Pub Date : 2022-04-03DOI: 10.1080/1554480X.2022.2071042
Goutam Karmakar
two appendices proposes educational methodologies that in alleviating some of the emotional turmoil and mental anguish experienced by people living in conflict zones, such as the Balkans, apartheid and post-apartheid South Africa, and more specifically Kashmir – one of the most militarized and disputed regions in the world, a place of perpetual political insecurity, and a focal point of the ongoing conflict between and Pakistan since the Indian subcontinent’s partition in 1947. Additionally, the can be used as a contextualised manual for adopting student empowerment tactics in classroom teaching and university curricula. Khan demonstrates practical and effective strategies for over-coming individual and collective trauma by educating future generations of Kashmiris and others toward eternal and permanent values while rejecting transitory impulses of vengeance.
{"title":"Educational strategies for youth empowerment in conflict zones: transforming, not transmitting, trauma","authors":"Goutam Karmakar","doi":"10.1080/1554480X.2022.2071042","DOIUrl":"https://doi.org/10.1080/1554480X.2022.2071042","url":null,"abstract":"two appendices proposes educational methodologies that in alleviating some of the emotional turmoil and mental anguish experienced by people living in conflict zones, such as the Balkans, apartheid and post-apartheid South Africa, and more specifically Kashmir – one of the most militarized and disputed regions in the world, a place of perpetual political insecurity, and a focal point of the ongoing conflict between and Pakistan since the Indian subcontinent’s partition in 1947. Additionally, the can be used as a contextualised manual for adopting student empowerment tactics in classroom teaching and university curricula. Khan demonstrates practical and effective strategies for over-coming individual and collective trauma by educating future generations of Kashmiris and others toward eternal and permanent values while rejecting transitory impulses of vengeance.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46041516","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 : 2021-12-30DOI: 10.1080/1554480X.2021.2013232
Beaumie Kim, Reyhaneh Bastani, M. Takeuchi
ABSTRACT In this article, we discuss embodied mathematical practices in the context of learners’ board game (re)design activities. By focusing on redesigning a board game as a pedagogical approach, rather than designing one from scratch, we intended to limit the vast creative design possibilities and engage learners more deeply with the discipline of mathematics. We conducted a design-based research project in a culturally and linguistically diverse Canadian school. Our video analysis identified embodied discourses wherein a student with limited English language proficiency came to be a designer of a board game, while meaningfully engaging in mathematics learning. Our findings demonstrate how the conversations between a newly arrived immigrant student and the teacher in the process of redesigning an existing board game helped the student fully participate in the classroom practice, maximizing the available cultural and linguistic resources.
{"title":"Embodied mathematical practices in (re)designing board games in a linguistically diverse classroom","authors":"Beaumie Kim, Reyhaneh Bastani, M. Takeuchi","doi":"10.1080/1554480X.2021.2013232","DOIUrl":"https://doi.org/10.1080/1554480X.2021.2013232","url":null,"abstract":"ABSTRACT In this article, we discuss embodied mathematical practices in the context of learners’ board game (re)design activities. By focusing on redesigning a board game as a pedagogical approach, rather than designing one from scratch, we intended to limit the vast creative design possibilities and engage learners more deeply with the discipline of mathematics. We conducted a design-based research project in a culturally and linguistically diverse Canadian school. Our video analysis identified embodied discourses wherein a student with limited English language proficiency came to be a designer of a board game, while meaningfully engaging in mathematics learning. Our findings demonstrate how the conversations between a newly arrived immigrant student and the teacher in the process of redesigning an existing board game helped the student fully participate in the classroom practice, maximizing the available cultural and linguistic resources.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46562126","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 : 2021-12-27DOI: 10.1080/1554480X.2021.2013234
Edsoulla Chung
ABSTRACT How teacher development can be fostered has always been a primary concern within educational research. While researchers have repeatedly emphasized the use of dialogue as a useful means of fostering learning, little detailed investigation has been conducted to explicate the role of dialogic reflection in teacher learning and how it can be incorporated into a professional programme to ensure the programme’s effectiveness from the teacher’s perspective. Accordingly, this paper reports the results of a qualitative study examining, based on teachers’ perceptions, the role of dialogic reflection in fostering professional development and the essential determinants contributing to its effective implementation, in an Asian context. Based on the analysis of in-depth semi-structured interviews and reflective journal entries collected from four secondary school English language teachers engaged in a programme promoting professional growth through dialogic reflection, the study’s findings revealed that dialogic reflection was considered useful in facilitating collective scaffolding among teachers. More important, eleven factors that support teacher development through dialogic reflection, focusing on four major areas – multiple pathways to quality reflection, teachers’ dialogic qualities, conditions conducive to dialogic reflection, and kinds of institutional support – were identified. Implications for teacher development and suggestions on future research are discussed.
