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This case study explored three Taiwanese elementary school English teachers' pedagogical and collaborative practice of glocalization in content and language integrated learning (CLIL) lessons. Based on the framework on English teachers' designs and implementing glocalized CLIL lessons, the thematic analysis of the documents, observations of classroom practices and post-observation conferences, and interviews reached the following conclusion. Firstly, food was the major glocalized CLIL topic. Secondly, these three English teachers had positive attitudes towards their multimodal presentations of glocalized CLIL lessons. Thirdly, these three teachers possessed different levels of English language skills in their collaborative lesson planning. Fourthly, these teachers faced challenges in providing their learners with authentic tasks for pushed output (learners' production of the language of learning and content knowledge for contextualized and meaningful use) and using English as the medium of instruction. [ABSTRACT FROM AUTHOR]

Researchshows that Professional Learning Communities (PLCs) foster teachers'professional learning. However, there is little knowledge about theirimplementation among early childhood (EC) teachers in Chilean andLatin American contexts. This article seeks to characterize two PLCscomposed of EC teachers and to analyse, from the participants'perspectives, the experience as a professional learning process. Froma qualitative perspective, a multiple case study was developed. 27 ECteachers participated, 12 from PLC 1 and 15 from PLC 2. Datacollection included nonparticipant observations, interviews and focusgroups. Data were analysed by an open coding process based ongrounded theory. The results show that each PLC highlighted differentaspects related to pedagogical practice, self-care practice, trustand close relationships, and institutional validation. From theteachers' perspective, PLCs contribute to professional learning, interms of fostering complex and critical reflective practice, andcollaborative conceptual learning that promotes not only knowledgeacquisition and construction but is also empowering for teachers.Practical and investigative implications are discussed. [ABSTRACT FROM AUTHOR]

This is a study carried out in the Tocantina Amazon, with the aim of analyzing the pedagogical practice of teachers/graduates of the Degree in Field Education in the Countryside - LEDOC, in dialogue with the lives of the subjects in the communities, based on the dimensions of work and cultural identity. It was based on a qualitative approach, and its methodological procedures included field research using participant observation and semi-structured interviews. The results revealed that LEDOC graduates, when working in schools in the countryside, waters and forests, have sought to dialog with aspects of the territory, work and identity of the subjects, despite the difficulties faced in their socio-professional insertion.

Objective: This article aims at identifying the main contributions, gaps, and trends around inclusive practices in higher education. Methodology: A search in Scopus and the Tree of Science (ToS) algorithm was conducted to identify articles in the root, trunk, and branches. Results: The results revealed three subfields within the review of scientific production related to inclusive higher education: 1) aspects that influence the consolidation of more inclusive education; 2) inclusion of students with disabilities between barriers and opportunities; and 3) implications for consolidating more inclusive higher education practices. Conclusions: It is concluded that there is a need to generate more space for training and formation on the understanding of inclusive education and practices. [ABSTRACT FROM AUTHOR]

Globally, there is a trend in academic development to centralize the importance of decolonizing curriculum and pedagogical practice in higher education (HE). In Norway, despite internationalization, diversity and inclusion being highly regarded values in HE policy documents, efforts towards decolonial change and transformation of curriculum and pedagogical practice in HE seem to be largely ignored. Understanding university teacher education as a driver of institutional educational transformation, this article contributes to the effort of decolonizing HE in Norway. Utilizing critical collaborative autoethnographic methodology, we reflect on our own roles in our early attempts to decolonize a course on decolonization and pedagogical practice offered to teaching staff at a Norwegian university college. Taking our point of departure in decolonial theory and the concept of modernity/coloniality, we critically discuss and question the potency of our own roles—as two middle-aged white cis-men and one middle-aged cis-woman, all lecturers with expertise mainly in decolonial theories, decolonial learning and teaching practices, and critical whiteness and critical discourse analysis perspectives—in transforming the ways that Western epistemology prevail in our pedagogical practices. We also address the implications for university pedagogy courses with respect to future decolonizing efforts in HE in Norway [ABSTRACT FROM AUTHOR]

The objective of the study is to characterize the ways of understanding and functioning of the formative triads of pedagogical practices, based on the decisions, tensions, and challenges faced by the initial teacher training programs in times of pandemic. The research used a qualitative-phenomenological perspective, inquiring into natural situations experienced by the formative triads of the pedagogical careers of 23 Chilean universities with recognized trajectories in teacher training. The interviews were conducted when the country was in a health emergency, that is, when schools and universities were carrying out remote teaching. The results show that the pandemic transformed the collaborative links between schools and universities, some links were broken, and others were strengthened, showing that the functioning of the triads is more declarative than real. In addition, the trainers (university tutor teacher and school guide teacher) faced two disconnected scenarios (school and university) that did not provide them with clear guidelines and concrete support for the development of their roles. This research has relevance for teacher training programs because it stresses the design of action plans to give continuity to practices in emergency situations and orients the evaluation of practice models to decide if they have the conditions to implement a model based on the formative triad. [ABSTRACT FROM AUTHOR]

