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Jacob Klitmøller 《Education 3-13》2018,46(7):838-850
The present paper is an analysis of the recently formulated concept of Lived Pedagogy. With roots in phenomenology and narrative research and research on ‘student voice’, the concept is coined as a way to research participants’ experience of practical pedagogy in school. The main theoretical and methodological challenges in Lived Pedagogy stem from the use of relational theory (i.e. phenomenology and narrative theory) while a priori maintaining a number of divisions that challenge this relational logic. Having outlined these problems, a suggestion is made to inform Lived Pedagogy by way of the German Pädagogik with its central focus on purpose(s) of education. Specifically, I employ Løvlie’s educational transformation of Habermas’s discourse ethics as a framework for structuring the deliberation of what is educationally desirable. 相似文献
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Sara Cotterall 《Teaching in Higher Education》2013,18(4):413-425
Writing occupies a key role in doctoral research, because it is the principal channel students use to communicate their ideas, and the basis on which their degree is awarded. Doctoral writing can, therefore, be a source of considerable anxiety. Most doctoral candidates require support and encouragement if they are to develop confidence as writers. Drawing on interviews with two international doctoral students at an Australian university, this paper examines the writing practices the students have encountered and discusses them in the light of recent research on doctoral writing pedagogy. Analysis of the students' experiences in terms of Wenger's ‘communities of practice’ framework suggests that this perspective fails to account adequately for the power relations that impact on the students' learning opportunities. Examining the students' experiences also highlights the importance of good pedagogy in supporting the development of scholarly writing in the doctorate. 相似文献
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Zofia Kietlinska 《Higher Education》1972,1(2):185-190
Until recently pedagogics has concentrated on elementary and secondary education. With the expansion of higher education it is important to apply the principles of pedagogic theory to higher education. Qualitative, as well as quantitative aspects should be considered. The aim should be to develop a system which is effective and adequate in terms of the needs of contemporary society.
La pedagogie de l'enseignement superieur: Problemes de recherche
Résumé La recherche pédagogique s'est jusqu'ici attachée principalement aux problèmes de l'enseignement primaire et secondaire. L'expansion de l'enseignement supérieur exige aujourd'hui que l'on applique les principes de la théorie pédagogique à ce type d'enseignement. Il convient de prendre en compte aussi bien les aspects qualitatifs que les aspects quantitatifs de la question. Le but recherché devrait être de mettre en place un système efficace et adapté aux besoins des sociétés contemporaines.相似文献
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In recent years a number of policy and practice initiatives concerning pastoral care in schools in England have led to schools increasingly being expected to take a leading role in addressing a widening range of concerns regarding the welfare, care and education of children, and in working more closely with parents and other professional agencies in addressing these. This has included a consideration of the notion of ‘social pedagogy’ as widely practiced in mainland Europe. This paper explores the views of student‐teachers in Switzerland, a country where social pedagogy is well developed, regarding the role of the school in addressing pupil problems. The findings indicate that these Swiss student‐teachers felt schools should take the lead role primarily in areas regarding poor academic progress, bullying, general misbehaviour and disaffection, and less so in areas of a more personal nature for pupils where schools may be less accountable. The findings provide some pointers concerning how Swiss student‐teachers would benefit from greater attention being given to considering such pastoral care issues in their training course. 相似文献
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Florence Chiew 《Critical Studies in Education》2018,59(3):297-312
In recent years, conversations about posthumanism have been gradually moving into the field of education. This article contributes to the growing efforts to develop a posthumanist theory of education. The theoretical inspiration for the article comes from the writings of Jacques Rancière and Gregory Bateson. In both thinkers, the figure of the liberal humanist subject gives way to a deeper and more provocative sense of inter-subjectivity, indeed, intra-subjectivity. Taken together, Rancière’s and Bateson’s ideas hit a blind spot in contemporary educational discourse, particularly in relation to the rise of personalisation as a popular concept in practice and policy. This article juxtaposes the personalised learning movement with the increasingly common image of the vulnerable self/student to highlight the complexity of defining and locating the source of subjectivity, or one’s ‘will to learn’. Rancière’s and Bateson’s ideas are put into conversation to generate alternative approaches to the current conceptions of student-centred pedagogy. 相似文献
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This paper foregrounds pedagogy in the realisation of children’s rights to non-discrimination and serving their best interests, as articulated in the UNCRC. Drawing on a mixed methodological study of teachers in 12 schools it does so through exploring teacher pedagogies in terms of how they 'think', 'do' and 'talk' pedagogy, conceived as their pedagogic 'habitus'. Findings confirm contradictions between teachers’ ideals and their practice that is significantly mediated by the socio-cultural context of their schools, gender and presence of migrant children. Especially striking is that neither social justice concerns nor children’s rights explicitly emerge in their narratives, in turn influencing how they ‘do’ pedagogy with different groups of children. This contradiction is understood as a dialectical process of re/action influenced by structures, policies and the exercise of power in local contexts. The UNCRC provides a generative mechanism within which to hold government to account for the impact of policies, especially in challenging contexts. To be realised in practice, however, it also needs to be embedded in teacher habitus, shaping their dispositions toward children’s rights to non-discrimination and serving their best interests in education. 相似文献
