Digital libraries allow users to have access to diverse resources of international information. Intentions of the users regarding the use of digital libraries vary among different groups. This study investigated the students’ intentions to use HEC digital library at the post-graduate level in Pakistan. All the students enrolled in the M. Phill Education (2nd and 4th semester) were the population of research. The sample size of 112 was determined by using online available software i.e; www.surveysystem.com. The data was collected through a questionnaire and analyzed by using a statistical package for social sciences (SPSS). Students perceived the digital library as useful for reading books, accessing online magazines, newspapers and previously conducted thesis. Students had positive intentions toward the effective use of digital libraries for educational development. Teachers and supervisors should take responsibility and promote the use and effectiveness of digital libraries among students.
{"title":"A Study to Analyze the Students’ Intentions to use the Digital Library provided by Higher Education Commission (HEC) at the Post-Graduate Level","authors":"Shumaila Altaf, Muhammad Iftikhar","doi":"10.55627/ijss.01.1.0115","DOIUrl":"https://doi.org/10.55627/ijss.01.1.0115","url":null,"abstract":"Digital libraries allow users to have access to diverse resources of international information. Intentions of the users regarding the use of digital libraries vary among different groups. This study investigated the students’ intentions to use HEC digital library at the post-graduate level in Pakistan. All the students enrolled in the M. Phill Education (2nd and 4th semester) were the population of research. The sample size of 112 was determined by using online available software i.e; www.surveysystem.com. The data was collected through a questionnaire and analyzed by using a statistical package for social sciences (SPSS). Students perceived the digital library as useful for reading books, accessing online magazines, newspapers and previously conducted thesis. Students had positive intentions toward the effective use of digital libraries for educational development. Teachers and supervisors should take responsibility and promote the use and effectiveness of digital libraries among students.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82499592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Coronavirus disease (COVID-19) is an infectious disease caused by the newly discovered coronavirus. The year 2020 will go down in history as the year of the new coronavirus (COVID-19). Hundreds of thousands of people died from the plague around the world, schools and companies closed their doors, masks became popular in public areas, and unemployment skyrocketed. The population of the research was all post-graduate students at the public sector universities of Faisalabad. The population consists of 326 post graduate students in the 2nd semester, out of which, 143 students were selected by using the online sampling calculator www.surveysystem.com with a 95% confidence level and 5% confidence interval. The questionnaire was used as a research instrument for data collection. The data were analyzed through a statistical package for social science (SPSS). The top 1st ranked problem faced by students relating to research during COVID-19 was less interaction with other research students with a 525 weightage score and the 2nd ranked problem was found to be lack of communication with a 522 weightage score. Cost of the internet was the 1st and the top technological impact on students’ academic learning during the COVID-19 situation with a 547-weightage score. The 2nd ranked was a problem in LMS login, due to the burden on the website with a weightage score of 533. We all students and educational institutions need to work together to resolve the issues that are slowing us down in the development of academic life.
{"title":"An Analysis of the Problems faced during COVID-19 and their Impact on Students’ Academic Learning","authors":"N. Pasha, I. Ashraf, Shafiq-ur-Rehman Zia","doi":"10.55627/ijss.01.1.0114","DOIUrl":"https://doi.org/10.55627/ijss.01.1.0114","url":null,"abstract":"Coronavirus disease (COVID-19) is an infectious disease caused by the newly discovered coronavirus. The year 2020 will go down in history as the year of the new coronavirus (COVID-19). Hundreds of thousands of people died from the plague around the world, schools and companies closed their doors, masks became popular in public areas, and unemployment skyrocketed. The population of the research was all post-graduate students at the public sector universities of Faisalabad. The population consists of 326 post graduate students in the 2nd semester, out of which, 143 students were selected by using the online sampling calculator www.surveysystem.com with a 95% confidence level and 5% confidence interval. The questionnaire was used as a research instrument for data collection. The data were analyzed through a statistical package for social science (SPSS). The top 1st ranked problem faced by students relating to research during COVID-19 was less interaction with other research students with a 525 weightage score and the 2nd ranked problem was found to be lack of communication with a 522 weightage score. Cost of the internet was the 1st and the top technological impact on students’ academic learning during the COVID-19 situation with a 547-weightage score. The 2nd ranked was a problem in LMS login, due to the burden on the website with a weightage score of 533. We all students and educational institutions need to work together to resolve the issues that are slowing us down in the development of academic life.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87941099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Y. M. Khalil, Karima A. Mohammed, Enamm Abdelfattah, T. Mansour
The main objective of the paper was to conduct an econometric analysis of the technologies used in wheat production, whether it was in individual form or in technological packages, with a statement and clarification of the effect of using the technology of modern varieties of seeds and the use of lasers on increasing wheat productivity. Descriptive and quantitative analysis was used, where production functions were estimated, which showed, that the most important factors affecting wheat production were the amount of municipal fertilizer, the number of seeds, the amount of human labor and the amount of nitrogen fertilizer, as increasing the previous elements by one unit leads to an increase in wheat production by about 0.078, 0.014, 0.029, 0.075, ardeb respectively. There was an extravagance in the use of phosphate. This study suggests increasing interest to provide good extension service, providing agricultural requirements to associations in the appropriate time and place, providing agricultural associations with mechanical technology from modern agricultural machines, and working to increase supply prices to encourage producers to increase their wheat production.