How effectively higher education institutes are in preparing future Social Workers for practice has been questioned by literature. This action research study focuses on one university in England and was inspired by previous Social Work students' law module feedback. It considers interventions that could assist in enhancing student satisfaction, confidence and readiness to practice with a focus on court skills. The study explores the impact of simulated court skills days on students' confidence in comparison to students who did not receive the intervention. Students completing the postgraduate social work course participated in the intervention alongside their law module teaching whilst undergraduate students received the intervention later in the academic year. Nineteen students completed questionnaires which were conducted before and after the law module. Results indicate that students who participated in three court skills days felt more confident in a range of court tasks and felt more ready for practice in comparison to those who had not received the intervention. The research highlights how combining traditional didactic lectures alongside more creative pedagogical approaches can lead to students' feeling more prepared, confident and ready for front line practice. [ABSTRACT FROM AUTHOR]

This longitudinal case study examined the impact of in-service teacher professional development (PD) on teacher cognition relative to multilingualism and pedagogical practices in linguistically diverse classrooms. Two teachers of English as an additional language (EAL) at a primary school in Norway, who teach large numbers of linguistically and culturally diverse students, participated in twelve workshops that focused on both theoretical and pedagogical aspects of language learning and multilingualism. Drawing on questionnaire and classroom observation data collected during two phases of the project (before and after PD), the findings suggest that the teachers displayed individual trajectories in the development of teacher cognition and practices. While one of the teachers showed considerable change over time, the other one remained more stable, suggesting that individual differences, such as language and family background, education, and teaching experience mediate the impact of PD. Implications for local PD at the site of data collection and broader implications for PD in multilingual contexts are discussed. [ABSTRACT FROM AUTHOR]

This article critically assesses contemporary empirical educational research, directing attention toward overlooked facets of pedagogical practice. Here, Agnes Pfrang and Daniel Castner raise questions about predominant psychological approaches to empirical educational research, instead advocating for a holistic viewpoint that encompasses the subtleties of educational situations and experiences. They highlight the learning atmosphere and pedagogical relationships as crucial dimensions often neglected by researchers. By delving into the historical evolution of the relationship between educational research and empirical pedagogy, the article underscores the ramifications of an increasing emphasis on evidence‐based approaches. It contends that conventional control measures, focused on performance metrics and rankings, inadequately encapsulate the essence of pedagogy. Pfrang and Castner call for a paradigm shift, urging a more comprehensive and context‐sensitive framework in both educational research and practice. This article serves as a rallying cry for a nuanced understanding that embraces the multifaceted nature of educational interactions, advocating for a move away from traditional metrics and toward more inclusive perspectives. [ABSTRACT FROM AUTHOR]

Copyright of Frontiers: The Interdisciplinary Journal of Study Abroad is the property of Frontiers Journal, Inc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Science concept formation has a long history in early childhood educational research. Most of the studies in the field focus on the way children form science concepts as preschoolers. However, less is known about the nature of science concept formation for children under 3 years of age. This study explores how early childhood teachers create the conditions for the formation of science concepts for infants. The research design drew on the Conceptual PlayWorld model, a collective form of practice for learning and development through imagination and play. Thirteen infants with a mean age of 1.2 years (1 year and 3 months) participated in the study. Visual methods were used for digital data collection and analysis. The analysis drew upon the cultural-historical concepts of the interrelation between everyday and scientific concepts and the concept of real and ideal forms. The analysis foregrounded four key elements for introducing science concepts in infants' everyday educational reality: 1) making meaningful interrelations between the everyday concept and the scientific concept, 2) consistently using scientific language, 3) using appropriate analogies, and 4) using early forms of a scientific method. The overall findings open new understandings about the nature of science concept formation of infants, informing pedagogical practice in this under-researched area. [ABSTRACT FROM AUTHOR]

