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Conceptualized in France during the sixties, the Theory of Didactical Situations [TDS] is a pivotal framework for developing mathematics teaching and learning processes. Despite the increasing qualitative studies over the last ten years, there remains a dearth of analysis of its effects on mathematics education. Through a Grounded Formal Theory approach, this paper presents the metasynthesis of 28 studies screened from four research databases--ProQuest, EBSCO, SCOPUS, and JSTOR. Data extraction was performed to enumerate the author/s, country, publication year, and connected theoretical approaches with TDS. Subsequently, the studies were categorized into three axial codes based on the studies' goals of applying TDS: lesson sequence, teacher development, and learning innovations. The synthesis underscores TDS' capacity to improve the sequence of mathematics lessons, particularly geometry and number patterns; develop teachers' pedagogical practices in teaching elementary, high school, and college students; and be a practical tool in innovating didactical resources for learning mathematics. TDS was also associated with other theoretical approaches, such as constructivism, realistic mathematics education, gamification, and technology-based instruction. Most of these effects were rooted in the challenges experienced during the COVID-19 pandemic and the adaptation of TDS to the digital era, including distance and online learning. While the European and Western Asian countries have been at the forefront of TDS integration, the paper advocates for broader global adoption of this theory to enrich mathematics education worldwide.

Purpose: The article focuses on the contribution of didactics and didactic theory as a distinct strand in research on vocational education and training (VET). Empirical research is reviewed to further explore what characterizes vocational didactics in the Swedish context of Upper Secondary VET. Approach: Semi-structured and flexible review methodology was used to identify didactic research and map its emergent features. An analytic framework was constructed for this purpose and used iteratively throughout the review process. The framework expresses the constitutive simultaneous interdependence of the relationships A-B-C. They refer to A) the ways of how the actors engage with the content as meaning and matter or relationship between the actors and the content, B) the relationship between the actors and the method through interaction with the content, and C) relationship between the methods embedded in work tasks and school assignments and how they underpin the content. A total of 26 sources was identified and thematized as school-based vocational didactics, collaborative vocational didactics, and work-based vocational didactics. Findings: Four distinct features of vocational didactics in Upper Secondary Vocational Education and Training (USVET) are outlined: 1) Diversification of the use of simulation as a method in school-based education pointing to vocational knowledge and skills 2) broadening of instruction (and reflection) as a method by inclusion of several parties (e.g., supervisors, workplace staff, instructors-practitioners), 3) work tasks as a method pointing to vocational knowledge and skills as content, 4) interaction between several parties using verbal and non-verbal means. Despite a growing interest in the importance of work tasks in their dual affordance of meaning and matter, few sources deal with students' learning processes in alignment with the logic of the production of goods and services. Conclusion: The analytic framework we have put forth strengthens the conceptual boundaries of vocational didactics from a point of view of profession-related learning objectives (content), actors, and methods involved. Applying the didactic theories to review empirical research on VET strengthens the integrity of vocational didactics as a particular field.

In this paper, we argue for the moral and not merely the legal right to education for refugee children. National education in many countries is challenged by refugee flows and influx of displaced people. However, there is a tendency to think of refugee flows as isolated events rather than parts of the dynamics of a world society that national education systems needs to respond responsibly to and build capacity for. Consequently, there is a gap between the legal right to education for refugee children and its practical realization, and granting refugee children access to national education systems is becoming part of the problem and not only a solution to the de-territorializing and cosmopolitan challenges of refugee flows and displaced people. We argue that education for children of refugees' need to meet with a cosmopolitan design of education in order to respond responsibly to the right to education for refugee children. In the first part, we discuss the legal right to education for refugee children, and moral challenges with regard to its practical realization in nation-centred school systems and schools. In the second part, we discuss de-territorializing effects of refugees in education by reviewing research on refugee education, refugee children's experiences of education and by discussing refugee education in Sweden as a case. In the final part, we discuss ideas for a cosmopolitan design of education. We argue for a moral commitment to the education of refugee children in order for us to respond responsibly to their legal and moral rights and situation, but also to the legal and moral rights, and situations of those affected in host countries. We also argue for the importance of critical cosmopolitan imagination in education that does not restrict education to norms of national loyalty and national integration, or to economic norms of competitiveness and effectiveness.

Teachers often use analogies to introduce unfamiliar or complex concepts. However, several studies have found that their knowledge on how to use them is limited or superficial. Similarly, the integration of technological resources in the teaching-learning processes is not always carried out efficiently, which evidences the need to improve teachers' digital competence. This paper provides a formative sequence on the use of analogies in teaching through mediation of technological resources, implemented in the context of the initial training of secondary education teachers. The results show a positive assessment by the students, a change in their perceptions on the subject and some progress in their classroom proposal designs. The conclusion is that it is necessary to train future teachers to deal with common teaching problems in a reflective, comprehensive and innovative way, which will undoubtedly be one of the challenges of education in the 21st century.

