Pub Date : 2023-08-08DOI: 10.14712/23362189.2023.2641
Magda Nišponská
Th is article outlines the current state of theoretical knowledge about mentalization, which appears to be essential for eff ective practice in the teaching profession. Mentalization is the capacity to understand and make sense of our own and others' actions by recognising and giving meaning to intentional mental states, including needs, thoughts, feelings, beliefs, and motivations. It is the understanding of the background of the behaviour – the understanding of the mental states that have led to a certain behaviour. Thanks to mentalization theory, we are now able to think and discuss in more detail what happens between and within people as they interact in diff erent social contexts such as schools. Th ese skills are useful for teachers as they work with children, whose metalizing skills are still developing. At the same time, in their practice, teachers often encounter children who come to school with disruptive behaviours, insecure attachment styles, and negative internal working models of relationships that make the healthy development of mentalizing skills diffi cult. Th is article highlights the importance of mentalization in educational contexts and provides a framework for interventions aimed at increasing mentalization skills among teachers, parents, and students. Empirical evidence has shown that the implementation of mentalization-based programmes in schools can lead to signifi cant improvements in teacherresilience, as well as a reduction of aggressive behaviour among students and an improvement of their academic performance.
{"title":"Mentalization and Its Use in Schools","authors":"Magda Nišponská","doi":"10.14712/23362189.2023.2641","DOIUrl":"https://doi.org/10.14712/23362189.2023.2641","url":null,"abstract":"Th is article outlines the current state of theoretical knowledge about mentalization, which appears to be essential for eff ective practice in the teaching profession. Mentalization is the capacity to understand and make sense of our own and others' actions by recognising and giving meaning to intentional mental states, including needs, thoughts, feelings, beliefs, and motivations. It is the understanding of the background of the behaviour – the understanding of the mental states that have led to a certain behaviour. Thanks to mentalization theory, we are now able to think and discuss in more detail what happens between and within people as they interact in diff erent social contexts such as schools. Th ese skills are useful for teachers as they work with children, whose metalizing skills are still developing. At the same time, in their practice, teachers often encounter children who come to school with disruptive behaviours, insecure attachment styles, and negative internal working models of relationships that make the healthy development of mentalizing skills diffi cult. Th is article highlights the importance of mentalization in educational contexts and provides a framework for interventions aimed at increasing mentalization skills among teachers, parents, and students. Empirical evidence has shown that the implementation of mentalization-based programmes in schools can lead to signifi cant improvements in teacherresilience, as well as a reduction of aggressive behaviour among students and an improvement of their academic performance.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"38 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74926611","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 : 2023-08-08DOI: 10.14712/23362189.2023.2918
Petra Kacafírková, Klára Špačková, Hana Valentová, Petra Topková, A. Kucharska
Collocation knowledge is claimed to be poor even among upper-intermediate and advanced learners of English as a second language, which implies that not enough attention is being drawn to these lexical items in lessons. To address this problem, we designed a 12-week teaching intervention in which the participants (39 students of Charles University in Prague) were divided into two groups: an experimental group with an intensive explicit collocation focus (20) and a control group with no such care dedicated to collocations (19). Th e division of the students was performed in such a way that the groups were equal in terms of the variables whichtend to infl uence the learning process the most, namely language aptitude, anxiety, motivation, and learning strategies. Th e results showed that the experimental group achieved signifi cantly higher scores for collocation knowledge. No signifi cant diff erence was found between the groups in understanding of word meanings. Deliberate teaching of collocations with systematic revisionand practice thus proved to be more eff ective than meaning-focused teaching of individual words.