{"title":"Eleven factors contributing to the effectiveness of dialogic reflection: understanding professional development from the teacher’s perspective","authors":"Edsoulla Chung","doi":"10.1080/1554480X.2021.2013234","DOIUrl":"https://doi.org/10.1080/1554480X.2021.2013234","url":null,"abstract":"ABSTRACT How teacher development can be fostered has always been a primary concern within educational research. While researchers have repeatedly emphasized the use of dialogue as a useful means of fostering learning, little detailed investigation has been conducted to explicate the role of dialogic reflection in teacher learning and how it can be incorporated into a professional programme to ensure the programme’s effectiveness from the teacher’s perspective. Accordingly, this paper reports the results of a qualitative study examining, based on teachers’ perceptions, the role of dialogic reflection in fostering professional development and the essential determinants contributing to its effective implementation, in an Asian context. Based on the analysis of in-depth semi-structured interviews and reflective journal entries collected from four secondary school English language teachers engaged in a programme promoting professional growth through dialogic reflection, the study’s findings revealed that dialogic reflection was considered useful in facilitating collective scaffolding among teachers. More important, eleven factors that support teacher development through dialogic reflection, focusing on four major areas – multiple pathways to quality reflection, teachers’ dialogic qualities, conditions conducive to dialogic reflection, and kinds of institutional support – were identified. Implications for teacher development and suggestions on future research are discussed.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48897757","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 : 2021-12-14DOI: 10.1080/1554480X.2021.2013233
Rachel Romero
ABSTRACT In this paper, I examine an implementation of gracious space and its influence on student learning. Gracious space is a facilitation model for group meaning-making that promotes vulnerability and connectedness, “a spirit and a setting where we invite the ‘stranger’ and embrace ‘learning in public’”. The course in which gracious space was implemented was an undergraduate writing-intensive sociology seminar on arts-based research methods offered through the university’s honours college. Drawing from students’ reflections at the end of the semester, I examine how the students’ impressions of gracious space speak to community development, vulnerability, taking learning risks, and socio-emotional awareness. The final discussion bridges the analysis to critical conversations about the importance of creating learning environments that increase dialogue and connection among diverse bodies, promote community-building, inclusion, and equitable learning opportunities.
{"title":"Gracious space: developing community, taking risks, and expanding socio-emotional awareness in the classroom","authors":"Rachel Romero","doi":"10.1080/1554480X.2021.2013233","DOIUrl":"https://doi.org/10.1080/1554480X.2021.2013233","url":null,"abstract":"ABSTRACT In this paper, I examine an implementation of gracious space and its influence on student learning. Gracious space is a facilitation model for group meaning-making that promotes vulnerability and connectedness, “a spirit and a setting where we invite the ‘stranger’ and embrace ‘learning in public’”. The course in which gracious space was implemented was an undergraduate writing-intensive sociology seminar on arts-based research methods offered through the university’s honours college. Drawing from students’ reflections at the end of the semester, I examine how the students’ impressions of gracious space speak to community development, vulnerability, taking learning risks, and socio-emotional awareness. The final discussion bridges the analysis to critical conversations about the importance of creating learning environments that increase dialogue and connection among diverse bodies, promote community-building, inclusion, and equitable learning opportunities.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43945218","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}
ABSTRACT The current study describes and analyse the day-to-day integration of digital technologies in a Year Three Primary Education classroom in Spain. The process of integrating technologies in the classroom and the difficulties and contradictions encountered are analysed in accordance with two key theories: teacher agency and the prescribed curriculum conveyed through textbooks. It is a qualitative research with an intrinsic case study, consisted of participant and non-participant observation, in-depth interviews, focus groups and document analysis. Results show that interactions between various personal, contextual and structural aspects, and their various combinations, forges and restructures teachers’ ICT practices, revealing the difficulties teachers experience in introducing technology-based innovations to the current curriculum. The observation of the process exposes a series of beliefs and contradictory practices that compromise the teacher’s agency in terms of her capacity to meet her initial objective of autonomously managing the curriculum.