This paper provides an overview of didactic proposals in interpreter training from 2001 to 2020 based on the results of a pre-registered, bibliometric study. The specific aims are: (1) to characterise bibliometric patterns of publications containing didactic proposals in interpreter training both synchronically (for the whole period) and diachronically (in five-year periods); (2) to characterise these proposals both synchronically and diachronically, and (3) to describe synchronically how the aspects being trained and/or assessed in such proposals have been operationalised. The corpus of publication records was extracted from BITRA, and TSB was consulted to expand it. The final database contained 668 documents, and 351 of them included an abstract. Keywords were extracted from the abstracts to characterise didactic proposals. Keywords were analysed using keyword analysis and graphically represented with keyword network visualisations generated with VOSviewer. Results show a tendency to bring interpreter training closer to technological and professional changes over time and a clear use of socioconstructivist methods with a particular interest in developing students' metacognition. The paper concludes with a discussion of its limitations and possible ways to provide more nuanced overviews of didactic proposals in interpreter training.

Education for Sustainability (EfS) seeks to empower children with knowledge, skills, values, and attitudes to address global challenges while adhering to sustainability principles. This study investigates the conceptual understanding and pedagogical practices of EfS among early childhood education (ECE) teachers in Norway. Using mixed-methods design, data were collected through reflection notes, surveys, and didactic development projects, revealing fragmented understanding primarily focused on action-oriented, fact-based, and normative aspects of sustainability. The teachers emphasised waste sorting, recycling, and nature experiences, with limited attention to holistic and pluralistic perspectives. Despite curriculum mandates, sustainability had low implementation in ECE educational plans and collaboration meetings. The findings highlight the need for comprehensive teacher education and support to promote EfS and foster agents for sustainability in the context of ECE.

During didactic interactions, teachers and students employ competencies and skills that correspond functionally to one another, and several models propose to typify didactic performances in higher education. For this study, we chose the didactic performance interbehavioral model as the substantive theory to identify six pairs of didactic performance criteria through self-evaluations from graduate students. These included: Competency exploration-precurrent learning behaviors, Criteria explicitness-Criteria identification, Illustration-Participation, Practice supervision-Relevant practice, Feedback-Improvement, and Evaluation- Application. 309 Peruvian students from an in-person postgraduate course in Education Sciences filled out two scales (via Google Forms) to assess teacher-student performance criteria during online classes. Convergent and divergent validity were obtained separately for six teacher/student performance constructs through a confirmatory analysis using LISREL 8. Moreover, differences according to sex were only significant for the Illustration teacher criterion (favoring men) and the Application student criterion (favoring women). Students rated Explicitness of criteria and Illustration as the teacher performance criteria most frequently seen during online classes. On the other hand, Criteria identification ranked the highest in terms of the students' performance criteria, followed by Feedback-Improvement. Another conclusion was that the didactic performance interbehavioral model could be empirically supported by the two self-assessment questionnaires, which yielded good convergent and divergent validity of constructs.

The development of mathematical skills for future engineers is essential. Game-based learning (GBL) and gamification have been widely used in elementary education, but less applied in higher education. The objective of this article was to evaluate the effect of didactic strategies mediated by games in the teaching of mathematics in first-year engineering students. A qualitative study was carried out. Five (5) teaching units were designed. Seven (7) focus groups were developed with 81 participants from the differential calculus course. The keyword in context-KWIC technique was used for the focus group analysis. The categories attention, relevance, confidence, and satisfaction (Keller's motivational model) were evaluated. An important contribution of the pedagogical strategy to student motivation, teamwork, commitment, and argumentation was verified. In conclusion, game-based learning makes it possible to strengthen the motivation of students in the educational processes of mathematics in engineering.

The Planetary Health (PH) approach addresses health risks resulting from anthropogenic climate change. It offers an integrative understanding of nature, whereby humans and their health are regarded as part of nature, and individual concerns are situated in relation to the interactions between society and the environment. However, this approach has not yet been incorporated into educational practice. Thus, this article presents the potential of PH for secondary educational measures from the perspective of Geography. Using the concept of system competence, this contribution illustrates how PH can be integrated into the established concept of Education for Sustainable Development. While previous concepts in the context of climate change have focused on mitigation, the examples presented are dedicated to adaptation.

For contemporary teaching, teachers need good knowledge of pedagogy, content, subject methodology and assessment. Although subject didactics have become an independent research area with interdisciplinary dimensions, few studies focus on the teaching of subject didactics. With the aim of developing a theoretical model for the systematic treatment of subject didactics, a scoping literature review was carried out to analyse the scientific literature. Twenty-five articles were chosen from different databases in the field of study. Data analyses revealed three domains of subject didactics: content knowledge, pedagogical content knowledge and knowledge of subject-specific assessment. These domains included various components which were used for developing a theoretical model for teaching subject didactics within the framework of primary teacher education. The results indicated how to organise university courses on subject didactics for primary teachers. First, teachers' content knowledge and pedagogical knowledge should be treated in an integrated way. Second, integrating pedagogical knowledge with subject didactics enables teacher education to be shaped so that students understand the teaching profession at an early stage. Third, studying subject didactics on both a theoretical and empirical level is the driving force for developing syllabi in primary teacher education.