{"title":"Deliberate Teaching of Collocations – an Intervention Study of Czech Upper-Intermediate EFL Students","authors":"Petra Kacafírková, Klára Špačková, Hana Valentová, Petra Topková, A. Kucharska","doi":"10.14712/23362189.2023.2918","DOIUrl":"https://doi.org/10.14712/23362189.2023.2918","url":null,"abstract":"Collocation knowledge is claimed to be poor even among upper-intermediate and advanced learners of English as a second language, which implies that not enough attention is being drawn to these lexical items in lessons. To address this problem, we designed a 12-week teaching intervention in which the participants (39 students of Charles University in Prague) were divided into two groups: an experimental group with an intensive explicit collocation focus (20) and a control group with no such care dedicated to collocations (19). Th e division of the students was performed in such a way that the groups were equal in terms of the variables whichtend to infl uence the learning process the most, namely language aptitude, anxiety, motivation, and learning strategies. Th e results showed that the experimental group achieved signifi cantly higher scores for collocation knowledge. No signifi cant diff erence was found between the groups in understanding of word meanings. Deliberate teaching of collocations with systematic revisionand practice thus proved to be more eff ective than meaning-focused teaching of individual words.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"22 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74466655","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 article analyses Latvian teachers’ opinions regarding the feasibility of a virtue education curriculum for students aged 5–15 years, which they piloted in spring 2021, and identifies the challenges faced when implementing the virtue education curriculum during the COVID-19 pandemic. The findings showed that the curriculum could be delivered successfully in both modalities – face-to-face and online – since the teachers’ approaches were creative and transformative in addressing all the challenges identified.
{"title":"Piloting a New Virtue Education Curriculum for 5–15-Year-Old Students: What are the Most Challenging Issues in Its Delivery?","authors":"S. Surikova, A. Sidorova","doi":"10.15823/p.2023.150.7","DOIUrl":"https://doi.org/10.15823/p.2023.150.7","url":null,"abstract":"The article analyses Latvian teachers’ opinions regarding the feasibility of a virtue education curriculum for students aged 5–15 years, which they piloted in spring 2021, and identifies the challenges faced when implementing the virtue education curriculum during the COVID-19 pandemic. The findings showed that the curriculum could be delivered successfully in both modalities – face-to-face and online – since the teachers’ approaches were creative and transformative in addressing all the challenges identified.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"38 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72948565","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}
Kari Kristinsson, Sigurður Guðjónsson, I. Minelgaite, Tinna Dahl Christiansen
How effective is education as a signal for attracting future employers? With a sample of 143 human resource managers from Iceland's 300 largest companies, we conducted a framed field experiment to see if academic achievement and school choice influenced the job candidate's employability and salary. Candidates from public and private schools were seen as equally qualified and hirable, with public school candidates potentially getting offered a 9.8% higher salary.
{"title":"Hire-Me-Not? The Influence of Grades and University Type on Labor Market Success","authors":"Kari Kristinsson, Sigurður Guðjónsson, I. Minelgaite, Tinna Dahl Christiansen","doi":"10.15823/p.2023.150.1","DOIUrl":"https://doi.org/10.15823/p.2023.150.1","url":null,"abstract":"How effective is education as a signal for attracting future employers? With a sample of 143 human resource managers from Iceland's 300 largest companies, we conducted a framed field experiment to see if academic achievement and school choice influenced the job candidate's employability and salary. Candidates from public and private schools were seen as equally qualified and hirable, with public school candidates potentially getting offered a 9.8% higher salary.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"44 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75245294","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}
Straipsnyje pristatomos 7–8 klasių mokinių bei jų tėvų įsitikinimų apie matematinius gebėjimus ir matematikos vertę sąsajos bei šių įsitikinimų palyginimas lyties atžvilgiu. Nustatyta, kad vaikų motyvuojantys įsitikinimai yra susiję su jų tėvų įsitikinimais apie matematiką. Mergaitės apie savo matematinius gebėjimus ir matematikos dalyką atsiliepė prasčiau nei tuos pačius matematikos pasiekimus turintys berniukai, tačiau jų tėvų įsitikinimai apie matematiką lyties atžvilgiu nesiskyrė.