{"title":"An economic study of wheat crop production using improved wheat varieties and Laser Leveling Technology in Egypt","authors":"Y. M. Khalil, Karima A. Mohammed, Enamm Abdelfattah, T. Mansour","doi":"10.55627/ijss.01.1.0112","DOIUrl":"https://doi.org/10.55627/ijss.01.1.0112","url":null,"abstract":"The main objective of the paper was to conduct an econometric analysis of the technologies used in wheat production, whether it was in individual form or in technological packages, with a statement and clarification of the effect of using the technology of modern varieties of seeds and the use of lasers on increasing wheat productivity. Descriptive and quantitative analysis was used, where production functions were estimated, which showed, that the most important factors affecting wheat production were the amount of municipal fertilizer, the number of seeds, the amount of human labor and the amount of nitrogen fertilizer, as increasing the previous elements by one unit leads to an increase in wheat production by about 0.078, 0.014, 0.029, 0.075, ardeb respectively. There was an extravagance in the use of phosphate. This study suggests increasing interest to provide good extension service, providing agricultural requirements to associations in the appropriate time and place, providing agricultural associations with mechanical technology from modern agricultural machines, and working to increase supply prices to encourage producers to increase their wheat production.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76903637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The heart of the study was to test out the usefulness of demonstration plots and reveal improvement in agricultural activities. Moreover, the objectives of the study were to focus on the training session being held by EFS during demonstrations and to identify the farmers' perceived effectiveness regarding agricultural technologies gained through demonstration plots. This study was carried out in Tehsil Samundari District Faisalabad. The population of the study comprises all farmers’ who have got training sessions regarding Demonstration plots. A sample frame of 310 farmers was constructed by enlisting those farmers; who attend training sessions regarding demonstration plots was obtained from the agriculture department. The sample size of the study was 120 farmers. To collect the required information, an interview schedule was developed. The data were analyzed with the help of SPSS (statistical package for social sciences. Farm visits and lectures were the approach or teaching method which was mostly used for training farmers while demonstration, brainstorming and group assignment were least used by extension field staff (EFS) during a training session.