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This article sets out to outline how prevailing gender structures can be challenged in physical education (PE) by exploring queer potentials in an event that took place during a dancing lesson in an upper secondary PE class. The event and its features were documented through video recording and post-lesson interviews with the teacher and some of the students. It is argued that the event can be seen as a heterotopia, according to Michel Foucault a ‘counter-site’ enabling the resistance to authority, where the production of normalcy was challenged. Furthermore, even though the event happened spontaneously, the authors suggest that it can show a way towards a queer pedagogy for PE through teaching paradoxically; it indicates a preferred ethos of the lesson and the use of conceptual tools by teachers and students that make them able to intervene in the production of normalcy. 相似文献
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Moira Savage 《Technology, Pedagogy and Education》2016,25(5):533-554
The research examined the nature and scope of e-portfolio reflective writing by primary pre-service teachers about their classroom implementation of information and communication technologies. Familiar and new technologies require a teacher to be able to confidently identify the pedagogical potential for effective learning and teaching. With the author as a teacher educator, uncovering of aspects of commonality and patterns of emphasis in pre-service teachers’ reflective writing prompted reconsideration of established education practice. A qualitative thematic coding approach was adopted using an initial stimulus of Mezirow et al.’s notions of transformational learning: content, process and premise reflection. Extracts were coded by case, structurally and thematically using qualitative analysis software. Distinct categories emerged from cycles of analysis and a comprehensive typological map was created that provided insights into pre-service teachers’ emergent pedagogic thinking in relation to their use of technology whilst on school placements. The research led to revised scaffolding prompts, particularly in relation to premise reflection, for pre-service teachers engaged in reflective writing as a tool to transform and enrich their pedagogical understanding of the interplay between technology, teaching and learning. 相似文献
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There remains much to be learned from searching exploration of the great authors who have meditated on education. Montaigne is one such thinker and this essay endeavors to draw together the strands of his pedagogy and to demonstrate how they gain purchase in the business of teaching and learning. The article also proposes to supplement his vision with practical examples from fiction and autobiography. Perhaps the most striking theme is the need to be able to decentre from the comfort zone of acquired beliefs and convictions and the crucial role played by conversation in cultivating the intellectual and moral openness in order to do so. At the heart of Montaigne’s writing on education is what can be called a pedagogy of conversation. 相似文献
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Despite its inherent nature of artificiality, microteaching has been widely used as a routine procedure in pre-service teacher education courses to apply theoretical knowledge and develop practical teaching competence. Its importance in the practice element of teacher education programmes has given rise to a considerable amount of attention to its potential in research. However, there has been little or no research on pair microteaching, which is exploited as a circumstantial compromise and innovation. This article reports on a small-scale study of the effect of pair microteaching on EFL (English as a foreign language) student teachers’ professional learning. Triangulated sources of data were collected qualitatively to investigate a group of 30 student teachers’ perspectives about their eight-week-long microteaching experience on an English language teaching methodology course. The results show a high level of endorsement of the experience despite the drawbacks of limited practice opportunity and artificiality of the experience. The article concludes that pair microteaching can be a feasible pedagogy in methodology courses that can be supplemented by other forms of direct and indirect school experiences. 相似文献
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Zeynep Mine Derince 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,29(1):377-395
After passing their university entry exam, students who wish to study a subject at one of the Turkish universities offering
English-medium courses attend a one-year preparatory class. At the end of this, they need to pass an English language proficiency
exam in order to be admitted to their chosen course of study. The existing curriculum for such preparatory classes is designed
to be taught in English only and very much oriented towards passing the concluding standardised language proficiency exam
at the end. This approach does not teach the students any of the skills they will need for their further study, such as how
to think critically or to question their own conditioning and political attitudes. Using a different methodology, the author
of this paper conducted an in-class project with students learning English in a Turkish state university’s preparatory class.