Purpose: The lesbian, gay, bisexual, transgender/transsexual, and queer/questioning students normally occupy a marginalized and at-risk position in classes and especially in physical education. In this paper, the authors explore the ways in which queer tango can contribute to counteracting heteronormativity and opening up students to new interactions and identifications through the performance of different gender performances in Physical Education and Sport Tertiary Education. Method: A queer tango session was carried out with 111 university students (91 men and 19 women aged 19–22 years). Data were obtained from interviews, video records, and open questionnaires about the practice. Results: The findings reveal that the performance of dance roles that are contrary to the heteronormative order reinforced both heteronormativity and queer embodiments in Physical Education and Sport Tertiary Education. Conclusion: An isolated activity is not enough, and more queer pedagogical practices should be introduced in order to make meaningful changes to mainstream students' ideology and behaviors. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Open Scholarship of Teaching & Learning is the property of Open Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Existing studies have explored the repercussions of school closures. The researchers were interested in exploring the virtual health and physical education program (VHPEP) by identifying existing practices, drawing a more profound understanding of teachers' experiences, identifying parents' roles played in support of their children and teachers, and finally recommending inputs for a better VHPEP. Using a criterion-based selection, twenty participants, encompassing ten teachers and ten parents, were recruited for this study. The study employed a qualitative case study design. The results found that implementing VHPEP involved various issues and challenges in class management, including limited student interaction, difficulty sustaining interest, ineffective assessment methods, and instances of student cheating. These challenges prompted teachers to shift their pedagogical practices, focusing on making adjustments and developing new strategies to ensure student participation. Additionally, the study found that teachers experienced anxieties and realized the importance of self-reflection, including the importance of implementing measures to mitigate anxieties, gaining new perspectives on teaching, and grappling with the unique difficulties and opportunities of the virtual teaching modality. This study also shed light on the diverse roles that parents played in supporting their children and collaborating with teachers. Lastly, the study identified crucial aspects for improving VHPEP. While this study gives much attention to valuable insights provided by teachers and parents as collaborative partners for a quality VHPEP, caution should be exercised because the research is based on specific contexts and individual experiences. [ABSTRACT FROM AUTHOR]

Since my days as a novice teacher, I have always asked myself: ‘How do I improve what I am doing?’ When I started my doctoral studies, I engaged in critical reflection and reflexivity on my pedagogical practices, and, in the spirit of Alice in Wonderland, became “curiouser and curiouser” about ‘inquiry’ and why it requires a prominent position in my practice. It tells the story of the development of my knowledge, understanding, and educational practice as I researched to improve my pedagogical ‘inquiry skills’. This article builds on my doctoral studies. The process of writing this article has enabled me to develop my understanding of Living Educational Theory Research, drawing on my Action Research work, and share my explanation of the importance of conducting it. Using my lived experiences of my doctoral studies, I narrate what I have done to explore and answer questions, with particular regards to pedagogical practices of inquiry in my home country of Malaysia. This article explains how, my epistemic beliefs and values, pedagogical knowledge, and practices as a science teacher improved. I now see myself, as a teacher-researcher, working towards and living my values, and recognising the impact that this has had on my current practice as a teacher educator. I continue to reflect upon, question, and evaluate what I do as I constantly seek to live my values in my practice.

Previous studies on Global Englishes (GE) awareness tend to focus on pre- and in-service English teachers, with little attention paid to English teacher educators. Given the potential transfer of English teacher educators’ perceptions on diverse Englishes and associated teaching practices to English teacher trainees, this study adopted a mixed-methods approach to investigate the GE awareness and pedagogical practice of Chinese English teacher educators who are engaged in preparing English teachers for junior middle schools in rural China. The analysis of the data collected via a questionnaire survey with 49 English teacher educators and interviews with seven of them indicates that most participants had a pseudo GE awareness, holding a positive attitude toward non-native English but deeming it as less standard than its native counterpart, and almost all participants followed the native-speakerist paradigm in classroom teaching, and did not actively introduce GE to their students. Revealed simultaneously is that even the participants with long stays overseas also bought into native speakerism. In reference to China’s socio-cultural and historical-political contexts, this study proposes that China adjust its national English syllabi and reconstruct the professional development programs for English teacher educators to facilitate the implementation of Global Englishes Language Teaching (GELT).