{"title":"Farmers’ Perception Regarding Training Programs being held by EFS related to Agricultural Demonstration Plots in Tehsil Samundari, Faisalabad","authors":"M. M. Khadim","doi":"10.55627/ijss.01.1.0113","DOIUrl":"https://doi.org/10.55627/ijss.01.1.0113","url":null,"abstract":"The heart of the study was to test out the usefulness of demonstration plots and reveal improvement in agricultural activities. Moreover, the objectives of the study were to focus on the training session being held by EFS during demonstrations and to identify the farmers' perceived effectiveness regarding agricultural technologies gained through demonstration plots. This study was carried out in Tehsil Samundari District Faisalabad. The population of the study comprises all farmers’ who have got training sessions regarding Demonstration plots. A sample frame of 310 farmers was constructed by enlisting those farmers; who attend training sessions regarding demonstration plots was obtained from the agriculture department. The sample size of the study was 120 farmers. To collect the required information, an interview schedule was developed. The data were analyzed with the help of SPSS (statistical package for social sciences. Farm visits and lectures were the approach or teaching method which was mostly used for training farmers while demonstration, brainstorming and group assignment were least used by extension field staff (EFS) during a training session.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"96 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77177488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An online exam (also called an electronic-Exam) is a good method of conducting papers and other types of important exams with help of the internet. An online exam needs a device capable of accessing the internet such as a computer or a smartphone. This can be either done at an examination centre or at home. This study aimed at making a comparative analysis of post graduate students’ satisfaction regarding online vs. traditional examinations at the University of Agriculture Faisalabad. The sample size for the study was 119. A questionnaire was designed and used for data collection. The collected data were analyzed by using Statistical Package for Social Sciences (SPSS). Results showed that students were more satisfied with traditional exam setup as compared to online exams. Online exams affected students’ performances positively to a great extent. When respondents were asked about the effects of online exams on students’ performance, they perceived it as more positive as compared to the traditional examination system. This study concluded that students were satisfied with the traditional exam setup because of more learning. Satisfaction from online exams was lower. As online exams are also needed of the hour so some developments should be there to make this setup familiar and easy to understand for all students.
{"title":"Comparative Analysis of Students’ Satisfaction Regarding Online Vs Traditional Examination at Postgraduate Level in University of Agriculture Faisalabad","authors":"Insha L. Ali, M. Iftikhar","doi":"10.55627/ijss.01.1.0111","DOIUrl":"https://doi.org/10.55627/ijss.01.1.0111","url":null,"abstract":"An online exam (also called an electronic-Exam) is a good method of conducting papers and other types of important exams with help of the internet. An online exam needs a device capable of accessing the internet such as a computer or a smartphone. This can be either done at an examination centre or at home. This study aimed at making a comparative analysis of post graduate students’ satisfaction regarding online vs. traditional examinations at the University of Agriculture Faisalabad. The sample size for the study was 119. A questionnaire was designed and used for data collection. The collected data were analyzed by using Statistical Package for Social Sciences (SPSS). Results showed that students were more satisfied with traditional exam setup as compared to online exams. Online exams affected students’ performances positively to a great extent. When respondents were asked about the effects of online exams on students’ performance, they perceived it as more positive as compared to the traditional examination system. This study concluded that students were satisfied with the traditional exam setup because of more learning. Satisfaction from online exams was lower. As online exams are also needed of the hour so some developments should be there to make this setup familiar and easy to understand for all students.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83031875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-30DOI: 10.14324/111.444.ijsp.2021.v10.x.012
Yaka Matsuda
This article aims to consider the position of social pedagogy in Japan in the relationship between social education and social work, by focusing on the historical development of the two. In Japan, the term social pedagogy is not as well known as it is in European countries. The term of social education is used to cover the combination of ‘social’ and ‘education/pedagogy’. Historically, social pedagogy was influenced by Japanese social education at the beginning of the 1900s, and more recently, interest in social pedagogy is increasing, with attention from some Japanese researchers in the fields of both social education and social work/social welfare. In Japan, after the Second World War, social education and social work came to be entirely separate areas due to the establishment of social education and social welfare systems. In this article the different institutional positions of modern-day social education and social work/social welfare are first clarified. Their historical development is then explored by delving into the literature that discusses how the two first diverged. Finally, how social pedagogy is positioned in the relationship between social education and social work/social welfare is considered. This will deepen the understanding of the issue from the viewpoint of education welfare theory as the research framework, a theory of Toshio Ogawa, one of the leading figures in Japanese social education research.