The project was carried out within a framework of critical pedagogy and used both Turkish and English during the phases of
research and discussion. Evaluating the students’ own reflections on the experience as well as their final presentations which
were prepared in English, the author suggests that the critical pedagogy approach in combination with a maximum use of students’
means of expression and language resources led to a more meaningful learning experience – both for the students and for herself
– as well as a more efficient and lasting English language proficiency. 相似文献
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Donella J. Cobb 《International Studies in Sociology of Education》2019,28(1):27-45
Open Educational Resources (OERs) have become a global educational phenomenon because of claims that they are a panacea for issues of access and quality. However, little consideration has been given to the social significance of this digital platform, particularly for teachers and students in low-income countries. This article draws on Bernstein’s (2000) notion of recontextualisation to investigate the influence of structuring conditions on pedagogy within OERs. The findings of this research demonstrate how wider economic agendas have influenced the recontextualisation of pedagogy within OERs to de-centre learning from the pedagogic relationship. 相似文献
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Emily F. Henderson 《Teaching in Higher Education》2019,24(1):115-120
Teaching a one-off session on a colleague’s course is a commonplace occurrence in higher education teaching practice, but it is not an area that has received sufficient attention in pedagogical literature. This article focuses on the scenario where a feminist teacher is invited to give a guest lecture, but is not sure if working with feminist pedagogy will be welcome. Guest lecture pedagogy is outlined: (i) guest lectures are always and yet never a one-off, because they are always embedded in wider teaching practice (ii) guest lecture pedagogy is both a struggle between time and pedagogical principles and an opportunity to break with convention. The challenges and risks of implementing feminist pedagogy in a guest lecture are considered; ultimately the article argues that a feminist teacher cannot simply ‘lay aside’ feminist pedagogy for a guest lecture, but that some compromises will be necessary in adapting practice for this type of teaching. 相似文献
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Tom Woodin 《International Journal of Lifelong Education》2013,32(1):89-104
Theories of radical or critical pedagogy have emphasized the importance of relating educational work to broader social movements although this has not been developed in detail. The recent history of community publishing and worker writing workshops in Britain helps to illuminate how these ideas have been adapted in a number of informal settings. Using archive materials, interviews with activists and my personal experience I explore some dilemmas and tensions within the idea of radical pedagogy. In particular, attempts to reconfigure relations between writers/students and organizers/tutors, as well as the role of personal experience, are examined in relation to both organizational and wider societal relations. These interventions faced many challenges but were not completely undermined. 相似文献
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The nature-based excursion has been a significant teaching strategy in environmental education for decades. This article draws upon empirical data from a collaborative research project where teachers were encouraged to visit natural areas to provide an understanding of their roles and experiences of planning and enacting excursions. The analysis indicates that teachers’ sensitisation towards place was aided by collaboration, advance planning visits and the very practice of making place-responsive excursions with pupils. The authors build on the analysis to propose a theory of place-responsive pedagogy. At its core, place-responsive pedagogy involves the explicit efforts to teach by means of an environment with the aim of understanding and improving human–environment relations. Some implications for teacher professional development are offered. 相似文献