{"title":"7–8 klasių mergaičių ir berniukų bei jų tėvų motyvuojančių įsitikinimų apie matematiką sąsajos","authors":"Emilė Baranauskaitė, Dovilė Butkienė","doi":"10.15823/p.2023.150.9","DOIUrl":"https://doi.org/10.15823/p.2023.150.9","url":null,"abstract":"Straipsnyje pristatomos 7–8 klasių mokinių bei jų tėvų įsitikinimų apie matematinius gebėjimus ir matematikos vertę sąsajos bei šių įsitikinimų palyginimas lyties atžvilgiu. Nustatyta, kad vaikų motyvuojantys įsitikinimai yra susiję su jų tėvų įsitikinimais apie matematiką. Mergaitės apie savo matematinius gebėjimus ir matematikos dalyką atsiliepė prasčiau nei tuos pačius matematikos pasiekimus turintys berniukai, tačiau jų tėvų įsitikinimai apie matematiką lyties atžvilgiu nesiskyrė.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"44 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83074452","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 paper analyses the value narratives on youth sex education presented to the public by influencers and parents of school-age children. The research questions are: what is the content of the value narratives in the field of sexuality presented to the public by influencers and parents of school-age children? what is the motivational environment for teachers delivering sex education? what are the possible principles of communication between teachers, organisations involved in sex education, and parents? The empirical research data were collected using a mixed methods strategy. The methodological and value differences between the institutions providing sex education in Lithuania were found to be insignificant, nevertheless, there are significant differences in the value narratives between the concepts of ‘sexuality education’ and ‘sex education’ in the public sphere. Parents of school-age children are exposed to fragmented, value-indoctrinated sex education content presented by influencers, leading to social tensions in school communities regarding children’s sex education. The analysis of the narratives of influencers and parents on the topic of sex education shows that the constructive participation of interested groups (educators, parents, social organisations) in the policy of sex education is impossible without the principles of critical analysis, attention to conflicts, and social dialogue.
{"title":"Value Narratives in Sexuality Education: Teachers’ Preparedness or Retreat?","authors":"Marius Bytautas, S. Daukilas","doi":"10.15823/p.2023.150.8","DOIUrl":"https://doi.org/10.15823/p.2023.150.8","url":null,"abstract":"The paper analyses the value narratives on youth sex education presented to the public by influencers and parents of school-age children. The research questions are: what is the content of the value narratives in the field of sexuality presented to the public by influencers and parents of school-age children? what is the motivational environment for teachers delivering sex education? what are the possible principles of communication between teachers, organisations involved in sex education, and parents? The empirical research data were collected using a mixed methods strategy. The methodological and value differences between the institutions providing sex education in Lithuania were found to be insignificant, nevertheless, there are significant differences in the value narratives between the concepts of ‘sexuality education’ and ‘sex education’ in the public sphere. Parents of school-age children are exposed to fragmented, value-indoctrinated sex education content presented by influencers, leading to social tensions in school communities regarding children’s sex education. The analysis of the narratives of influencers and parents on the topic of sex education shows that the constructive participation of interested groups (educators, parents, social organisations) in the policy of sex education is impossible without the principles of critical analysis, attention to conflicts, and social dialogue.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"52 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88397383","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 study focuses on peer assessment (PA) used in teaching English as a foreign language. It aimed to identify students’ attitudes towards PA in oral presentations, using online PA forms and an online post PA questionnaire. Thematic analysis of the data show positive students’ attitudes towards PA, as it helped them to understand the task requirements better, be more focused, and improve their own presentation skills. The drawbacks were linked to stress during the assessment.
{"title":"Peer Assessment of Oral Presentations in EFL Classes: Assessors’ View","authors":"Aurelija Daukšaitė-Kolpakovienė, N. Mačianskienė","doi":"10.15823/p.2023.150.6","DOIUrl":"https://doi.org/10.15823/p.2023.150.6","url":null,"abstract":"The study focuses on peer assessment (PA) used in teaching English as a foreign language. It aimed to identify students’ attitudes towards PA in oral presentations, using online PA forms and an online post PA questionnaire. Thematic analysis of the data show positive students’ attitudes towards PA, as it helped them to understand the task requirements better, be more focused, and improve their own presentation skills. The drawbacks were linked to stress during the assessment.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"9 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85272410","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 main purpose of this study is to investigate students’ reactions when doing realistic word problems based on their implicit beliefs and based on their personal factors. Our study revealed that students tended to choose non-realistic responses by ignoring real-world knowledge and excluding realistic considerations when doing realistic mathematics tasks. There were no significant differences in students’ reactions to word problems according to their attitude, grade, and gender.