{"title":"Dilemmas in the integration of technologies in a Primary school classroom: the dialogue between teacher agency, curriculum and digital technologies","authors":"Patricia Digón-Regueiro, Adriana Gewerc-Barujel, Cristina Pérez-Crego","doi":"10.1080/1554480X.2021.2013235","DOIUrl":"https://doi.org/10.1080/1554480X.2021.2013235","url":null,"abstract":"ABSTRACT The current study describes and analyse the day-to-day integration of digital technologies in a Year Three Primary Education classroom in Spain. The process of integrating technologies in the classroom and the difficulties and contradictions encountered are analysed in accordance with two key theories: teacher agency and the prescribed curriculum conveyed through textbooks. It is a qualitative research with an intrinsic case study, consisted of participant and non-participant observation, in-depth interviews, focus groups and document analysis. Results show that interactions between various personal, contextual and structural aspects, and their various combinations, forges and restructures teachers’ ICT practices, revealing the difficulties teachers experience in introducing technology-based innovations to the current curriculum. The observation of the process exposes a series of beliefs and contradictory practices that compromise the teacher’s agency in terms of her capacity to meet her initial objective of autonomously managing the curriculum.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44296467","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 : 2021-12-09DOI: 10.1080/1554480X.2021.2013236
L. Katz, Nermin Cantas, Deborah Zurmehly
ABSTRACT Teacher education programs in four-year universities have historically been preparing novice teachers unfamiliar to a classroom environment. However, with the latest initiatives related to workforce development in early childhood education, an increasing number of teacher education programs are enrolling more nontraditional students with experience in the early childhood field. This study explores the unique aspects of the professional and identity development of nontraditional early childhood educators enrolled in a Bachelor of Science in Education program in the Midwestern US. Using a qualitative case study method, we interviewed 17 educators on new knowledge and practices they gained in their bachelor’s degree program and were implementing in their early childhood settings. Then, we observed and interviewed two of the participants in their early childhood settings to recall more specific activities they learned in their bachelor’s degree coursework and implemented in their settings. Findings indicate educators gained new knowledge in teacher practices, family–program relations, and children and families from diverse backgrounds. This new knowledge reframed their teacher identities, providing opportunities to implement classroom practices new to their teaching repertoire to meet students’ needs. These findings have implications for teacher education programs enrolling nontraditional early childhood educators.
{"title":"Nontraditional early childhood educators seeking bachelor’s degrees: a case study","authors":"L. Katz, Nermin Cantas, Deborah Zurmehly","doi":"10.1080/1554480X.2021.2013236","DOIUrl":"https://doi.org/10.1080/1554480X.2021.2013236","url":null,"abstract":"ABSTRACT Teacher education programs in four-year universities have historically been preparing novice teachers unfamiliar to a classroom environment. However, with the latest initiatives related to workforce development in early childhood education, an increasing number of teacher education programs are enrolling more nontraditional students with experience in the early childhood field. This study explores the unique aspects of the professional and identity development of nontraditional early childhood educators enrolled in a Bachelor of Science in Education program in the Midwestern US. Using a qualitative case study method, we interviewed 17 educators on new knowledge and practices they gained in their bachelor’s degree program and were implementing in their early childhood settings. Then, we observed and interviewed two of the participants in their early childhood settings to recall more specific activities they learned in their bachelor’s degree coursework and implemented in their settings. Findings indicate educators gained new knowledge in teacher practices, family–program relations, and children and families from diverse backgrounds. This new knowledge reframed their teacher identities, providing opportunities to implement classroom practices new to their teaching repertoire to meet students’ needs. These findings have implications for teacher education programs enrolling nontraditional early childhood educators.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45065943","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 : 2021-10-12DOI: 10.1080/1554480X.2021.1975541
Jihea Maddamsetti
ABSTRACT This year-long multiple case study examines how three elementary-level ESL teachers understood their advocacy for emerging bilinguals, what tensions arose during their advocacy, and how they dealt with those tensions. Interviews, teaching artefacts, and observations were analyzed using a theoretical model informed by third space theory and existing research on teachers’ critically conscious advocacy. The way that these teachers conceptualized their advocacy (i.e. non-critical, critically emerging, and critically conscious) was tied to the tensions that they encountered as advocates (i.e. advocacy as core versus marginal ideas; advocacy beliefs versus actions; ideological alignment versus misalignment). Teacher participants often dealt with tensions by engaging with stakeholders in third spaces, which are hybrid zones between formal and informal spaces of social interactions. Some of the actions that teacher participants took within third spaces included co-constructing new cultural knowledge with emerging bilinguals’ families; building bridges between the school and their students’ communities; and reimagining alternative practices. This study shows that third spaces can help teachers and stakeholders to jointly identify tensions stemming from divergent goals and help them to collaborate in advocating for emerging bilinguals.