Didacticism is an indispensable factor in the study of children's literature, not only within the text, but also within activities such as choosing books. This article explores didacticism in children's literature and the parent-child power structure within the relatively unexplored area of the book choices of Chinese parents and children who read Anglophone picturebooks together. Data collection comprised an online questionnaire, with 565 parent respondents and in-depth interviews with seven parents selected from the wider participant sample. The findings of this study reveal that parents' choices of Anglophone picturebooks are driven by the books' linguistic, literary and educational value rather than nurturing book lovers or consolidating the parent-child bond; parents and children tend to choose different English-language picturebooks and value different characteristics in English-language picturebooks. The results indicate that, although parents reported that they consider children's interests, in general, picturebook selection is still a purposeful and didactic process with very clear goals set by parents. However, the data also indicate that children can show their agency during book selection; the tensions between parents' and children's picturebook choices and values tend to be negotiated and resolved.

There is a growing presence of technology in the daily lives of elementary school students, with a recent exponential rise due to the constraints of remote teaching during the COVID-19 pandemic. It is important to understand how the education system can contribute to helping students develop the required skills for technological careers, without neglecting its obligation to create conditions that allow them to acquire transversal skills and to enable them to exercise full citizenship. The integration of Educational Robotics and block programming activities in collaborative learning environments promotes the development of computational thinking and other ICT skills, as well as critical thinking, social skills, and problem solving. This paper presents a theoretical proposal of a didactic sequence for the introduction to educational robotics and programming with Scratch Jr. It is composed of three learning scenarios, designed for elementary school teaching. Its main goal is to create conditions that favour the development of computational thinking in a collaborative learning environment. With increasing complexity and degree of difficulty, all the tasks root from a common problem: How can we create an algorithm that programs the robot/sprite to reach a predetermined position?

This article is about Daryl Siedentop's legacy and the reciprocal influences of his thinking on the French "didactique" research in physical education (PE). The introduction points out the deep knowledge of French PE Daryl Siedentop had gained through his international activities and how his theoretical and methodological contributions resonated and inspired the French "didactique" research. A first section presents some key links between the Sport Education model and the didactic approach in terms of curricular choices. The second section emphasizes the distinctive but complementary research perspectives of the classroom ecology and the joint action in didactics for the future of PE. The conclusion returns to Daryl Siedentop's ontological and epistemological viewpoints and their many common aspects with the French "didactique" tradition.

Purpose: This study aims to examine how lecturers in European higher education institutions perceive the service-learning approach as a teaching concept and feel prepared for its implementation after a short-term training. Service-learning connects theory and practice by allowing students to participate in a service that meets community needs, reflect on this experience and gain an enhanced sense of civic engagement. Design/methodology/approach: The evaluation study drew on data from four focus group discussions with n = 21 lecturers from five European countries following a Winter School on service-learning in 2020. The qualitative data were analyzed using reflexive thematic analysis. Findings: The findings indicate four themes of preparedness: (1) overall conceptions of service-learning, (2) continuum of preparedness for service-learning, (3) influential factors for preparedness and (d) transfer to home universities. The participants viewed themselves as multipliers for service-learning in their home universities; however, they were skeptical about being able to fully implement the service-learning approach after only one training and without a community of practice with lecturers with similar experiences in their home universities. Originality/value: This study complements previous studies by adding a cross-national perspective of higher education lecturers. It underlines the importance of continuing training in didactics of university lecturers and a support network for the implementation of complex teaching concepts in higher education.

This study presents an analysis of all episodes of seasons 1 (N = 52) and 7 (N = 50) of Peppa Pig in relation to four features: quality of graphics, sound, and music; content; cultural elements; and dialogs. The objective is twofold: to corroborate whether the episodes are beneficial for early childhood education pupils in terms of EFL acquisition and there exist major differences between the episodes that may enhance or affect pupils' EFL development. Unlike previous studies, the novelty of this work lies in understanding Peppa Pig as a didactic tool for EFL teaching, following the evaluation by student teachers (N = 10) as part of their teaching training (University of Cádiz, 2021-22). This is a descriptive mixed-methods research, where each student teacher was assigned an episode for evaluation for 11 consecutive weeks. Additionally, they were asked about the benefits and the difficulties, and the application possibilities of each episode in early childhood education. The results reveal that the student teachers find Peppa Pig to be a useful teaching tool, where the evolution of its application possibilities stands out. This is perhaps due to the development of the student teachers' knowledge of early foreign language acquisition as a result of their university training.