This article is devoted to the issues related to the student training in pedagogical practice in subject “Methodology of Biology Teaching”. Recently, a number of radical steps have been taken in the direction of improving the education system, substantial work has been done and is being done in the field of organizing a new education system that resonates with the requirements of the current era. This education system is based on national and international human values and democratic principles. From this point of view, several changes were made in the structure of higher education, curricula were updated, students' knowledge was assessed by means of a multi-point system, and the credit system was introduced. There is a great role of the correct organization of the pedagogical process targeted to the students' acquisition of their chosen specialty for being good, influential teachers and educators of the future; for having national-moral values, general and pedagogical culture, exemplary behavior, broad outlook, deep and comprehensive knowledge, skills, theoretical and practical training. The efficiency of the pedagogical process depends to a great extent on the effective establishment of teacher-student relations, the ability of the teacher to skillfully manage the educational process. At the same time, this allows students to grow up as individuals who are loyal to the traditions of freedom and democracy of our people, who absorb the spiritual, humanistic and cultural values of our nation, who love their native land and its inhabitants, who protect the honor of our country, who are able to think independently and creatively. The training of initial pedagogical personnel depends very much on the level and quality of teacher-student relations. In order to properly establish teacher-student relations, first, the teacher must acquire high moral qualities, behave in an exemplary manner, and justify himself/herself as a specialist, an employee and a human being. Methods: The article is based on the method of comparative analysis. Application importance: the material can be used in lecturers and seminars in higher education institutions (HEIs).

The objective of the study is to characterize the ways of understanding and functioning of the formative triads of pedagogical practices, based on the decisions, tensions, and challenges faced by the initial teacher training programs in times of pandemic. The research used a qualitative-phenomenological perspective, inquiring into natural situations experienced by the formative triads of the pedagogical careers of 23 Chilean universities with recognized trajectories in teacher training. The interviews were conducted when the country was in a health emergency, that is, when schools and universities were carrying out remote teaching. The results show that the pandemic transformed the collaborative links between schools and universities, some links were broken, and others were strengthened, showing that the functioning of the triads is more declarative than real. In addition, the trainers (university tutor teacher and school guide teacher) faced two disconnected scenarios (school and university) that did not provide them with clear guidelines and concrete support for the development of their roles. This research has relevance for teacher training programs because it stresses the design of action plans to give continuity to practices in emergency situations and orients the evaluation of practice models to decide if they have the conditions to implement a model based on the formative triad.

This article raises as a research problem the lack of citizen training in public schools, especially in basic primary education, where processes are generated in a traditional, one-dimensional way and alien to the interests of the students. Likewise, this study seeks to understand the conceptions of teachers of this educational level about citizenship, in relation to pedagogical practice and to identify the necessary elements to build a comprehensive proposal. The methodology used is educational action research. The results identify little knowledge of teachers in citizenship education and a greater tendency towards a technical approach in notions, which indicates a technification of pedagogical practice in student training processes, requiring a collective conceptualization among all the actors.

This article is the result of a systematization of the professional practice of undergraduate studies in Social Communication - Journalism. The objective is to generate a reflection on the development of professional practice, based on the challenges and requirements of the current occupational world. The methods used are participatory action research and hermeneutics, supported by the utilization of surveys as a technique and the use of life stories and timelines as instruments. Among the findings is the way to make visible the extent to which the profile of the social communicator - journalist is present in the regional market. Finally, it enables a discussion regarding the progress made and presents new questions regarding aspects mentioned as contributions, from an administrative, projective, and academic procedural perspective.

The article is devoted to determining the need for the formation of a system of knowledge and skills in the field of psychology among students of a pedagogical university, among future classroom teachers, taking into account modern trends in education. The article presents the results of a psychological and pedagogical study conducted to identify the psychological climate of the class collective, in which 28 students of the 5th grade from the MOAU “SOSH No. 87” of Orenburg took part. The following methods were used in the course of the study: analysis and synthesis, questionnaire (survey), observation. The study revealed the need to form a system of knowledge and skills in the field of psychology in future teachers. The results obtained suggest that distance learning has a negative impact on the formation process of a class collective and prevents its cohesion, which indicates the need to study psychological disciplines at a pedagogical university. This work may be of interest to students of pedagogical colleges and universities, employees of educational organizations, since with the introduction of the distance learning format, the problem of establishing a favorable psychological climate in the classroom, which has not lost its relevance for a long time, has significantly become aggravated.

This article is a deep dive into the realms of self-exploration and self-reflection, emanating from the perspective of a Black Latin American male doctoral student based in the global north. Building upon the works of Sofia Villenas and Nina Asher, it revaluates the author’s academic journey and teaching practice, highlighting his dichotomous experiences in the system of global domination. The study investigates the arguably, contradictory colonising practices that the author has inadvertently engaged in, presenting them through the lens of his unique ethnic-racial background. By exploring Fanon and Grande’s theoretical contributions, the paper contributes to the understanding of complicity in perpetuating systems of domination. Crucially, it emphasises self-recognition and self-reflection as vital pedagogical tools for educators and researchers, offering avenues for deconstructing prevailing power dynamics. This article is an honest, self-reflexive and critical effort that places the author’s experiences and situatedness in conversation with decolonial work and literature. [ABSTRACT FROM AUTHOR]

