, Evelyn is perceived as an Arab who does not entirely belong. As visiting professor in Arab countries, however, her students see her as an American. The memoirs, three related articles, and an interview with George Ellenbogen raise basic questions of belonging and otherness, cultural location and the pursuit of mutual understanding and respect. The volume also appeals to teachers who want to turn their lessons into contact zones in which different cultures and perspectives collide and enter into mutual dialogue. With contributions by George Ellenbogen; Pascal Fischer, Christoph Houswitschka; Sally Michael Hanna; John Kinsella; Margueritte Murphy; Evelyn Shakir (†); Brigitte Wallinger-Schorn

After punk’s arrival in 1976, many art students in the northern English city of Leeds traded their paintbrushes for guitars and synthesizers. In bands ranging from Gang of Four, Soft Cell, and Delta 5 to the Mekons, Scritti Politti, and Fad Gadget, these artists-turned-musicians challenged the limits of what was deemed possible in rock and pop music. Taking avant-garde ideas to the record-buying public, they created Situationist antirock and art punk, penned deconstructed pop ditties about Jacques Derrida, and took the aesthetics of collage and shock to dark, brooding electro-dance music. In No Machos or Pop Stars Gavin Butt tells the fascinating story of the post-punk scene in Leeds, showing how England’s state-funded education policy brought together art students from different social classes to create a fertile ground for musical experimentation. Drawing on extensive interviews with band members, their associates, and teachers, Butt details the groups who wanted to dismantle both art world and music industry hierarchies by making it possible to dance to their art. Their stories reveal the subversive influence of art school in a regional music scene of lasting international significance.

This chapter explores two generations of Ifugao mumbaki (ritual specialists) in the persons of Philippines-based male mumbaki Bruno “Buwaya” Tindongan and his son, transnational male mumbaki Mamerto “Lagitan” Tindongan. It also carries important contributions to the text by baki followers, allies, and detractors in the Philippines and in the United States, among them Lagitan's neo-shaman teachers and associates and other Filipino Americans. The chapter contests the discursive confinement of the babaylan in ancestral homelands, emphasizing a Native ritual specialist's multiple emplacements. It also complicates portrayals of land-based ritual specialists as uncolonized and nonmodern. The chapter draws on interviews and ritual participation in Banaue, Ifugao; Bunawan, Agusan del Sur; Quezon City, Metro Manila; Athens, Ohio; Los Angeles, California; Philadelphia, Pennsylvania; Queens, New York; Wallingford, Connecticut; and Ontario, Canada.

This chapter examines the experience of eight pre-service teachers of Czech as a Second Language both in Spring 2020, when their teaching practicum classes abruptly turned online, and Fall 2020, when online teaching became the “new normal,” and traces how they coped with the new instructional media. The data were collected in two group zoom sessions with a supervisor and two observed lessons with observation sheets and lesson plans, and finally, in a written reflection and a recorded group interview. The teachers identified two main problems: 1) a lack of previous training and experience with online instruction and 2) classroom management specifics related to the nature of online lessons. Peer observation and collaborative tasks emerged as the main coping strategies. Although the teachers adapted to the new situation well, training programs should provide more courses on CALL (computer-assisted language learning) in their curricula in the future.

This chapter recounts in both personal and pedagogical terms the journey of the author from a teenager who dropped out of high school to a young person who earned a GED. The pedagogical story then continues to trace the path to the author's beginning as a middle grades educator and, ultimately, as a scholar who has earned a PhD and now serves as a teacher educator. The chapter draws upon narrative methodology, as well as self-study, to examine this transformation alongside relevant research literature. The author includes reflections from journal notes, accounts drawn from family interviews and photographs, and notes from former teacher/mentors in the process. Final conclusions speak to imagine new possibilities for a range of pathways to success in the educational system, and a centering of the power of literacy to empower a person in their lives.