In recent decades, the reflection on the teaching practices has been considered as an important means among the teacher trainers. Nevertheless, chilean research note that the universities of this country have not achieved that students of Teaching Programs may develop reflections on their pedagogical procedures systematically. This situation is no far from the reality of students of Pedagogía Media en Ciencias Naturales y Biología from Universidad Católica de Temuco. They achieve only in some cases, and intuitively, reflections that may help them improve their performance. The purpose of this research is to strengthen the levels of students' reflection. In this context, the investigation is a qualitative one with a unique case study design. It points to the relevance of the use of class filming as a strategy which favors reflective processes on the pedagogical practice in collegiate contexts. It concludes that the participants appreciate the strategy of class filming, given that it favors the self assessment of their performance. Likewise, a mobility of the levels of reflection from the descriptive to the critic one, is shown. Nevertheless, it is important to highlight that the mobility depends on the time the participants spend on the reflective process.

In this study we analyzed the primary teaching and training experiences that observe play as a didactic resource to facilitate learning, highlighting fundamental elements and characteristics. A descriptive analysis of the different programs and contents with respect to playful methodology proposed by the Ministry of Education of Andalusian Government (Spain) is presented. The purpose of this type of descriptive idiographic research is to define, classify, catalogue, or characterize the experiences of innovation and projects on ludic methodology. The results show a total of 217 experiences and programs that deal with the use of playful methodology in the classroom. The results conclude that there are training resources interested and involved in the training of teachers in relation to play as a didactic resource. This type of training is carried out outside the university environment and has the characteristics of permanent training.

This paper reports on the results of the design and implementation of a didactic device proposed by a mathematics teacher-trainee. This student did a course designed for didactic-mathematical training with the aim of adopting a non-traditional didactic model based on research, while linking mathematics with other disciplines. The teacher-trainee developed its implementation in a senior- course of an Argentine high school. This didactic device is based on the analysis of a real and present situation whose study allows to make some gestures of the questioning world paradigm, in the current conditions of an Argentine high school.

Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers' knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teachers evaluated the didactic games as suitable for use in the classroom as they emphasized that they are educational, explicit and interesting. The implementation was identified as effective because the median for fractional gains was 0.54 and showed the medium gain in teachers' knowledge and understanding of selected astronomy contents. It was recognized that in-service primary school teachers do not feel competent for introducing complex astronomical contents to their students. However, the presented approach could encourage in-service primary school teachers to deepen their knowledge and to teach astronomy contents with a method that is closer to their students. University teachers could point out the advantages and disadvantages of didactic games in astronomy content and discuss them with pre-service primary school teachers.

This study aims to analyze how pre-service informatics teachers design learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills. A descriptive and exploratory case study design was implemented with 26 pre-service informatics teachers. Data were collected from the participants using qualitative and quantitative instruments. The main results pointed out the affordances and possibilities of the use of learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills as well as a strong path to promote the application of contents of the other Science, Technology, Engineering, Arts and Mathematics (STEAM) areas. Another significant finding was the impact of the didactic experience on the level of interest and self-confidence of the pre-service teachers in using robotics for teaching purposes. The results showed the importance of these didactics experiences to the pre-service teachers preparation and to apply the pedagogic approaches they have learned in theory in practical activities and to transfer this knowledge to new pedagogical situations and problems.

This study investigated whether the training program given within the framework of the Theory of Didactical Situations (TDS) within a mathematics education course could change the pre-service elementary teachers' attitudes towards a mathematics education course in an 11-week teaching process. In the study, the mixed method was used. The participants were 86 pre-service elementary teachers (52 female and 34 male). In the study, the quantitative research data were collected using the Attitude Scale for Mathematics Education Courses (ASMEC), and the qualitative data were collected using semi-structured interviews. For the analysis of the quantitative data, paired samples t-test was applied, and for the analysis of the qualitative data, content analysis was conducted. The results revealed that the training program given in line with TDS created a statistically significant difference between the pre-test and post-test scores of the pre-service elementary school teachers with respect to their attitudes towards courses of mathematics education (t(85)=-2.22, p=0.029) and that there was no statistically significant difference in terms of gender, though (t(84)=0.987, p=0.327 and t(84)=1.108, p=0.258). It was found that the training program given in accordance with TDS had a positive influence on changing and developing the attitudes of the pre-service elementary teachers towards mathematics education courses.

The article deals with the traditional game approaches that have well recommended themselves at the lessons of the Russian language, and their potential and ways of modifying into a single game space of the lesson is being discussed. Basing on personal experience, the authors of the article present the possibilities of organizing a Russian language lesson in the form of a quest. Many experts rightly paid attention to the effectiveness of using games in the learning process. Despite the attractiveness for teachers and students, until recently, game approaches as a form of education have remained on the periphery of the educational process, being just a supplement to the main methods. Only role-playing games can be called an exception, with their being included both in the educational process of school and university education, and in professional-oriented training of specialists. However, under the influence of processes in modern culture and the active development of gaming technology, the "gamification" of education acquires the character of a mass phenomenon both at school and in higher educational institutions, and ignoring these processes is not only impossible but impractical. In this regard, the article provides a scientific and methodological understanding of this form of education and identifies the structural peculiarities of the quest unlike the other game forms. The article is addressed to teachers of Russian as a foreign language and can be used as a kind of model for conducting quests in classes both in various courses on grammar, reading, writing, listening, linguistic and cultural studies, and in students' independent educational activities.