{"title":"Social education and social work in Japan: from an education welfare theory perspective","authors":"Yaka Matsuda","doi":"10.14324/111.444.ijsp.2021.v10.x.012","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2021.v10.x.012","url":null,"abstract":"This article aims to consider the position of social pedagogy in Japan in the relationship between social education and social work, by focusing on the historical development of the two. In Japan, the term social pedagogy is not as well known as it is in European countries. The term of social education is used to cover the combination of ‘social’ and ‘education/pedagogy’. Historically, social pedagogy was influenced by Japanese social education at the beginning of the 1900s, and more recently, interest in social pedagogy is increasing, with attention from some Japanese researchers in the fields of both social education and social work/social welfare. In Japan, after the Second World War, social education and social work came to be entirely separate areas due to the establishment of social education and social welfare systems. In this article the different institutional positions of modern-day social education and social work/social welfare are first clarified. Their historical development is then explored by delving into the literature that discusses how the two first diverged. Finally, how social pedagogy is positioned in the relationship between social education and social work/social welfare is considered. This will deepen the understanding of the issue from the viewpoint of education welfare theory as the research framework, a theory of Toshio Ogawa, one of the leading figures in Japanese social education research.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84917285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-28DOI: 10.14324/111.444.ijsp.2021.v10.x.011
Mare Leino
This article analyses the context of social work and social pedagogy in Estonia. It also introduces the differences, commonalities and overlap of the two concepts and their teaching. Courses in both disciplines are taught at Tallinn University in the School of Governance, Law and Society. At Tallinn University social work has been taught at three levels (BA, MA and PhD) since 1991; the Master’s in Social Pedagogy and Child Protection started in 2002. As the term ‘social’ encompasses several meanings, it also influences the practice in the social field – an overlap here can be considered to be a positive aspect, because the aim of both social work and social pedagogy is a better life. In Estonia social pedagogy is connected with social work through child protection. This article first presents a short overview of the situation in Estonia. It then introduces the main principles and theoretical backgrounds of the concepts and the education of social work and social pedagogy.
{"title":"The relationships between social pedagogy, social work and child protection: the case of Estonia","authors":"Mare Leino","doi":"10.14324/111.444.ijsp.2021.v10.x.011","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2021.v10.x.011","url":null,"abstract":"This article analyses the context of social work and social pedagogy in Estonia. It also introduces the differences, commonalities and overlap of the two concepts and their teaching. Courses in both disciplines are taught at Tallinn University in the School of Governance, Law and Society. At Tallinn University social work has been taught at three levels (BA, MA and PhD) since 1991; the Master’s in Social Pedagogy and Child Protection started in 2002. As the term ‘social’ encompasses several meanings, it also influences the practice in the social field – an overlap here can be considered to be a positive aspect, because the aim of both social work and social pedagogy is a better life. In Estonia social pedagogy is connected with social work through child protection. This article first presents a short overview of the situation in Estonia. It then introduces the main principles and theoretical backgrounds of the concepts and the education of social work and social pedagogy.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85340375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-24DOI: 10.14324/111.444.ijsp.2021.v10.x.010
K. Petersen
This article gives an analysis of social pedagogical work in leisure and youth clubs, physically located in so-called socially deprived housing areas in Denmark. The pedagogical work is especially aimed at young boys of ethnic minority background. The article draws on empirical research from a project exploring leisure and youth clubs’ impact on children and young people’s well-being and opportunities for development when growing up in socially deprived housing areas. The social pedagogical work seems very closely related to societal issues moving into the pedagogical everyday life of the leisure and youth clubs. These clubs, besides embracing the children and young people’s active leisure life in communities with other children and young people, are thus also instrumental in helping and supporting the children and young people to cope with an everyday life that features experiences of stigmatising and inequality-shaped living conditions. The social pedagogical work is analysed from the perspectives of the pedagogues and young people, taking their point of view to what seems particularly significant to the well-being and development of the young people based on Scandinavian-German critical psychology. This is integrated with Paulo Freire’s notion of hope and empowerment, which is the analytical framework within the context of social pedagogical work concerned with how the young men develop belief in themselves for them to complete their education, get a job in after-school hours and refrain from involvement in crime and gang-related communities.