How do students of post-secondary vocational education make career choices, and how/how much do the institutional systems of VE/VT support them? This chapter traces the expectations, choices, and alternatives encountered by the students enrolled at vocational institutions in India. Referred to as industrial training institutes (ITIs), these institutions bridge the transition from school to employment. The research uses the “safety net” theory of vocational education to assess student choices and preferences to analyze the reasons why students pursue a course at the ITI. The study includes a survey of 212 students in two-year programs. In-depth interviews were conducted with teachers in the same institutes where the survey was administered to the students. In the process, the role of such vocational institutions is assessed with respect to the correspondences with the larger VE/VT system in the country, thereby offering relevant insights into changes that are underway from recent policy measures.

Acting as an extended “acknowledgments,” the conclusion addresses the conditions of possibility that enabled research for the book—both the individuals who shared their time and resources, and the institutions, especially archives, that shaped this work. The author also describes a series of interviews and interactions with corporate communications consultants, television directors and producers, trade organization leadership, authors, teachers, and market researchers who guided her investigations into corporate television. It argues that it is necessary to distinguish between the desires of multinational capital and the aims of the people who devoted their lives to television at work, many of whom were (and are) sincerely invested in making the workplace more humane. In following this latter ambition—the workplace as an opportunity to build community, as locus of personal connection and self-actualization—it may be possible to renew attempts to build broad-based worker solidarity by developing the conditions of possibility for just labor.

Abstract Very few people would have predicted that a former Soviet Republic, Armenia, would be the site of a burgeoning Hip Hop dance scene. Yet today, you can find a weekly class that teaches breaking, popping, or locking throughout the capital, Yerevan, as well as in outlying areas such as Abovyan and Charentsavan. Competitions take place regularly with guests who are visiting from throughout the former Soviet Union, Europe, and North America, and some dancers who make a living off teaching and performing Hip Hop dance styles. This chapter takes an in-depth look at the development of breaking within the country. Through qualitative interviews with practitioners and direct participant observation, it traces how—and more importantly, why—an artform from a region as far removed as the Bronx, New York, has been adopted by young people in Armenia. It argues that Hip Hop’s embodied practices have helped b-girls and b-boys challenge constrictions and forge new identities at a time of immense socioeconomic transformation, lending support to what dance scholar Halifu Osumare (2007) has identified as the “connective marginalities” developed through global Hip Hop culture.

The article is dedicated to the demarcation of the transformation specificity of creative and practical subjects into distant teaching in higher education institution. The particularities of the course didactic elements usage on the Moodle platform and within extra-platform resources were studied on example of the course "Journalistic Speciality (Photo Journalism)" which was located on the website of distant learning of Luhansk Taras Shevchenko National University, and "Design in Advertising and PR", educational and methodological package located on the web-portal of National University of Food Technologies. Academic subjects of such type aim to form students' practical skills and, thus, are based on imitation as a method of teaching which is hard to realize during distant teaching of an academic subject. The formation of necessity of creative seeing and self-realization within the academic subject is also important. Taking into consideration specific situation caused by the events in Luhansk region in 2014 and later and events, caused by the COVID-19 pandemics, it was particularly important to create psychological comfort and minimize stress situations connected to the absence of direct contact with a teacher and groupmates during the studying process. The aim of this research was to trace out the specificity of usage of the Moodle platform and extra-platform resources in distant teaching of creative and practical academic subjects (also with usage of computer technologies and specific equipment) to the students of humanities. The researcher also pursue the aim to lighten gained experience in search of optimal for distant learning forms and methods of teaching for provision of high educational result and psychological comfort of students. The author uses such methods of research as analysis of educational and methodological literature, programmes, manuals and methodological recommendation, available programme means and a platform for distant learning; approbation of chosen methodology in the conditions of distant learning in evacuated university and during the learning process under the conditions of lockdown; questionnaires and interviews with the students who took part in studying of the academic subject, working out and statistical analysis of the results; progress monitoring of students' educational activity, observation and evaluation of their extra-curriculum creative activity. The usage of both basic methodological forms of work and interactive and playing technologies (web-quests, glogs, and comics) realized due to combination of the Moodle elements and outside internet resources assisted to better mastering of learning material and helped to those students who faced distant learning for the first time to adapt quicker to the particularities of the Moodle distant learning platform and to make their integration into student community easier. The choice of platform and extra-platform educational resources allowed to meet psychological, educational, professional needs of the students and encouraged them to creative self-realization in open information space.