This paper analyzes the links that exist between the perceptions of teachers-in-training regarding the use of digital resources in the Secondary Education classroom and their own methodological and epistemological conceptions. Shulman's theories continue to largely guide current research on teacher knowledge. However, the impact caused by the new technologies has inspired new approaches like T-PACK, which put the focus on the teachers' digital competence. In order to address this goal, information has been collected by means of a questionnaire implemented in 22 universities, 13 Spanish (344 participants) and 9 British (162 participants). The analysis of data was conducted along three phases: a) examination of the structure of assessments regarding the usefulness of digital resources by analyzing latent classes; b) estimation of confirmatory factor models for variable evaluation processes, History as a formative subject and historical competencies; c) estimation of interclass differences by using confirmatory factor models. The results showed four types of response regarding the use of digital resources in the classroom that were polarized about two items: comics and video games. Important interclass differences have likewise been found regarding methodological issues (traditional and innovative practices), as well as less important differences concerning epistemological conceptions and views on the development of historical competencies in the classroom.

After more than four decades of post-graduate programs in Brazil focused on the preparation of teachers -- the Stricto and Lato Sensu programs -- we have verified a gearing frequency of academic works that reflect on these programs. Through a bibliometric analysis and a content analysis of scientific publications focused on the Stricto Sensu programs we conclude that the current stage of research development shows that these programs are associated with a concentrated focus on research and that pedagogical preparation is being made secondary. The methodology used was qualitative, data from the Brazilian Platform for Higher Education Personnel Improvement Coordination (CAPES) and the Scientific Electronic Library Online (Scielo) were used and analyzed using the Iramuteq software. The results showed that since the 2000s the number of doctoral theses and master's dissertations has grown and the area with the most publications refers to the health sciences. This bias motivates an accessory debate as well as revealing the implications of the focus of these programs.

Albee's plays are known for highlighting the daily suffering of American individuals and the material pressures exerted upon them by the "American dream" project, which pushes them into choosing between fulfilling their material requirements in exchange for the supreme human values and social relations that bind their community and refusing to face their reality in favor of retreating to a world of illusion. Albee's plays have also touched upon the themes of suicide, departure, anxiety, insanity, fear of death, and fear of the unknown. Many critics and analysts have linked the premises in his plays with psychoanalytical theories that analyze the behavior and the relationship of individuals to their communities. This paper will attempt to focus on certain psychological theories that can explain the state of anxiety and sense of loss experienced by the theatrical characters created by Albee in three of his prominent plays.

Adapting and rebranding general market memoirs for the young adult literature market is a growing trend in the publishing world. Grounded in Critical Youth Scholarship, this study explores this trend through an analysis of two general market memoirs of Navy SEALs and their revised and repackaged youth market counterparts. Using a systematic approach we call "Critical Comparative Content Analysis" (CCCA), this study found that the youth adaptations were substantially altered to produce worlds stripped of complexity, offering sanitized versions of military action, heroism, and humanity. We argue that through content changes, youth readers are denied access to complex portrayals of the world, as well as questions that might arise with and through them. Instead, youth readers are constructed as needing explicit life lessons and reductive depictions of lived experience. For scholars and teachers, this study demonstrates the importance of inquiries that not only critically approach the content of YAL, but also foreground and trouble limiting conceptions of youth readers themselves. This study also highlights the value of "comparison" as a conceptual and pedagogical tool for carrying out this work. Further, this study recommends continued methodological innovation oriented toward genre-specific qualities of young adult literature, including its production and marketing.

The article is devoted to the problems of moral education of students through the ethical conversations at the seminars of the course "history of Tatar literature". On the example of several classical works, firstly, the educational potential of literature is shown, and secondly, the effectiveness of ethical conversations and the system of value-oriented situations is emphasized. Experimental work on the basis of ranking the life values of young people shows the degree of effectiveness of the combination of ethical conversations and value-oriented situations in the formation of moral personality.

Gholam Hussein Sa'edi is one of the greatest Iranian writers of short stories in the present era. Sa'edi's stories are based on the existence of fanciful and dreamlike settings in which he attempts to establish the endings of the stories to be the direct result of the characters' psychological reaction against their dreams. The linguistic and psychological analyses of the stories show that dreams have an essential part to play in his short stories, and that fanciful atmosphere, place, time setting, and psychotic characters create a context for the existence of dreams. In this study, dreams have been studied in his short stories on the basis of Freud's and Jung's ideas. In Sa'edi's collection of "The Mourners of Bayal," dreams are formed when psychotic characters react to archetypes, and the archetypes are specified through the analysis of the dreams when identifying the characters of the stories and their mental action. However, in his story of "Two Brothers" and "The Beggar" in the collection of "Anonymous Fears," dream is the centerpiece of fictional events, and the events of the story coincide with the dream of the characters.