{"title":"Students’ Responses to the Realistic Word Problems and Their Mathematics-Related Beliefs in Primary Education","authors":"Achmad Hidayatullah, C. Csíkos","doi":"10.15823/p.2023.150.2","DOIUrl":"https://doi.org/10.15823/p.2023.150.2","url":null,"abstract":"The main purpose of this study is to investigate students’ reactions when doing realistic word problems based on their implicit beliefs and based on their personal factors. Our study revealed that students tended to choose non-realistic responses by ignoring real-world knowledge and excluding realistic considerations when doing realistic mathematics tasks. There were no significant differences in students’ reactions to word problems according to their attitude, grade, and gender.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"99 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83505563","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}
Vyresniųjų klasių mokinių anglų kalbos rizominis mokymasis apima savaiminio mokymosi ir iš dalies neformaliojo mokymosi veiklas, kurios analizuojamos taikant Deleuze ir Guattari (2004) rizomos principus: jungimosi ir heterogeniškumo, daugialypumo ir pertrūkio, kartografijos ir dekalkomanijos. Šiame straipsnyje atskleidžiamas mokinių daugialypis mokymosi kelias, kurį galima pavaizduoti grafiškai bei išskirti veiklas, kurios būdingos sėkmingam anglų kalbos mokymuisi.
{"title":"Anglų kalbos rizominio mokymosi kartografija: einant mokinių nomadiškų klajonių takais","authors":"Aida Kairienė, Natalija Mažeikienė","doi":"10.15823/p.2023.150.10","DOIUrl":"https://doi.org/10.15823/p.2023.150.10","url":null,"abstract":"Vyresniųjų klasių mokinių anglų kalbos rizominis mokymasis apima savaiminio mokymosi ir iš dalies neformaliojo mokymosi veiklas, kurios analizuojamos taikant Deleuze ir Guattari (2004) rizomos principus: jungimosi ir heterogeniškumo, daugialypumo ir pertrūkio, kartografijos ir dekalkomanijos. Šiame straipsnyje atskleidžiamas mokinių daugialypis mokymosi kelias, kurį galima pavaizduoti grafiškai bei išskirti veiklas, kurios būdingos sėkmingam anglų kalbos mokymuisi.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89849754","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}
Straipsnyje pristatomas socialinių pedagogų požiūris į socialinės pedagoginės pagalbos galimybes jaunesniojo mokyklinio amžiaus vaikams, patyrusiems tėvų skyrybas. Nustatyta, kad pagalbos teikimas vaikui apima individualią pagalbą, grupinius užsiėmimus, siekiant pažinti vaiką ir jo artimą aplinką, pagalbos teikimo metu yra bendradarbiaujama su vaiko tėvais ir kitais švietimo pagalbos specialistais, padedant vaikams įveikti sunkumus ir vidinius išgyvenimus, kuriant palankias sąlygas ugdymosi procese.
{"title":"Socialinė pedagoginė pagalba jaunesniojo mokyklinio amžiaus vaikams, patyrusiems tėvų skyrybas: socialinių pedagogų požiūris","authors":"Rasa Braslauskienė, Gitana Tolutienė, Reda Jacynė","doi":"10.15823/p.2023.150.11","DOIUrl":"https://doi.org/10.15823/p.2023.150.11","url":null,"abstract":"Straipsnyje pristatomas socialinių pedagogų požiūris į socialinės pedagoginės pagalbos galimybes jaunesniojo mokyklinio amžiaus vaikams, patyrusiems tėvų skyrybas. Nustatyta, kad pagalbos teikimas vaikui apima individualią pagalbą, grupinius užsiėmimus, siekiant pažinti vaiką ir jo artimą aplinką, pagalbos teikimo metu yra bendradarbiaujama su vaiko tėvais ir kitais švietimo pagalbos specialistais, padedant vaikams įveikti sunkumus ir vidinius išgyvenimus, kuriant palankias sąlygas ugdymosi procese.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":"496 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77055714","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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