Work-based learning (WBL) is used interchangeably with other concepts such as work-related learning (WRL) and workplace learning (WPL). Work-integrated learning (WIL) considers WBL a subset within WIL. Some scholars and practitioners argue that WBL as a mode of learning is pedagogically incompatible with WRL, WPL, and WIL. WBL and WIL practitioners work across the coexistence of many possible meanings of modes and disciplines within the Higher Educational space, something WPL and WRL does not do explicitly when applied outside of Higher Education by Human Resource Management (HRM) practitioners. This conceptual paper applies a critical, multi-perspectival, multi-theoretical and multi-methodological approach of inquiry to the concept of boundaries as it relates to WIL and WBL as a mode of learning within pedagogics. It emphasizes the unique raison d'être for WBL and WIL which is the liminality and tension as a mode of pedagogical practice, between, across, and through disciplines. [ABSTRACT FROM AUTHOR]

This study investigates pre‐service teachers' attitudes towards inclusive education in Kosovo and identifies the factors that influence and predict those attitudes. The data were collected using a quantitative method. The study involved 210 pre‐service teachers. Data were analysed descriptively through comparative means, correlate analysis, and regression analysis. The results of the study found that the pre‐service teachers had relatively positive attitudes towards inclusive education. The study indicates only one significant difference between attitudes and demographic factors: pre‐service teachers who had attended only one course in inclusive education had more positive attitudes than those who had attended two or more. The Pearson's correlation results found no positive correlation between pre‐service teachers' attitudes towards inclusion and self‐efficacy. The predictors of pre‐service teachers' attitudes are courses for inclusive education, teaching placements during training and self‐efficacy. The findings recommend that teacher training programmes should provide objective information about the complexities of inclusion, as well as provide practices that enable pre‐service teachers to develop pedagogical skills and increase self‐efficacy in implementing inclusive education. [ABSTRACT FROM AUTHOR]

Copyright of Acta Scientiae (1517-4492) is the property of Acta Scientiae and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Some critical perspectives about neoliberal trends in higher education have resulted in exploring different types of collaborations aimed at creating spaces for academics to promote pedagogical practice as praxis. Drawing upon a case study informed by a Latin American intellectual tradition of dialogue as praxis and praxis as political action, as well as by practice theory, it is argued that it is difficult to understand and address what enables and constrains pedagogical practices as praxis if academics fail to put themselves at the centre of a feeling-based reflection process. From this perspective, this study revealed two enablers and four constraints of five pedagogical practices as 'feeling-thinking' praxis, which emerged from dialogue as praxis in a group of eight academics from four Colombian universities. Feelings of exhaustion, sadness, disappointment, indignation, annoyance, gratitude, anxiety, confusion, and relief were key so that their ethical-political actions could contribute to rehumanise higher education. [ABSTRACT FROM AUTHOR]

One of the challenges of university mathematics courses in secondary teacher preparation is incorporating pedagogical discussions. The focus in a mathematics course is—and should be—on mathematics. But research also suggests that without addressing pedagogical implications these content courses are not meaningful to secondary teachers' future classroom practice. The thrust of this paper is exploring ideas for how to leverage mathematical practice in university mathematics courses—and, in particular, what have been described as Pedagogical Mathematical Practices (PMPs). The paper reports on a study of (n = 10) pre- and in-service mathematics teachers that explored the viability of the PMP construct, with the intent of specifying particular PMPs. Drawing on interviews with teacher participants who had recent experiences in an inquiry-oriented discrete mathematics course, the study reports on the ways in which they identified a set of mathematical practices as being productive pedagogically. The study contributes a teacher-perspective on the construct of PMPs, including the identification of four PMPs from the study data: explicit visualization; multiple approaches; concrete exemplification; and informal justification. Implications for their potential use in university mathematics courses with regard to teacher education are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Globally the improvement and evaluation of the academic performance of students has been a priority, however the way in which the quality of learning process is evaluated within the classroom is based on traditional methods such as grades or perception surveys. Additionally, measuring continuously the performance of the student, teacher and its interaction in the classroom is difficult because there are several internal and external factors that can affect the pedagogical practice in the classroom or e-learning environments, and currently, their effects are not completely understood. Currently, advances in motion tracking through low cost devices such RGBD cameras allows the real-time monitoring of persons posture inside closed spaces such a classroom. Some research projects have associated posture with affective and cognitive state, but as far as we know none have proposed an approach to classify learning and teacher interaction using posture. An approach that uses a set of performance metrics of the student and teacher, in order to classify whether learning and teacher-student interaction was successful is developed and tested. This was an experimental design using an experimental and control group in order to evaluate if it is possible to classify between poor and good interaction between teacher and student. The results showed that it is possible to classify between poor and good interaction between teacher and student, besides the best method of classification is the approach based on neural networks with an accuracy of 76%. The proposed approach could classify whether an interaction between the student and the teacher was good or not. The results showed that the best method of classification was the approach based on neural networks with an accuracy of 78%. [ABSTRACT FROM AUTHOR]