Recently, with the expansion of campuses in China, school buses separately cannot meet the needs of students for daily travel. Electrical vehicles have been favored by students contributing to their environmental, convenient, and economical characteristics in their daily life, consequently, related problems emerged. It is considered that the charging of electric vehicles is inconvenient, unsafe, unclear payment details, mainly because of limited sites, lack of maintenance, and site occupancy. In addition, there are certain limitations and backwardness in the payment method of existing charging piles. Students cannot query and manage the charging status of their vehicles in real time. Therefore, it is significant for us to construct and improve electric vehicle charging facilities for better campus environment.Purpose: From the perspective of service design, a solution for the existing problems in the electric vehicles charging piles on campus in China is proposed to facilitate the daily life of teachers and students on campus.Method: Taking the campus of Huazhong University of Science and Technology as an example, the statistics of existing charging piles are collected to enrich our understanding of the pile distribution on the campus, deeper information are excavated via stakeholder interviews in the statistics. After the interview, questionnaires are designed and relevant user role cards are established. Service design related analysis methods: visual analysis by establishing user journey maps, service blueprints, sand table models, role playing, etc. The contact points are discovered to construct the service system design.Conclusion: We demonstrated the ‘instant flash charge’ service scheme, plan the service blueprint, and design the relevant service vouchers. Users can instantly receive convenient charging services through the APP. Operators can also detect the usage status on the back-end computing modules, check and repair the broken charging piles in time, and finally provide users with a complete and smooth charging service.

Uncompetitive remuneration for teachers has been a problem for many decades in Latvia. Government together with social partners –education trade unions, have tried to solve this problem by asking to allocate additional financial resources to public education budget, by developing teacher salary raise schedules and various educational reforms in all three Baltic countries. The aim of the study is to research general principles of teachers’ remuneration and workload in Latvia, Lithuania and Estonia, for comparison and social dialogue argumentation on the part of education trade unions. Research approach is analysis of information on teachers’ salary calculation and workload presented by education trade unions as semi-structured interviews. Reflection on the topic in relation to theoretical sources, including international organizations representing education and social dialogue issues, is enclosed. The results of the research show that there are differences in all three countries regarding general education teachers’ remuneration. The main challenge is the implementation of effective and decision –making oriented social dialogue between trade unions and education policy makers regarding teachers’ weekly contact hours and paid additional hours per full workload, minimal and average monthly salary rate for teachers. The conclusion of the paper indicates that, based on Lithuania and Estonia experience, immediate reforms in Latvia are necessary to increase public funding for education, to increase teachers’ remuneration, harmonize and balance workload and ensure that teachers are paid for all duties performed.

This paper investigates the way in which two mathematics teachers who teach statistics in 7th and 8th grade in Chile use and interpret curricular documents in the design and implementation of lessons. Using semi-structured interviews, teachers' answers were obtained and analyzed through the framework of guidelines for the use of curriculum documents. The preliminary results show that the two professors give account of different approaches in the use and interpretation they make of the curricular documents. One of them shows a more associated approach to the way in which the objectives and activities are presented and the other teacher, uses the curricular documents as a basis to orient the teaching, but with a more adaptive approach. Este trabajo indaga la forma en cómo dos profesores de Matemática que enseñan estadística en 7° y 8° básico en Chile, usan e interpretan documentos curriculares en el diseño implementación de lecciones. Haciendo uso de entrevistas semiestructuradas se obtuvieron las respuestas de profesores docente que se analizaron a través del marco de para uso de documentos curriculares. Los resultados preliminares muestran que los dos profesores dan cuenta de enfoques diferentes en el uso e interpretación que hacen de los documentos curriculares. Uno de ellos muestra un enfoque más asociado a la forma en cómo son presentados los objetivos y actividades y el otro profesor, usa los documentos curriculares como base para orientar la enseñanza, pero con un enfoque más adaptativo.