Higher education is a contract between professor and student; which specifies what each pole can expect from the other (Johnson, 1995). The strategies, techniques and devices used by teachers to achieve their personal, scientific and technical purposes during their lessons are the subject of various researches in didactics. This research is in line with the scientific orientation of clinical didactics, which is characterized by a double theoretical and epistemological affiliation: didactics and clinical psychoanalytic inspiration. We are interested in the singularity of the subject teachers "taken in didactics." In Tunisia, most higher education teachers do not have professional and continuous education in pedagogy and didactics, and no follow-up in their careers. As if the question did not arise and the ability to accompany students, to develop their critical thinking skills and to promote their learning was self-evident. The aim of this work is to insist on the importance of continuing education and professional development of experienced university teachers.

In this article, I will investigate the concept of "othering" originally as part of a post-colonial theory. This concept is interested in many academic areas, including a literary study. In Kazuo Ishiguro's novel "Never Let Me Go" is about human clones raised for organs. The clones are excluded and discriminated to be "the other" from the normal people. The manifestations of othering in "Never Let Me Go" can be presented in the forms of linguistic features, indoctrination, objectification, and assimilation. Although the othering phenomenon can be found in the reality, it can be appeared in literary texts as well. The findings show that the study of Kazuo Ishiguro's "Never Let Me Go" helps us to understand and aware of how the negative consequences of the othering process affect undesirable treatments in the society as a whole.

Goldmann's genetic structuralism approach is one of the literary critique approaches and believes that the literary text are derived from the ideology governing the classes of society, and focuses on study of stories and their structures to know the social structures. A review of the changes made in the themes and subjects of the works of the Iranian story writers that most of them are from the middle class of society, indicates the growth of awareness and understanding of Iranian women about their identity and individuality and the achievement of conditions beyond what they are. Although in popular stories, most Iranian female storytellers are still interested in the reproduction of traditional gender stereotypes, but female storywriters in the field of transcendental literature have entered the changes made in their cognitive realm to the actions of characters of their stories. This reveals that they seek to understand their own self and place in the world around them. Love and loneliness resulted by the confrontation between men and women are a common theme in these works that have been narrated on the various issues arising from the family and social relationships of women.

The aim of this work is to investigate whether literature has effect on the personality development of individuals or not. This works aims to provide answers to the following research questions: "Does literature have effect on individuals' general harmony level, their social cohesion levels, personal harmony level, self-actualization level, emotional stability level, neurotic tendencies, psychotic symptoms, family relations, social relations, compliance level of social norms and antisocial tendencies? This research was carried out on the students studying in secondary schools located in Kirsehir City, Turkey during 2008 to 2009 academic years. Disproportionate cluster sampling was used to take the sample from 12 different schools. 14 students were randomly selected from each school; a total of 168 students participated in the survey. "Hacettepe Personality Inventory" published by Özgüven and "Personal Information Form" were used as measurement materials. According to the research findings, literature does not have a significant influence on the general, social and personal harmony of individuals, their self-actualization, emotional stability and harmony levels of social norms, neurotic and anti-social tendencies, psychotic symptoms and family relationships; however, literature has a significant influence on their social relations.

In "Good God but You Smart!" Nichole E. Stanford provides an account of how attitudes toward Cajun English (CE) perpetuate and are perpetuated by an economic system designed to maintain unequal power relations. While non-Cajun Americans are interested in what they see as Cajun culture, Stanford explains that most misunderstand what "Cajun" means, conflating the terms "Cajun, Creole, Louisiana, and New Orleans." While Cajuns themselves are an ethnically diverse group determined primarily by cultural identification, modern-day Cajun culture was established by the descendants of Acadians who settled in South Louisiana. Despite increasing interest in certain aspects of Cajun culture, Cajuns themselves are still subjected to stereotyping, misunderstanding, and discrimination. As explained in Stanford's introduction, this stereotyping extends to bias against speakers of CE, leading many Cajuns to censor CE features from their speech to achieve professional success. Throughout her book, Stanford skillfully combines memoir, family history, archival research, and survey data to explain to a general audience how Louisiana's history of linguistic and cultural discrimination has led to current attitudes toward Cajun culture and CE. The first chapter examines stereotypes surrounding Cajun culture and language. Though CE emerged as an identity marker during the "Cajun Renaissance" of the 1970s, most speakers still censor Cajun features from their speech due to widespread public perceptions of the dialect.