The field of community music has been continuously expanding during the last years alongside the need for experienced musicians who can carry out music activities for culturally diverse groups. Based on previous studies, we identified a need for research-based practices for training musicians and music teachers who wish to facilitate community music projects. We believe that it is important to incorporate reflexive practice in order to inform the planning of the workshops, but also to support the needs of the participants. The article examines the evolution of the pedagogical practice of the artist-facilitator in active music making with children, during a series of movement-based musical workshops at an asylum seeker center in Netherlands. We used an exploratory case study integrating Action Research, in order to focus on the artist-facilitator’s pedagogical practice, the participatory role of the children and the content of this type of workshops. The researchers describe the adopted pedagogical approach based on a set of guiding principles and key components that supported the design and content of the workshops. Based on a cyclical process (plan-act-observe-evaluate), the findings from every cycle were incorporated in the next one by analyzing the video footage of the workshops and the immediate reflections of the artistfacilitator. Data analysis revealed a set of recurring themes that reflect crucial aspects of the artist-facilitator’s practice. Furthermore, a set of pedagogical implications are proposed that can be directly implemented within the practice of artists-facilitators who wish to engage in activities with children at asylum seeker centers. [ABSTRACT FROM AUTHOR]

Copyright of Health Sport Rehabilitation is the property of H.S. Skovoroda Kharkiv National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Feedback on teaching practices is an essential part of teachers’ professional development. The objective of this paper is to evaluate the impact of the use of rubrics to improve the quality of feedback on teachers’ performance in the classroom. The study sample comprised 32 participants randomly assigned to an experimental or a control group. The experimental group worked together to design their rubric to support and give feedback on teacher performance in the classroom, while the control group was assigned a standardized rubric. The results point to significant differences in the quality of feedback in favor of the experimental group, whose feedback was more formative and offered greater guidance. The research concludes that rubrics designed collaboratively enhance the quality of feedback, providing direction for reflection on teaching practice and promoting teachers’ professional development and a transformation of the teaching-learning process.

Providing inclusive learning at higher school is fulfilled on the basis of using specialized infrastructure, pedagogical practice and pedagogical workers' effective work. An important direction of the study in the academic paper is the analysis of the key principles of forming inclusive learning at higher school using the experience of developed countries and its implementation in pedagogical practice. The issue of ensuring inclusive education is an urgent one for the social policy of any country, as it plays a significant role in ensuring the development of human capital and promoting demographic policy. The purpose of the present academic paper is to analyze the features of organizing inclusive learning at higher school. The state policy for inclusive education formation should include several measures aimed at improving the educational environment, training highly qualified pedagogical workers and a number of tools used during the educational process. The academic paper studies the key principles of organizing inclusive learning and the basis for its further development. Particular attention is paid to the issue of using the means of organizing inclusive education aimed at developing emotional and academic intelligence. The scientific article outlines the basic principles of establishing inclusive education and opportunities for improving the implementation quality. The research results indicate the necessity to improve the state social policy, the introduction of innovative infrastructure and specialized means used to improve the quality of inclusive education. The obtained results can be used for modern higher schools in order to ensure an effective educational process. [ABSTRACT FROM AUTHOR]

The importance of practical training of students, namely, pedagogical practice, in the process of obtaining the qualification «teacher of computer science» under the educational-professional program «Secondary education (Informatics)» is described. Current scientific and methodological works on the researched problem are generalized. The educational-professional programs of the first (bachelor's) level are analyzed, according to which future computer science teachers study on the content of different types of practices. The adaptive, didactic, developmental, diagnostic, prognostic, communicative and reflective functions of practice are presented. Propaedeutic and industrial pedagogical practices are singled out, each of which is aimed at the formation of professional competencies and allows students to realize themselves as teachers. The diagram shows the relationship between academic disciplines and propaedeutic practice on the example of the educational program of Rivne State University for the Humanities. The tasks of practice in a secondary education institution are specified. Pedagogical practice is presented as: a method of teaching aimed at consolidating awareness of psychology, pedagogy, computer science and methods of teaching; a means of developing students’ personal and professionally significant qualities; a form of combining the educational activities of students with the pedagogical work of a computer science teacher in a secondary school. It is proposed to implement pedagogical practices in various forms from the first year of study in a higher education institution, combining practical, educational and cognitive, research activities, using the results obtained in course and qualification projects, individual educational and research tasks from the cycle of disciplines.