{"title":"Leisure and youth clubs’ work with young people of ethnic minority background living in socially deprived housing areas: creating processes of hope and empowerment through social pedagogical work","authors":"K. Petersen","doi":"10.14324/111.444.ijsp.2021.v10.x.010","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2021.v10.x.010","url":null,"abstract":"This article gives an analysis of social pedagogical work in leisure and youth clubs, physically located in so-called socially deprived housing areas in Denmark. The pedagogical work is especially aimed at young boys of ethnic minority background. The article draws on empirical research from a project exploring leisure and youth clubs’ impact on children and young people’s well-being and opportunities for development when growing up in socially deprived housing areas. The social pedagogical work seems very closely related to societal issues moving into the pedagogical everyday life of the leisure and youth clubs. These clubs, besides embracing the children and young people’s active leisure life in communities with other children and young people, are thus also instrumental in helping and supporting the children and young people to cope with an everyday life that features experiences of stigmatising and inequality-shaped living conditions. The social pedagogical work is analysed from the perspectives of the pedagogues and young people, taking their point of view to what seems particularly significant to the well-being and development of the young people based on Scandinavian-German critical psychology. This is integrated with Paulo Freire’s notion of hope and empowerment, which is the analytical framework within the context of social pedagogical work concerned with how the young men develop belief in themselves for them to complete their education, get a job in after-school hours and refrain from involvement in crime and gang-related communities.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84523875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-18DOI: 10.14324/111.444.ijsp.2021.v10.1.009
Xavier Úcar
The complex societies we now inhabit oblige us to question, reformulate or even rupture the traditional socio-political frameworks in which social pedagogy and the social professions have been developed and in which the theories that explain and justify them have been constructed. These frameworks have institutionalised concepts, practices and methodologies that often no longer fit within the complexity of today’s constantly changing realities. The aim of this article is to propose and analyse some key foundations for understanding the social professions and the actions they carry out. It concerns itself with generating questions that link social pedagogy and the social professions with the complexity of today’s social life. The questions address the current content of what we refer to as ‘the social’ and its relationship with other dimensions such as politics, culture and the environment. Among other issues, the article addresses how the social professions have developed within the political framework of the welfare state. Based on the answers to these questions, we argue in favour of updating the term ‘social’ with renewed connotations, and of defining the ‘good life’ as the reference point that must give it meaning.
{"title":"Constructing questions for the social professions of today: the case of social pedagogy","authors":"Xavier Úcar","doi":"10.14324/111.444.ijsp.2021.v10.1.009","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2021.v10.1.009","url":null,"abstract":"The complex societies we now inhabit oblige us to question, reformulate or even rupture the traditional socio-political frameworks in which social pedagogy and the social professions have been developed and in which the theories that explain and justify them have been constructed. These frameworks have institutionalised concepts, practices and methodologies that often no longer fit within the complexity of today’s constantly changing realities. The aim of this article is to propose and analyse some key foundations for understanding the social professions and the actions they carry out. It concerns itself with generating questions that link social pedagogy and the social professions with the complexity of today’s social life. The questions address the current content of what we refer to as ‘the social’ and its relationship with other dimensions such as politics, culture and the environment. Among other issues, the article addresses how the social professions have developed within the political framework of the welfare state. Based on the answers to these questions, we argue in favour of updating the term ‘social’ with renewed connotations, and of defining the ‘good life’ as the reference point that must give it meaning.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82142565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-16DOI: 10.14324/111.444.IJSP.2021.V10.X.008
C. Barton
This article shares learning from the MA in Social Pedagogy Leadership at University of Central Lancashire, studying social pedagogical theory and concepts and how our working practices with Wellbeing Teams and Community Circles currently align with social pedagogy. An exploration of social pedagogy as a way of working is presented, describing key concepts and how these are currently embedded into how we work and where we can develop further, delving into the opportunities and challenges of virtual working. This article investigates what is meant by psychological safety and key concepts including haltung, self-management, the diamond model, 3Ps and the common third, and how they can be achieved with virtual teams.
{"title":"Embedding social pedagogy and psychological safety with virtual teams","authors":"C. Barton","doi":"10.14324/111.444.IJSP.2021.V10.X.008","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2021.V10.X.008","url":null,"abstract":"This article shares learning from the MA in Social Pedagogy Leadership at University of Central Lancashire, studying social pedagogical theory and concepts and how our working practices with Wellbeing Teams and Community Circles currently align with social pedagogy. An exploration of social pedagogy as a way of working is presented, describing key concepts and how these are currently embedded into how we work and where we can develop further, delving into the opportunities and challenges of virtual working. This article investigates what is meant by psychological safety and key concepts including haltung, self-management, the diamond model, 3Ps and the common third, and how they can be achieved with virtual teams.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"274 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73142925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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