The French film "Entre Les Murs" ("The Class") is a somewhat unusual film in its portrayal of a Parisian working class school and its protagonist, Mr. Marin, who attempts to teach an unruly class of young and very diverse teenagers. This article explores the ways the author used the film "The Class" as a culminating class project for her largely White, primarily Christian, rural/suburban teacher candidates. It describes how the film offers provocative and compelling examples of pedagogical and curricular struggles and classroom and school cultures for examination, discussion, and critique--examples that can illustrate how a classroom does not need a hero teacher to be a good place for students to be. The author also offers a few reflections from students' final papers, which highlight some of their insights and reflect the potential value of this experience.

There is a growing need for valid and reliable measures to monitor the efficacy of undergraduate science, technology, engineering, and mathematics (STEM) reform initiatives. The Classroom Observation Protocol for Undergraduate STEM (COPUS) is a widely used tool originally designed to measure the presence of overt instructor and student behaviors. It has subsequently been used to characterize instruction along a continuum from didactic to student centered, and more recently to categorize instruction into one of three styles. Initiatives focused on professional development often support instructors' progression from didactic to student-centered styles. There is a need to examine COPUS instructional styles in terms of behaviors that research has shown to improve student learning. Formative assessment is a research-based practice that involves behaviors accounted for by the COPUS (e.g., posing a question). We qualitatively compared the formative assessment behaviors in 16 biology class sessions categorized into each of the three COPUS styles. We were unable to detect differences in formative assessment behaviors between the COPUS styles. Caution should be taken when interpreting COPUS data to make inferences about the effects of reform efforts. This study underscores the need for additional measures to monitor national reform initiatives in undergraduate STEM.

Medical education has seen a shift toward interactive teaching in small groups that actively involves students in learning. However, didactic teaching, despite drawbacks such as student isolation and low stimulation of critical thinking, is still a very commonly used teaching method. For didactic teaching to be effective, teachers must possess strategies and skills that enable them to teach effectively in large groups and increase students' knowledge retention. This can be achieved if class sessions are planned in advance with the aim of making them interactive and engaging with all students. In the following article, I write about my experiences using the CASCADE method, an acronym of the words "create," "assess," "sequence," "charisma," "activate," "discussion," and "e-device," which creates interactive didactic sessions.

Although Khayyam is one of the Persian poets whose school of thought and poems are studied the most, there is hardly a research in which his intellectual system is explained and made clear via a linguistic framework. In this paper one of the most debatable matters which is "Obligation" versus "Free Will" is dealt with by using Hasan's (1989) linguistics and verbal art model. This model provides touchstones for clarifying the concepts which are foregrounded by the poet. In this study other than qualitative analysis of 33 Khayyam's quatrains which are selected based on their contents they convey, quantitative analysis method of frequency calculation is used as well. The results approve this hypothesis that the notion of "obligation" is foregrounded by linguistic tools against "Free will" as background.

The main goal of this paper is to depict the struggle for cultural existence in "Rabbit Proof Fence." It also reflects the cultural conflict represented in the three aboriginal girls' characters which is due to their rejection and resistance for the colonialists' culture. Besides, the paper presents the cognitive analysis of the cultural struggle and resistance in Molly's character, and it tackles the cultural resistance in "Rabbit Proof Fence" from a postcolonial point of view. Additionally, the semiotic dimension, which is based on a socio-cultural basis, is introduced in this paper.

Authors for young adult literature often present their tales directly through the voice of the story narrators. However, Kashmira Sheth, in her "Boys without Names," seeks to present her tale, specifically the issue of child labor, through the use of frame stories which are recounted by two or more narrators. Through frame stories, the authors are able to raise the readers' awareness of child labor. This paper, through narrative theory, sets out to examine the function of frame stories in young adult literature and explores how Kashmira Sheth employs this literature to impart wisdom and the importance of being mindful of other people. The study found that frame stories have a remarkable impact on how the young readers comprehend the themes prevalent in "Boys without Names." Frame stories also allow the author to convey moral messages and good virtues to the young adult audience. The use of fables also entertains and amuses the readers. Finally, by incorporating multiple narrators in this novel, the author is able not only to depict the issue of child labor from various perspectives; she also expands insights on child labor and confirms the credibility and reliability of the literary text.

This article is a Jamesonian study of Auster's "The New York Trilogy" in which one of Fredric Jameson's notions of postmodernism, pastiche, has been applied on three stories of the novel. This novel is one of Auster's outstanding postmodern works to which Jameson's theories of postmodernism, in particular, pastiche can be applicable. Pastiche has been defined by Fredric Jameson as an imitation of a strange style and contrasted to the concept of postmodern parody. This article indicates that theory of pastiche can be applied on both the form and content of three stories of the above mentioned novel.