The “Escola da Terra” Program is the only training policy for countryside educators in Sergipe that reached 160 teachers from 14 cities, in its second edition. The shortage of this training affects the development of a pedagogical practice consistent with the countryside education’s principles and goals. Thus, this article aims to analyze the profile of the teachers of the second edition of the “Escola da Terra/Sergipe” program. Therefore, we carried out a diagnostic activity with the participants, through a questionnaire about countryside education, the Brazilian and Sergipe’s countryside, and the countryside schools nucleation/shutdown. The data analyses led to the following results: most of the teachers do not know the history, the goals and the principles of the countryside education, nor the reality where they work, developing, consequently, a pedagogical practice that is distant from the subjects to whom it is intended; the group perceives the student’s parents or legal guardians inability to keep up with the activities/exercises sent home as the biggest issue to the development of their teaching practice. In conclusion, it is noted that the participating teachers have an urban understanding of the countryside and develop a teaching practice that is similar to the rural education.

Background: Exploratory testing has been used in the industry mainly to meet the needs of agile testing processes. In an agile scenario, this testing approach is important to facilitate changes constantly, which helps agile projects successfully. One of the ways to achieve success more easily is if the test process follows guides that provide structured activities. Problem Analysis: In this context, some studies have identified that software engineering does not understand how to apply exploratory testing approaches in a systematic way, involving both design and execution activities. After a review of the literature, it has been noticed that professionals performing exploratory testing focus only on execution activities. In an academic scenario, the literature review has evidenced that content about exploratory testing is not usually taught, and it is important that the professional acquires enough basic skills to apply it through structured activities. Purpose: In this context, this article presents an analysis and discussion of the results obtained in an experiment that applied a syllabus proposed by the author, using active methodologies to teach the Exploratory Test Design and Execution being applied and testing the approach in a systematic way. The teaching plan elaborated upon and used as part of the syllabus is based on "learning by doing" in an interactive way, that is, providing student-centered teaching in order to make such an approach more beneficial to the student and, conditioning them to obtain the expected competences in the industry. Methods: The strategies to carry out the research were as follows: (i) a review of the literature to identify gaps in the knowledge about activities performed in the exploratory testing process; then, to elaborate upon the syllabus proposed, (ii) equivalence mapping was carried out on some guides and curricula related to the research theme; (iii) a survey was conducted to identify the tools, techniques, and work products usually used by professionals in the industry; (iv) a teaching plan, based on active methodologies, was produced using the proposed syllabus; (v) then, for the application of this teaching plan in an experiment, a statistical analysis was performed using the two-tailed Student-t approach for independent samples. Results: For this, both groups (experiment and control) were analyzed using the two-tailed Student-t technique, and we noticed that significant statistical gains were reached with the use of the proposed approach, compared to the control group. All participants reported that some basic test concepts, if adopted in their courses, could contribute positively. The participation made them (students) more active in the classes provided by active pedagogical practices, especially when remote teaching was applied; this broke down barriers to communication with their classmates. Conclusion: The results show that the use of active methodologies can provide benefits to the learning of Exploratory Test Design and Execution systems as they allow the application of tools in line with real scenarios observed in software development companies; these results also encourage new studies to explore these ideas further. [ABSTRACT FROM AUTHOR]

The purpose of this study is to map evidence of relevant knowledge being appreciated in stricto sensu graduate research which bind teacher education to pedagogical practice. It is a review study which prioritizes a bibliographical review and a qualitative approach utilizing the descriptors "teacher education", "pedagogical practice", and "relevant knowledge" when selecting studies available in the Catalogue of Thesis and Dissertations of CAPES. The results denote special attention to relevant knowledge manifested in meeting local demands while teacher education is still in progress. Some proximity is also observed in part of the researches with global demands, even though this is not clearly indicated in the studies. However, there are no references to the Sustainable Development Goals in the studies we have analyzed, which confirms an issue to be addressed in the policies intended for teacher education in the Brazilian context, because these goals express planetary needs which no longer can be disregarded in the pedagogical practice. [ABSTRACT FROM AUTHOR]