{"title":"Elementary ESL teachers’ advocacy for emerging bilinguals: a third space perspective","authors":"Jihea Maddamsetti","doi":"10.1080/1554480X.2021.1975541","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1975541","url":null,"abstract":"ABSTRACT This year-long multiple case study examines how three elementary-level ESL teachers understood their advocacy for emerging bilinguals, what tensions arose during their advocacy, and how they dealt with those tensions. Interviews, teaching artefacts, and observations were analyzed using a theoretical model informed by third space theory and existing research on teachers’ critically conscious advocacy. The way that these teachers conceptualized their advocacy (i.e. non-critical, critically emerging, and critically conscious) was tied to the tensions that they encountered as advocates (i.e. advocacy as core versus marginal ideas; advocacy beliefs versus actions; ideological alignment versus misalignment). Teacher participants often dealt with tensions by engaging with stakeholders in third spaces, which are hybrid zones between formal and informal spaces of social interactions. Some of the actions that teacher participants took within third spaces included co-constructing new cultural knowledge with emerging bilinguals’ families; building bridges between the school and their students’ communities; and reimagining alternative practices. This study shows that third spaces can help teachers and stakeholders to jointly identify tensions stemming from divergent goals and help them to collaborate in advocating for emerging bilinguals.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44682886","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 : 2021-09-09DOI: 10.1080/1554480X.2021.1975540
Ganga B. Gurung
ABSTRACT This paper presents the impact of student generated representations on students in three secondary schools in Nepal. Qualitative data were obtained from semi-structured interviews, focus group discussions and a classroom observation. Students, teachers and school principals were the research participants of this study. The findings indicated that students can develop a deeper understanding of the subject matter when they have an opportunity to learn through their self-generated representations. Furthermore, evidence drawn from the gathered data indicated that such an innovative pedagogical strategy can enhance student engagement in learning by enabling the learners to remain engaged in more productive discussions. The findings also suggested that learning can become joyful and effective when the students get an opportunity to learn from their peers. Additionally, this classroom pedagogy implemented in a culturally diverse Nepalese context sheds some light on collaborative learning that can foster student empowerment.
{"title":"Exploring the impact of student generated representations on student learning","authors":"Ganga B. Gurung","doi":"10.1080/1554480X.2021.1975540","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1975540","url":null,"abstract":"ABSTRACT This paper presents the impact of student generated representations on students in three secondary schools in Nepal. Qualitative data were obtained from semi-structured interviews, focus group discussions and a classroom observation. Students, teachers and school principals were the research participants of this study. The findings indicated that students can develop a deeper understanding of the subject matter when they have an opportunity to learn through their self-generated representations. Furthermore, evidence drawn from the gathered data indicated that such an innovative pedagogical strategy can enhance student engagement in learning by enabling the learners to remain engaged in more productive discussions. The findings also suggested that learning can become joyful and effective when the students get an opportunity to learn from their peers. Additionally, this classroom pedagogy implemented in a culturally diverse Nepalese context sheds some light on collaborative learning that can foster student empowerment.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47573772","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 : 2021-09-08DOI: 10.1080/1554480X.2021.1975543
Sevcan Saribas, N. Coskun, Nuray Mamur
ABSTRACT This article addresses what kind of learning-teaching process should be applied to teach visual culture teaching in the Special Teaching Methods II course given as part of the visual arts teacher education program in Turkey. The study was designed with action research which is, one of the qualitative research methods using a two-step process. The first step was achieved with the participation of 24 preservice art teachers in a state university. In the second step, four volunteers were selected from among the participants of the first step and their process of implementing lesson plans in a visual arts course of a secondary school was examined. Data were obtained from observations, document analysis, and interviews which were then analyzed inductively. This paper focuses on four themes that emerged from the analysis of the data: realize, practice, relate and experience. In the study, it was concluded that preservice teachers develop awareness of how visual culture shapes meaning, shows willingness to raise awareness of society by drawing attention to social problems in their artistic work, and that their lesson plans effectively reflect their achievements regarding visual culture studies.
{"title":"Teaching visual culture in the context of visual arts teacher education","authors":"Sevcan Saribas, N. Coskun, Nuray Mamur","doi":"10.1080/1554480X.2021.1975543","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1975543","url":null,"abstract":"ABSTRACT This article addresses what kind of learning-teaching process should be applied to teach visual culture teaching in the Special Teaching Methods II course given as part of the visual arts teacher education program in Turkey. The study was designed with action research which is, one of the qualitative research methods using a two-step process. The first step was achieved with the participation of 24 preservice art teachers in a state university. In the second step, four volunteers were selected from among the participants of the first step and their process of implementing lesson plans in a visual arts course of a secondary school was examined. Data were obtained from observations, document analysis, and interviews which were then analyzed inductively. This paper focuses on four themes that emerged from the analysis of the data: realize, practice, relate and experience. In the study, it was concluded that preservice teachers develop awareness of how visual culture shapes meaning, shows willingness to raise awareness of society by drawing attention to social problems in their artistic work, and that their lesson plans effectively reflect their achievements regarding visual culture studies.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49161206","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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