Born in England, to Bengali parents, and raised in America, Jhumpa Lahiri (1967) has been variously labeled as Indian-American, post-modern, post-colonial, and Indian writer. Naming Lahiri has been a long and intricate process. However, the identity she chooses for herself is something different. She wants herself to be simply recognized as an American writer. In her first novel, The Namesake (2003), the protagonist, reflecting the dilemma of his creator, suffers the confusing experience of having an appropriate name. Lahiri resorts to Russian literature to establish an identity for her protagonist. In her second collection of short stories, Unaccustomed Earth (2008), Lahiri uses the American writer Nathaniel Hawthorne not just to suggest the title, and epigraph for the collection, but more importantly to "establish her belonging in an American literary canon," as Ambreen Hai suggests in "Re-Rooting Families: The Alter/Natal as the Central Dynamic of Jhumpa Lahiri's Unaccustomed Earth." I want to push this argument further by suggesting that Lahiri attempts to gain her formal entry into the main stream American literature by re-writing Hawthorne's "The Scarlet Letter" (1850) in reverse order in "Hema and Kaushik," the second part of Unaccustomed Earth.

The parody figures noteworthy in Nadine Gordimer's "July's People." It has been used as a postmodern form to deconstruct what it challenges. It provides both historical and racial investigation of a crucial period in the history of South Africa. Moreover, it rethinks and reevaluate the power relationship. It never rejects one structure of power in favor of the other. As such, it sometime takes up racism and problematizes it by a reactionary denial and exclusion or provides a paradoxical attitude towards the forms which it contests. This paper seeks to examine Gordimer's novel from a postmodern deconstructive perspective by drawing on major theorists of the parody like Jacques Derrida and Linda Hutcheon, in an attempt to bring to the light the reflexive function of parody and show how it challenges the notion of Apartheid in "July's People." The analysis of this paper shows that in this novel, there is an approach of recognition and rejection, of accepting and undermining to challenge the idea of subjectivity by an implication of the parody as a postmodern form. This usage of parody reflects a redefinition of parody as a critical vehicle that allows ironic conveying of difference at the very essence of similarity.

This paper tries to analyze the language and the dialogue between characters in William Faulkner's "The Sound and The Fury" and its conflict with the reality of the author. The tradition of the Compson family implies duality in this novel. Except Dilsey, the corrupted aristocratic values in the Compson family reflect the author's "dramatization of what he understood as a reality" (1). Faulkner is aware of the corrupted traditions that the family adopt, yet this awareness failed to convey his real narrative voice. This contradiction identifies "the conflict between the autonomy of the artist and his immersion in the history" (1). This conflict is revealed in Faulkner's characters in their struggle between order and chaos, and resurrection and renewal. Each one of this family defines the chaos in different way. For instance, Quentin relies on his old tradition to provide order; Jason attempts to use the old tradition for his personal gain; Benjy also attempts to rely on his old traditions, but he becomes upset when he fails in providing this order. The only person who represents the real aim of the author is Dilsey. Dilsey wants to renew the old values by relying on love, faith, and hard work. Yet, Faulkner does not focus on specific perspective. He uses different perspectives and narratives and that creates difficulty in conveying Faulkner's real voice. "The Sound and The Fury" may be represented as an important novel in exploring the old Christian traditions and the aristocratic values, the modern society that adopt these values, and the real aim of the author in leaving these values and renew them. The result as Bakhtin argues that basic reality of this conflict could be found in the author's character rather than the speech and the discourse of the other character.

In this essay I share the ways I have used performed ethnography to explore the notion of border crossing in an undergraduate course called "Equity and Activism in Education." Performed ethnography involves turning the findings of ethnographic research into a play script. My students read two performed ethnographies, "Harriet's House" and "Ana's Shadow," based on ethnographic research I had conducted about the lives of transnational adoptive LGBTQ families. They then reflected upon the ways they themselves had crossed borders in their families and schools, and how their own border crossing experiences might influence their future activist work in education.

This study focuses on the political chaos in Kurt Vonnegut's "Cat's Cradle" (1963). While the main scholarly studies focus on the postcolonial peculiarities of the novel, this study will focus on the post-nuclear characteristics and will render the novel's position distinctive within the discourse on political and social affairs. The study's significance is its emphasis on the role of human beings, which brings dangers and devastation to the human race. Though the study will allude to some apocalyptic visions regarding the existence of the human race, the study tries to offer profound understanding of how human weaponry used in the nuclear age might threaten the human health and future existence. During the sixties and seventies, the arms race was severely critiqued by contemporary literary works. Among these works is Vonnegut's "Cat's Cradle" which depicts the chaotic politics of the time. Hence, this study will solely accentuate the portrayal of political chaos and how it threatens human social stability and peaceful lives. Political threat causes harmful effects to humanity's health, mentality, and psyche which is exemplified in the novel's characters. The fictional characters embody the real human sufferings. Thus, there will be no discussion on specific political powers which compete with each other to gain martial success over the other. Instead, the study will focus on how the fictional characters suffer from the consequences of war and how they behave after them. The analysis of such feelings will be discussed by applying two concepts, namely, Slavoj Žižek's concept of power reductionism and Jean-François Lyotard's concept of critique of the existing order.