Applying a skills-based approach to media and information literacy (MIL), this study explores the MIL competencies of teachers in multi-ethnic schools in Yunnan Province, China. A focus group approach was used. Results showed: (1) teachers have limited access to media and information technologies; (2) teachers do not show much of an understanding of the principles and theories of media and information technology; (3) teachers lack basic knowledge and technology proficiency to evaluate and critically analyze media; (4) content creation is limited. MIL competencies are limited by a variety of cultural, structural, organizational, and technological constraints. It has suggested the government to be aware of the importance of MIL education and equip teachers and students with MIL competencies to enable them to co-construct independent life-long learning skills. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the relevance of secondary school pedagogical responses to the skills demand of the world of work. Employers of secondary school graduates, secondary school principals, teachers and students in Oromia, Ethiopia, were the target population of the study. Results revealed that school leaders and teachers perceived preparation for national examination and higher education as the major intent of secondary education. They had no adequate understanding of the role of secondary education in preparing students for the world of work. The study identified that communication skills, teamwork, time management, independent work, ability and readiness to learn, and selfmanagement are the competencies employers require from employees who graduated from secondary school. However, a teacher-centered instructional approach that has an insignificant contribution to acquiring the required work skills was the dominant pedagogical strategy employed in the schools. Thus, it is concluded that the space provided to prepare students for work in secondary school instruction was not relevant enough to equip students with the competencies required in the world of work. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the article, in the development of cognitive competence of future teachers, importance is given to continuity, which is an expression of the interdependence of events and processes, historical connection, cause and effect, as well as the reflection of value in the human mind, the laws, levels and possibilities of understanding value in accordance with reality, in the development of cognitive competence of future teachers. its norms and criteria are analyzed. [ABSTRACT FROM AUTHOR]

The objective of this article focuses on determining the degree of appropriation of digital and technological tools in the pedagogical practice within the university environment, based on a quantitative research under a descriptive approach of transversal non-experimental cut, studying the usability of the resources of information and communication technologies (ICT) by 49 teachers, applying as an instrument of information collection the questionnaire designed under the Likert scale and analyzing the information through the statistical software SPSS. In this sense, the results of the study allowed concluding that teachers understand the importance of the implementation of ICT in the classroom, which is why they use them constantly and strive to incorporate the use of digital tools in their classes; however, it was evidenced that a significant percentage of teachers do not incorporate the use of technological tools specific to the work of accountants in the classroom. It was also possible to demonstrate how teachers promote research activities in students, from the use of ICT inside and outside the classroom, while they perceive that the mechanisms of communication and digital information provided by the institution respond to the training needs, enriching the teaching-learning process. [ABSTRACT FROM AUTHOR]

The objective of this research is to understand the social representations of peace of the young people of the Foundation of Empirical Arts, Villa del Rosario, as the basis for a pedagogical practice for peace, in the context of a problematic social context that does not guarantee the effective enjoyment of their rights. From a theoretical perspective it is based on the Theory of Social Representations. The methodological design is supported in a qualitative study of hermeneutical type, using observation and semi-structured interviews as information gathering techniques; for the analysis of the data the open, axial and selective categorization process of the Grounded Theory is used. The discussion of results shows 5 emerging categories of representation called: neutral peace, negative peace, peace as culture, peace as artistic expression and peace as a transforming action, as well as their contributions to a pedagogical practice for peace. [ABSTRACT FROM AUTHOR]

The pandemic COVID-2019 conducts to social changes, which are reflected necessarily on participants of educational process. The goal of the present study was to establish the effects of confinement on the process of teaching and learning. The questionaries’ were designed for application on line for pupils and teachers of different educational levels, from pre-school to university levels. Qualitative analysis of responses has permitted to establish the indicators of causes of difficulties in the process of teaching and learning, opinions about effective teaching process on line, personal reflective evaluation of achievements and obstacles and proposals for possible modification of methods of teaching. The opinions of pupils and teachers differ in variety of essential aspects. One of these aspects is the necessity to retuning to communicative face-to-face education. The article discusses the necessity of the revision of the whole educational system in the following aspects: organization of education, methods of teaching, the process of assessment of pupils and communicative inclusion of the pupils.

The subject of research: the need to improve the professional competence of the applicant by introducing new components of the curriculum and acquiring skills during practical work. The purpose of the study is to identify the main aspects and directions of professional competence, as well as its formation, which should be carried out in the process of training a teacher of vocational training in commodity science in higher education from the standpoint of modern practical approach. The field of application of results. The results of the study can be used in the activities of higher education institutions to increase the effectiveness of practical training of teachers of vocational training in commodity science. The results of the research and conclusions. On the basis of the conducted research, the improvement of the formation of professional competence of future teachers of professional training in commodity science is revealed, which is deepened and consolidated during the internship. Professional and practical training of bachelors is one of the main elements of the educational process and a prerequisite for their successful employment.